The Age of Jefferson

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0205_hsus_te_ch06_s Reading Skill:IdentifyMainIdeas Louisiana Purchase Marbury judicial review John Marshall bureaucracy Terms andPeople AnalyzeJefferson’s foreignpolicies. • theimportanceofLouisiana Identify • ExplaintheimpactofJohnMarshall’s tenure • Understand whysomesawJefferson’s • Objectives concept weblike theonebelow. main ideasaboutJefferson’s presidencyina ihUeWr DefinitionandSampleSentence surplus High-Use Word rmthissection. from Use theinformationbelowandfollowingreso SECTION Purchase. as ChiefJusticeoftheUnitedStates. asa“republicanrevolution.” election v. v. Madison 03_su.fm Page205 Foreign policies Teaching Resources, Jefferson’s Presidency embargo impressment Barbary War Lewis andClark Expedition The Age ofJefferson Wednesday, April Wednesday, Louisiana Purchase The The adj. Record morethanisneeded surplus 18, 200710:29AM Vcblr ule,p 11 Vocabulary Builder, p. landinthecoloniesencouragedmigrationfromEurope. ᮤ These tworevenuesdrovedownthefederaldebt. ment ofAmericanfarmfamiliesincreasedthesalefederallands. a dramaticgrowthinforeigntrade. Inaddition,thewestward move- also benefitedwhencustomsrevenuefromimportsincreasedwith the departmentsandworkersthatmakeupgovernment.He army andnavy andstreamlinedthegovernment’s millionin1809.To dothishemademajor cutstothe office to$57 millionwhenhetook ing taxes, hecutthenationaldebtfrom$80 wanted toretirethenationaldebtbypaying itdown.Despitereduc- stamps, land,andalcoholicspirits. UnlikeHamilton,Jefferson abandon theAlienandSeditionActs, aswellthehatedtaxeson Pursuing RepublicanPrinciples Why ItMatters New Government Policies New Government decessors, whohadcopiedthestyleofBritishmonarchy. administration setouttodothings quitedifferentlyfromtheirpre- that of1776was initsform.” Inthatview, thoseintheJefferson 1800 was asrealaRevolutionintheprinciplesofourgovernment election asa“revolution.” Jefferson insistedthat“theRevolutionof failures oftheJefferson administrations? of newterritory. Jefferson administrationleftaprofoundlegacywithitsacquisition national power. Besidestakinggovernmentinanewdirection,the the stategovernments. TheFederalists wouldneverreclaim the DemocraticRepublicanswoncontrol ofCongressandmost PresidentThomas Jefferson,withabanner (right) fromhis1800presidentialcampaign When theDemocraticRepublicanstookpower, theyspokeofthe urce toteachstudentsthehigh-useword eto ou usin What were thesuccessesand Section Focus Question: “ needed freespeechandconstantdebate. Address, JeffersoninsistedthattheRepublic Inaugural tion hadfallenshortonthosescores. Inaneloquent thatthepreviousFederalist administra- criticism—implying should respectpublicopinionandallow Heemphasizedthatthefederalgovernment President. In 1801,Thomas Jeffersonbecamethenation’s third Jefferson CallsforFree Speech be toleratedwherereasonisleftfreetocombatit. as monumentsofthesafetywithwhicherroropinionmay or tochangeitsrepublicanform,letthemstandundisturbed WITNESS HISTORY WITNESS HISTORY In additiontocapturingthepresidencyin1800, If therebeanyamonguswhowishtodissolvetheunion, —Thomas Jefferson,InauguralAddress, 1801 —Thomas Jefferson encouragedCongressto AUDIO bureaucracy, ” or ½ ½ ½ ½ Set aPurpose might helporhinderhimasPresident. Jefferson’s highidealsforthecountry dence. Askstudentstothinkabouthow author oftheDeclaration ofIndepen- American Revolutionandthemain was ofthe thinkers oftheleading one Remind studentsthatThomasJefferson Background Knowledge Analyze Jefferson’s foreignpolicies. • Identify theimportanceofLouisiana • ExplaintheimpactofJohnMarshall’s tenure • Understand whysomesawJefferson’s • master corecontent. them answertheSectionFocus Questionand focused onthefollowingobjectivestohelp As youteachthissection,keep students Objectives

Purchase. as ChiefJusticeoftheUnitedStates. election asa“republicanrevolution.” ihScin3 Assessmentanswers.) with Section tion astheyread. Tell studentstorefer tothisques- Question andwriteitontheboard. fTerms andPeople. of the SectionObjectivesandlist presidency. main ideasaboutJefferson’s they read,have studentsrecord have studentsreadthissection.As T20), Shrinking strategy(TE,p. Preview Focus cratic society? believe wascrucialtoademo- Ask tion aloud,orplay theaudio. WITNESS HISTORY Study Guide and theexchange ofideas.) can beprovedwrongthroughreason not fearopposingideasbecausethey in theirownwords. students torephrasethequotation SECTION Prepare toRead What idealdidJefferson Point outtheSectionFocus Speech Jefferson CallsforFree Witness HistoryAudioCD, Have studentspreview

Reading andNoteTaking Using theParagraph Instruction Step-by-Step Chapter 6Section3 (freespeech) (Answer appears (The should nation Read theselec- Tell 205 L3 L3

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A Change in Style The Federalists believed that expensive displays taught the public to respect their leaders. Without that respect, they did not think that Teach the government could survive. But, the Democratic Republicans hated the Fed-

eralist displays of wealth as an aristocratic threat to the republic. Although Pursuing Republican Jefferson was a very wealthy, refined, and educated gentleman, he recognized the popularity of a common style. A friend described Jefferson in this way: Principles L3 “If his dress was plain, unstudied, and sometimes old- Instruct fashioned in its form, it was always of the finest materials . . . and if in his manners he was simple, affable, and unceremonious, it was not because he was ignorant of but because he ½ Introduce: Key Term Write the despised the conventional and artificial usages of courts and fashionable life.” key term bureaucracy on the board, —Mrs. Samuel Harrison Smith, c. 1801 and give students the definition. Ask students what prior knowledge they Why was Jefferson’s election considered a “republican may have of the connotation, or under- revolution”? lying meaning, of bureaucracy. Dis- cuss with them how many people refer to government bureaucracy today. John Marshall’s Supreme Court (Sample response: Some people today When Thomas Jefferson became President in 1801, John Marshall became view bureaucracy in a negative way, Chief Justice of the Supreme Court. Although the two men were cousins, they because it increases the size of gov- were political enemies. Marshall was a Federalist, a last-minute appointee by the ernment and costs more to run.) outgoing President, John Adams. Marshall’s appointment had a major impact on the Supreme Court and on its relationship with the rest of the federal govern- ½ Teach Using the Idea Wave strategy ment. Over 35 years, he participated in more than 1,000 court decisions, writing (TE p. T22), discuss how Jefferson over half of them—more than any other Supreme Court Justice in U.S. history. applied his party’s principles to the Marshall’s Four-Part Legacy Marshall applied four of Hamilton’s principles government while he was President. to interpret the Constitution. First, his Supreme Court claimed the power to Ask What changes did Jefferson Reading Skill: Recognize review the acts of Congress and of the President to determine if they were con- make in the federal govern- Sequence As you read, trace events stitutional. This power is known as judicial review. Second, he insisted that fed- that led to the recognition that the ment? (He eliminated some taxes, eral laws were superior to state laws. Third, like Hamilton, Marshall broadly Supreme Court would have the power paid down the debt, and reduced interpreted the Constitution to find implied powers for the national govern- to review federal laws. the size of the bureaucracy.) What ment. Fourth, he insisted upon the “sanctity of contracts.” This limited the economic developments helped John Adams appoints John Marshall Chief power of state governments to interfere with business. Jefferson achieve some of his Justice of the Supreme Court. goals? (Increased customs revenues Marbury v. Madison In 1803, Marshall first asserted the power of judicial and sales of federal lands allowed review in the case of Marbury v. Madison. In early 1801, outgoing President him to eliminate some taxes and pay John Adams had appointed William Marbury, a Federalist, a justice for the Dis- down the debt.) Have students review trict of Columbia. The incoming Secretary of State, James Madison, refused to the Primary Source quotation on this deliver the official papers of appointment. When Marbury complained to the page. Then, encourage them to discuss Supreme Court, Marshall ruled in favor of Madison by declaring unconstitu- why an early American leader might tional part of the Judiciary Act of 1789. want to adopt a less aristocratic style. This ruling was a stroke of genius. Marshall gave the Democratic Republicans Do contemporary politicians still use what they wanted by denying Marbury his appointment. But in doing so, Mar- shall claimed a sweeping power for the Supreme Court that the Democratic personal style of dress or manner of Republicans did not want that Court to have. After all, the Constitution was speaking to influence public opinion? silent on what institution should judge the constitutionality of congressional actions. In the Kentucky and Virginia resolutions of 1798, Jefferson and Madison Independent Practice had claimed that power for the state legislatures. Because of Marshall, today we Have pairs of students write a dialogue accept that the Supreme Court will review the constitutionality of federal laws. between Washington and Jefferson Establishing Important Precedents After establishing the precedent of judi- that explains their ideas about how the cial review, Marshall never again ruled a federal law unconstitutional. Instead, public should view the President. Have most of his decisions overruled state laws, usually to defend businesses and inter- pairs conclude by stating which per- state commerce from state interference, or strengthened judicial review. spective they prefer.

Monitor Progress As students fill in their concept webs, circulate to make sure that they understand how Jefferson’s ideals affected L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers his policies. For a completed version of the concept web, see Note Taking To help students better understand terms such as of the federal government. Have students create Transparencies, B-36a. bureaucracy, help them create visual images that their own visual representation of bureaucracy and illustrate each concept. For example, draw an illus- then do the same with any other unfamiliar words tration on the board of a pyramid with many sec- they might find in their reading. Have them trade tions. Explain that at the top of the pyramid is the illustrations with a partner to compare how each one President, and that the many compartments below visualized the word. Answer are levels of the bureaucracy of the executive branch

He applied republican ideals to reverse some policies of the previous administration. 206 The New Republic 0205_hsus_te_ch06_s03_su.fm Page 207 Wednesday, April 18, 2007 10:29 AM

Landmark Decisions of the Supreme Court How Can the Supreme Court Declare Laws to Be Unconstitutional? The Constitution grants each branch of government certain powers. To prevent any ᮢ Chief Justice John How Can the Supreme one branch from becoming too powerful, a system of checks and balances is part of Marshall, painted Court Declare Laws to this framework. While the Constitution specifies balancing powers for the executive in 1840 and legislative branches, it says little about the judicial branch. One challenge Be Unconstitutional? facing the young government was to decide how the judiciary could balance the powers of the President and the legislature. Objectives ½ Analyze the Supreme Court ruling Marbury v. Madison (1803) in Marbury v. Madison. The Facts The Issue The Decision ½ Explain the effects of Marbury v. William Marbury asked the Supreme Marbury argued The Court ruled that in pass- Madison on the system of checks Court to grant him a job as a federal that the Judiciary ing the 1789 law, Congress and balances. judge, which had been promised to him Act of 1789, gave had exceeded the powers by the Adams administration but denied the Supreme Court granted by the Constitu- by the incoming Jefferson administra- the power to make a tion. Since the law was tion. He also sued Secretary of State government official unconstitutional, the James Madison. perform a certain Supreme Court could Background Knowledge L3 duty. not order Madison Ask students to recall why the Fram- to grant Marbury ers established three branches of gov- his commission. ernment and a system of checks and balances. Review with students what Why It Matters the Constitution says about the role of Marbury v. Madison established the power of judicial review, ensuring the judicial branch in this system. that the Supreme Court had the final authority to interpret the meaning of the Constitution. In his majority opinion, Marshall wrote: Instruct L3 “It is emphatically the province and duty of the judicial department to say ½ what the law is. Those who apply the rule to particular cases, must of necessity Ask Who was Marbury and why expound and interpret that rule. If two laws conflict with each other, the courts was he suing Madison? (Marbury must decide on the operation of each.” had been denied a judgeship by Jeffer- Marbury v. Madison established the judiciary branch as an equal partner in son’s administration. He sued James government. Since 1803, the Supreme Court and other courts have used judicial Madison because he was Jefferson’s review in thousands of cases. Secretary of State.) Why did the Supreme Court rule against Mar- bury? (It found that the Judiciary Act, Connect to Your World under which he was suing, was uncon- Supreme Court Justices serve lifetime terms and are responsible for interpreting the stitutional.) How did the Court both Constitution. When one of the nine seats of the Supreme Court must be filled, the expand and limit its powers with President nominates a replacement. Then, the Senate must approve the President’s this decision? (The Judiciary Act had nomination with a vote. In this way, both the executive and legislative branches can expanded the duties of the Court. By check and balance the power of the judiciary. declaring it unconstitutional, the Court Who are the judges that can declare laws to be unconstitutional in today’s Supreme Court? further defined its authority by estab- Research the Court’s current makeup. Create a Supreme Court profile, indicating which lishing judicial review.) Justices were appointed by Democratic Presidents, which by Republican Presidents, and ½ whether they can be described as strict or loose constructionists. For further analysis of this Supreme Court case and the resulting decision, For: Supreme Court cases have students complete the worksheet Web Code: nce-0631 Landmark Decisions of the Supreme ᮤ Current Chief Justice John Roberts Court: How Can the Supreme Court Declare Laws to Be Unconstitutional? Teaching Resources, p. 20 ½ Connect to Your World Refer stu- The “Midnight Judges” William Marbury was refused, under direct orders from President Jefferson, dents to the Supreme Court Cases only one of several federal judges whom John Adams and Marbury sued. section for summaries of this case. tried to appoint in the last days of his administration. Despite the importance of the case, the Supreme Profiles should include each current Critics referred to these last-minute appointments as Court has been very conservative about applying the Supreme Court Justice, the appoint- “midnight judges.” As they were all Federalists, it is power established by Marbury v. Madison to overrule ing President, and an identification clear that Adams hoped to secure Federalist control Congress. In fact, the Court did not declare another of that justice as a strict or loose of the courts for some time to come. act of Congress unconstitutional until 1857. Before constructionist. The Democratic Republicans saw through this and since then, however, it has reviewed and reaffirmed scheme. When Marbury’s commission failed to be congressional actions numerous times. For some Monitor Progress delivered before the end of Adams’s administration, it leaders, this is proof of the balance of power in Have each student write a summary then became the responsibility of Jefferson’s Secre- action, because Congress knows that it must pass paragraph that explains the effects of tary of State, James Madison, to deliver it. Madison laws that will survive judicial review by the Court. Marbury v. Madison on the federal government.

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These decisions set precedents critical to the development of the new nation’s legal John Marshall’s and economic systems. Like Hamilton, Marshall interpreted the Constitution broadly to find the implied powers needed for a strong national government. Supreme Court L3 Why was Marbury v. Madison so important? Instruct ½ Introduce: Key Term Have stu- WITNESS HISTORY DVD The Nation Expands dents locate the key term judicial Watch The Lewis and Clark Jefferson insisted that farm ownership—which freed citizens from dependence review (in bold) in the text. Ask stu- Expedition on the United States on a landlord or on an employer—was essential to the freedom of white dents to preview the red headings Witness History DVD to explore how Americans. Yet without expansion there would not be enough farms for the rap- and write a sentence predicting what this historic trip affected idly growing population. With the population doubling every 25 years, the nation Jefferson and the country. effects John Marshall will have on needed twice as much land every generation to maintain farm ownership. judicial review. Eyeing the Louisiana Territory To get more land, Jefferson wanted the ½ Teach Display Color Transpar- United States to expand to the Pacific—despite the fact that much of the conti- ency: The Marshall Court while dis- nent was already inhabited by Native Americans and European colonists. At cussing the significant precedents first, Jefferson believed that Spain’s vast Louisiana Territory west of the Missis- set under Chief Justice John Mar- sippi River would be easy to conquer. He noted that the Spanish colonists were shall. Ask Why did Marshall have few, their empire was weak, and they were distracted by the war in Europe. such a lasting effect on the judi- Jefferson’s plans went awry, however, when the United States got a new and far cial system? (He served for more than 35 years, participating in more than 1,000 decisions and writing the majority of them.) How did the The United States, 1803 For: Interactive map Marshall Court reflect Federal- Web Code: ncp-0631 British Territory Conic Projection ist ideas? (It expanded the power of 0200 400 mi ° N 40 the Supreme Court and of the federal 0200 400 km e Superio ain C L. r M t of olumbia R. (Par government.) Was Marshall a ass.) N L M . t. M H V . E i n strict or loose constructionist? ss u N.H is a r rio S si g o nta n p i . O s. p n L ork as a h Y k i w M W Explain your answer. (He was a e c Ne R. R i

. . S M I N e R. . M . . loose constructionist, expanding the P L . Eri nia nn l i L lva Co a s nsy tte s Pen Grea R. o .J. 70° W60° W powers of the Court beyond those t Salt u N U.S. Population, 1790–1810 Lak r o are e i Indiana Ohi d. aw R M Del Louisiana . Territory spelled out in the Constitution.) . 8 R Purchase . a o R irgini ad hio V Have students evaluate Marshall’s or Arkansas O 7 ol R. cky C Kentu 6 legacy. Color Transparencies A-23 C. . N. R ennessee 5 i T

p (in millions) p i s .C. c 4 s S ti i n s la Red R. s At i 3 Independent Practice ppi rgia an M Mississi Geo Oce Territory 2 Spanish Have students record the Territory 30° N 1 sequence of events that led to the Population 0 Rio G Florida ra n) n (Spai 1790 1795 18001805 1810 establishment of judicial review. d e SOURCE: Reading and Note Taking Study Guide exico Historical Statistics of the Gulf of M United States

Monitor Progress United States Louisiana Purchase Pacifi c Territory belonging to Territory controlled by Britain As students complete their flowcharts, Ocean the United States Territory controlled90° W80 by Spain ° W circulate to make sure that they cor- 110° W rectly sequence events. For a completed Map Skills With the U.S. population 1. Locate: (a) the Louisiana Purchase, westward? What geographical version of the flowchart, see Note Taking rapidly rising, the country wanted to (b) Spanish Territory, (c) British features hindered them? Transparencies, B-36b. expand its borders. In turn, the expansion Territory 3. Predict Describe the population of land brought about by the Louisiana 2. Movement What geographical growth in the years 1790–1810. Purchase encouraged population growth. features helped settlers move How would this growth affect U.S. Answers foreign relations?

Marbury v. Madison established the concept of judicial review, allowing the Supreme Court to overturn an act of Congress or executive order that it finds L4 Advanced Readers L4 Gifted and Talented Students unconstitutional. Have students work in groups to conduct research on others acting as the lawyers for the defendant. Map Skills another case heard by the Marshall Court, other than Assign a few students to act as Supreme Court jus- 1. Review locations with students. Marbury v. Madison. Have each group research a dif- tices. After students have presented both sides of the 2. rivers; mountains ferent part of the case: the issues, the main partici- case, have the “justices” deliberate and write their pants, the arguments on both sides, and the Court’s decision if they are unanimous, or majority and 3. It almost doubled; it put pressure on the United States to acquire more land for the decision. Then, tell groups to bring their information minority decisions if they are not. Then, have the increasing number of people and their need together and use it to hold a mock trial, with some entire group discuss why the court ruled as it did and for farmland. This would cause conflict students acting as the lawyers for the plaintiff and whether they agree with that decision. with Native Americans in the West and European nations such as Spain and Britain that controlled western territories. 208 The New Republic 0205_hsus_te_ch06_s03_su.fm Page 209 Wednesday, April 18, 2007 10:29 AM

more dangerous neighbor to the west. In 1801, France’s military dictator, Napoleon Bonaparte, The Nation Expands L3 had forced Spain to give him the Louisiana Ter- ritory, including the strategic city of New Orleans. Thomas Jefferson Instruct The French threatened to block American access (1743–1826) ½ to the market in New Orleans. An alarmed Along with being a statesman, Introduce Have students review Jefferson considered joining the British in an Thomas Jefferson was an amateur the map on the previous page. Ask alliance to fight France. scientist. His deep interest in plants students to write a list of questions and animals contributed to the Lewis and based on information in the map that The Louisiana Purchase Jefferson reasoned Clark Expedition. His plantation, Monticello, they think will be answered below served as a laboratory for experimenting with plants. that he could avoid war by offering to buy New this blue heading. As students read, Jefferson grew hundreds of varieties of fruits and Orleans from the French. When James Monroe have them fill in the answers with and Robert Livingston, the American minister in vegetables, recording their growth in detailed journals. He imported many plants from around the information from the text. If their France, approached Napoleon, they found him world, including Italian broccoli and Mexican questions remain unanswered, have surprisingly receptive. Napoleon’s imperial plans peppers. Some plant samples Lewis and Clark them do additional research. had been foiled by slave rebels in the Caribbean brought back from the West ended up in his garden, ½ colony of Saint Domingue, which is now Haiti. where they still thrive today. Jefferson was an Teach Ask Why did Americans Led by Toussaint L’Ouverture, the rebels defeated enthusiastic experimenter, trying new varieties want to expand U.S. territory? a French army sent to suppress them. Without of those plants that did not flourish. “The (The population was doubling every that army to occupy Louisiana, and needing greatest service which can be 25 years, and there was also a need money to fight the British, Napoleon decided to rendered any country,” he said, for more farmland.) Why did Jef- sell all of the Louisiana Territory. “is to add an useful ferson want to buy Louisiana? In the Louisiana Purchase of 1803, Jefferson plant to its culture.” (to avoid war with France over con- obtained a vast territory extending from the trol of New Orleans and to expand Mississippi River to the Rocky Mountains. At U.S. territory) Why might histori- about 828,000 square miles, the Louisiana Territory nearly doubled the size of ans say that the Louisiana Pur- the United States. For all of this, the United States paid only $15 million. chase was possible only because Although a great bargain, the Louisiana Purchase was also something of an ᮡ Portable writing desk designed of good luck? (Possible response: embarrassment, as it contradicted Jefferson’s constitutional principles. He had by Jefferson Jefferson had been preparing for war long argued for a minimal federal government, and the Constitution did not with Spain, but France’s acquisition authorize the federal government to buy territory from a foreign country. Jeffer- of the Louisiana Territory and the son confessed that he had “done an act beyond the Constitution.” rebellion of slaves in Haiti led In 1804, Jefferson sent Meriwether Lewis and William Clark to explore the France to agree to sell the land for new territory, in what became known as the Lewis and Clark Expedition (see American Experience feature in this chapter). The men were guided much of the very little money.) Refer students to way by a Shoshone woman, named Sacajawea, and her husband. the HISTORY MAKERS feature on Thomas Jefferson. Ask Why might How did the United States gain the Louisiana Territory? Jefferson have been willing to abandon strict constructionist principles in order to buy the Jefferson’s Foreign Troubles Louisiana Territory? (Possible While Jefferson succeeded in his plans to expand to the west, he faced a num- response: He saw the chance to dou- ber of significant challenges to solidifying the stability and economy of the ble the size of the country, gain con- United States. trol of the New Orleans port, and Fighting the Barbary War The Barbary States of North Africa—Morocco, remove a foreign power from North Algiers, Tunis, and Tripoli—were profiting by seizing American ships and sail- America, and this opportunity was ors in the Mediterranean Sea. To buy immunity from that piracy, the Washing- too great for him to refuse.) ton and Adams administrations had paid protection money to the Barbary ½ Quick Activity Show students The States. Jefferson was willing to do the same until the ruler of Tripoli increased Lewis and Clark Expedition from his price. In 1801, Jefferson sent the small American navy to blockade the port the Witness History DVD, and of Tripoli, winning a favorable peace in 1805, concluding the Barbary War. have them complete the Outline Entering the Reexport Trade As the population grew and spread westward, Vocabulary Builder Map: The Louisiana Purchase work- surplus–(SUHR pluhs) adj. more the United States needed to expand overseas markets for the surplus than is needed sheet. Teaching Resources, p. 19 Independent Practice Have students access Web Code ncp-0631 to use the Geography The Barbary Pirates The roots of the Barbary worked out deals that allowed the ships of some Interactive map and then answer Wars were in the long history of piracy in North nations to pass freely through their waters in exchange the map skills questions on the previ- Africa. Pirates became common in the region in the for tribute. Any country that refused to pay the tribute ous page. Middle Ages. They used their stolen wealth to gain ran the risk of having its ships attacked. The United political power and some measure of respectability. States refused to pay this fee, resulting in the unde- Monitor Progress When Barbarossa (“Red Beard”) and his brother clared wars from 1801 to 1805. Other nations soon As students answer the map skills united Algeria and Tunisia in the 1500s, they formed grew tired of paying tribute, as well. By 1830, questions, circulate to make sure that a small but mighty empire funded by piracy. The Bar- French forces had brought an end to most of the they understand how the map and the bary pirates reached their peak of political power in piracy in the region, although the legends of the graph are related. the 1600s and then slowly began to decline in influ- Barbary pirates lived on for many years in songs ence, although not in greed or in the terror they and stories. spread on the seas. The leaders of the Barbary States Answer It bought the land from France.

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produce raised on its new farms. From 1793 to 1807, war in Europe aided this Jefferson’s Foreign goal. The dominant British navy quickly captured most of France’s merchant Troubles L3 ships. To supply food to the French colonies in the West Indies, and to export their sugar, the French turned to American ships. Because the British had banned direct American voyages between the French West Indies and France, Instruct American merchants picked up cargoes in the French colonies and took them to ½ Introduce: Key Term Ask stu- ports in the United States, where they unloaded them. Then the merchants dents to find the key term embargo reshipped the cargoes to France as if they were American products. (in bold) in the text, and then provide The value of this “reexport” trade soared from about $300,000 in 1790 to a definition. Ask What political nearly $59 million in 1807, creating a boom for the American economy. To meet purpose might an embargo serve? the new demand, American shipyards produced hundreds of new ships, tripling (It puts pressure on a country to do the size of the nation’s merchant marine by 1807. Prosperous American mer- or cease doing something desired by chants built new wharves, warehouses, and mansions, boosting the construc- the nation that established the tion trades in seaport cities. Farmers also benefited by selling their produce to embargo.) Have students read to feed French soldiers in Europe and enslaved Africans and plantation owners in find out why the United States set the West Indies. up an embargo against the British. The British hated the reexport trade for two reasons. First, it helped the French economy, which sustained Napoleon’s army. Second, the new trade ½ Teach Ask What was the cause of helped the United States become Britain’s greatest commercial competitor. In the Barbary Wars and how did The Reexport Trade in Action 1805, as British merchants lost markets and profits to American shippers, Brit- Jefferson handle the conflict? American ports like Philadelphia, ish warships began to stop and confiscate growing numbers of American mer- (He refused to continue paying trib- shown here, thrived during the chant ships for trading with the French. ute to the Barbary States and sent a reexport trade. Why couldn’t Facing British Impressment The British navy also angered the United small army to blockade Tripoli until American ships carry French goods directly to France? States by relying on impressment, or taking American sailors from their ships it agreed to a favorable peace.) How and forcing them to serve in the British navy. did the United States benefit 70° W 60° W Engaged in a tough war, the British desper- from war in Europe? (The conflict S 6 TE The ship is then allowed to ately needed sailors for their huge fleet. Brit- A T 5 pass through the blockade boosted the American reexport trade S Another U.S. ship is loaded on its way to France ain insisted that anyone born within its D with the same goods, now E and created an economic boom.) Ask T identified as American France empire was a British subject for life. Yet Brit- I To students to review the images on N U ish naval officers also took American-born N this page and answer the accompa- sailors. By 1812, about 6,000 American citi- W E 30° N nying question. Ask What was the zens had been impressed for the harsh duty of S cause of the conflict with Brit- serving on a British warship. 3 Atlantic Ships redirected to ain and what was Jefferson’s To Ocean At first, Federalist merchants were willing U the United States n 4 it solution to it? (The British were French goods are ed to regard the British abuses as unfortunate St at impressing American sailors into unloaded in America es costs of doing business on the high seas. They their navy. Jefferson pushed for an West 2 1 embargo, cutting off trade with Brit- Ships blocked from American ships are loaded with ain.) Do you think this was a Miller Projection crossing Atlantic by To French goods 020 400 mi British warships F wise strategy? Explain. (Example: ran 020 400 km I n No; it hurt the American economy d i and weakened support for Jefferson’s e British blockade s party.) Why do you think Jeffer- French goods (coffee, sugar, CaribbeanImage Sea a03768 - TK son did not want a larger navy? cotton, wine, spirits, tea, spices) (Possible response: Not only did a larger navy increase the size and expense of the government, but it might also turn against the government, in a revolutionary action.) ½ Analyzing the Visuals Have students study the image on the next page and discuss how it illustrates why Americans called for war with the British.

Independent Practice Have students complete a cause-and- L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers effect chart to summarize the events below this blue heading. Have students who need additional reading practice Have students work in pairs to examine the map skim the visuals and red headings below the blue The Reexport Trade in Action. Starting with point 1, Monitor Progress heading before they read. Then, help them make a have them follow the lines with their fingers, stop- As students work on their charts, brief list of questions for each red heading to which ping as they move along the routes to read the cap- circulate to make sure that they are they would like to learn the answers. Ask them to jot tions, and identify the different symbols on the maps correctly connecting events. down the answers to their questions as they read. using the map key. Have students practice this until they can clearly explain why reexportation worked and how it helped U.S. merchants. Answer

Caption They were blockaded by the British. 210 The New Republic 0205_hsus_te_ch06_s03_su.fm Page 211 Wednesday, April 18, 2007 10:29 AM

pointed out that the old trade with Great Britain remained even more valuable than the new reexport trade with France. But Assess and Reteach

Democratic Republicans insisted that the British actions insulted the United States Assess Progress L3 and threatened the country’s economic ½ Have students complete the Section growth. In 1807, when the British attacked Assessment. an American warship, the Chesapeake, in ½ order to take some of its sailors, many Administer the Section Quiz. Americans—including many Federalists— Teaching Resources, p. 24 were outraged. ½ To further assess student under- Jefferson Asks for an Embargo The standing, use Progress Monitoring United States lacked a navy large enough Transparencies, 44. to challenge the British fleet. Jefferson Attacking the Chesapeake balked at the high cost of building a bigger navy, which would undermine his This engraving from 1816 shows Reteach policies of reducing the national debt and keeping taxes low. He also worried British sailors taking over the If students need more instruction, that a large military would become a threat to the Republic. Chesapeake and impressing the have them read the section summary. As an alternative to war, in 1807 Jefferson persuaded Congress to declare an American sailors on board. embargo, suspending trade by ordering American ships to stay in port. He Reading and Note Taking L3 expected the embargo to starve the British and close their factories, creating Study Guide riots in the streets. Instead, the British found other markets in South America. L2 Meanwhile, the embargo bankrupted American merchants, threw American Adapted Reading and L1 sailors out of work, and hurt farmers, who could no longer export their crops. Note Taking Study Guide Exploiting voter anger, the Federalists gained support in the northern states, Spanish Reading and L2 especially in New England. Note Taking Study Guide Even Jefferson had to admit failure, lifting the embargo just before he retired from the presidency in 1809. Despite having been easily reelected in 1804, the embargo had caused his popularity to lag. Still, he was succeeded by his friend Extend L4 James Madison, who defeated a Federalist rival in the election of 1808. Have students conduct further research on Jefferson’s presidency, and have Why did Jefferson call for an embargo? them create a poster illustrating why his election in 1800 marked a signifi- SECTION cant turning point in U.S. political 3 Progress Monitoring Online history. 3 Assessment For: Self-test with vocabulary practice Web Code: nca-0631 Answer Comprehension 2. Reading Skill: Critical Thinking to end British impressment of U.S. sailors 1. Terms and People Explain the Identify Main Details Use your 4. Apply Information How did impact of the following people or terms completed chart to answer the Section Jefferson view the Supreme Court without going to war on the development of the United Focus Question: What were the precedent of judicial review? States in the early 1800s. successes and failures of the Jefferson 5. Identify Central Issues What was • bureaucracy administrations? Jefferson’s main reason for purchasing • John Marshall Writing About History the Louisiana Territory from France? • judicial review 6. Recognize Cause and Effect What • Marbury v. Madison 3. Quick Write: Develop a Thesis Statement Introduce your topic by was the impact of the embargo on the • Louisiana Purchase American economy? • Lewis and Clark Expedition summarizing it in a single, clear • Barbary War statement. For example, if your topic • impressment for this section is John Marshall’s • embargo Supreme Court, your thesis statement might be “John Marshall had a profound and lasting impact on the Supreme Court and its role in the federal government.”

Section 3 Assessment 4. Possible response: He probably did not like it because it expanded the Supreme 1. Sentences should demonstrate students’ Court’s power beyond what was specified understanding of the impact each person in the Constitution, which enlarged the or term had on the development of the powers of the federal government. United States in the early 1800s. 5. He wanted to expand the United States to 2. Successes: reduction of the nation’s debt, the Pacific Ocean to gain land for farms the Louisiana Purchase, the Lewis and as he believed that property ownership Clark Expedition, peace treaty with the ensured freedom from landlords and Barbary States; Failures: the British employers. embargo, refusal to build a bigger navy 6. It severely damaged the U.S. economy. 3. Each student’s thesis statement should For additional assessment, have students access be a single sentence, clear, and to the Progress Monitoring Online at Web point. Code nca-0631.

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Objectives Lewis and Clark discovered ᭤ many species new to science, • Describe the goals and achievements of including 15 mammals, 16 birds, the Lewis and Clark Expedition. 7 fish, 7 reptiles, and dozens of plants. • Understand the significance of the Lewis and Clark Expedition.

In 1800, the lands west of the Appalachians were as foreign to Americans as the moon is to many people today. Therefore, when Thomas Jefferson sent Meriwether Lewis and William Clark on their expedition, he handed them a set of remarkable instructions. The President had spent years craft- ing them, and they reflected his own impressive range of scientific knowledge. Jefferson called for specific data such as local temperatures, when Background Knowledge L3 native plants flowered, and what Native Americans wore and ate. Jefferson Remind students that the Louisiana Ter- named the group the “Corps of Discovery,” and meant it literally. He saw ritory had briefly belonged to Spain, and the expedition as an unprecedented chance to combine scientific discovery with commercial knowledge that would stimulate the nation’s growth. Jef- then Napoleon forced Spain to cede own- ferson spent two years as Lewis’s mentor, hiring experts to train the expe- ership to France. Explain that neither 1 dition leader in botany, taxidermy, paleontology, and other related fields. country had extensively settled the land nor had they explored it fully. Ask students why this might be so. 1 Meriwether Lewis 2 William Clark 3 The compass Clark carried on the expedition. 4 A woodpecker species preserved by Lewis and named for him. Instruct L3 5 Clark’s detailed diary of the expedition, including hundreds of sketches. ½ Point out to students that although 6 A sketch of a trout from Clark’s diary. 7 A drawing of a prairie bird. 8 Black there were political aspects to the Moccasin, a Minitari chief who met Lewis and Clark and was painted by Expedition, it was also a scientific George Catlin three decades later. 9 A peace medal that the expedition gave to Native American chiefs; Jefferson’s likeness appears on the other side. journey of discovery. Direct students’ attention to the images on these two pages. Invite volunteers to read aloud each numbered caption as classmates 5 6 locate each item. As each item is identified, ask students to explain how it represents the goals of the 2 4 Expedition. ½ Refer students to the map on the next page. Ask Where did Lewis and Clark begin their journey? (St. Louis) What was the western- most point that the Expedition reached? (Fort Clatsop near the Pacific Ocean) What do you think might have been the greatest challenge of the journey? (Possi- 3 ble responses: being far from home; hunger, cold, heat; crossing the mountains; getting along with one another on such a long, difficult journey; deal- ing with Native Americans who may not have been friendly)

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Independent Practice L3 To enrich and extend the lesson, have students access the History Interac- tive at Web Code ncp-0632. After students experience the History Interac- tive, ask them to share their reactions by posing questions such as these: Why do you think Lewis and Clark agreed to lead the expedition? What do you think the Native Americans they encountered thought of them? What was the most unusual discovery they made?

Monitor Progress Have students complete the Thinking Critically questions on a separate sheet of paper and share their answers with the class.

Thinking Critically 1. Analyze Visuals Analyze the map and the images. How do they reflect Jefferson’s belief that the expedition was a “Corps of Discovery”? 2. Synthesize Information How did the expedition’s charge to learn from Native 8 Americans conflict with U.S. policy toward 7 Native Americans in general? Connect to Today Do research into modern explorations to little-known places. Does the government have a role in these explorations? How are they similar to and different from the 9 Lewis and Clark Expedition?

For: To discover more about the Lewis and Clark Expedition Answers Web Code: ncp-0632 Thinking Critically 1. Although the Expedition was partly about claiming the new Louisiana Territory, it was also a scientific survey of lands, plants, and animals that Americans had never seen before. 2. The U.S. policy seemed to be to control and limit their power, not to learn from them. Connect to Today Answers will vary, depending on the place examined. Possible response: NASA has projects to explore Mars; they are the same as the Lewis and Clark Expedition in that they were government- sponsored journeys of discovery, but different in that modern communication allows machines to explore places, instead of send- ing humans to do the exploring. Chapter 6 213