Section 3 Step-by-Step Instruction This Dreadful Fight SECTION SECTION “ The Indians are committing depredations [attacks] upon the white inhabitants located upon Review and Preview our Western frontier. . . . The British furnish them with Students have read about the disputes arms, ammunition, and rations. . . . Many . . . are the United States had with Great Britain made widows and orphans by this dreadful fight.” and France under Washington and Adams. Now students will learn how —Lydia B. Bacon, wife of U.S. army officer in Indiana Territory, 1811 Jefferson responded to entanglements with foreign nations. ᮤ American troops and Indians clash at the Battle of Tippecanoe.

Section Focus Question

How did Jefferson respond to A Time of Conflict threats to the security of the Objectives Why It Matters Under Washington and Adams, the United nation? • Discuss how the United States defeated the States had become entangled in the dispute between France Before you begin the lesson for the day, Barbary pirates. and Britain. That problem did not go away. It rose again with write the Section Focus Question on the • Explain how war in Europe hurt American added fury during the administration of Thomas Jefferson. board. (Lesson focus: Jefferson responded with trade. Section Focus Question: How did Jefferson respond attacks and embargos.) • Discuss the causes and effects of the Embargo to threats to the security of the nation? Act. • Identify the events leading up to the Battle of Defeating the Barbary States Prepare to Read Trade with Europe was critical to the U.S. economy. Amer- Tippecanoe. icans sold crops and natural resources to customers in Europe. Build Background They purchased manufactured goods made in Europe. Reading Skill Knowledge L2 After the American Revolution, pirates began attacking Explain How Events Are Related in Ask a student volunteer to define the word American ships in the Mediterranean Sea. The pirates came Time Many events that occur in sequence have from four small countries on the North African coast— neutral. Explain that the United States cause-and-effect relationships. Explaining how under Jefferson had a neutrality policy, Morocco, Algiers, Tunisia, and Tripoli. Together, these events are related in time will help you find these countries were known as the Barbary States. which kept the U.S. out of conflicts cause-and-effect links. As you read this section, Barbary pirates raided European and American ships, between other nations. Have students look for events that have this relationship. taking property and enslaving sailors and holding them for brainstorm the possible benefits of neutral- ransom. European governments stopped such raids by paying ity (no wars and the ability to trade with many Key Terms and People the Barbary States tribute—money paid by one country to nations) and possible problems that could tribute Tecumseh another in return for protection. In exchange, their rulers stem from it (warring nations might attack, Stephen Decatur William Henry agreed to leave European ships alone. no strong allies). Use the Give One, Get One embargo Harrison smuggle For a time, the United States also paid tribute. But participation strategy (TE, p. T25) to elicit Jefferson stopped this practice and sent warships to the Medi- responses. terranean Sea to protect American merchant ships. At first, these military patrols went badly. The warship Philadelphia Set a Purpose L2 ran aground near the Tripoli coast and its 300-man crew was I Read each statement in the Reading imprisoned. To keep the pirates from using the ship, Readiness Guide aloud. Ask students to 60 American sailors led by Stephen Decatur raided Tripoli mark the statements True or False. harbor and burned the Philadelphia down to the waterline. Teaching Resources, Unit 3, 322 Chapter 9 The Era of Thomas Jefferson

Reading Readiness Guide, p. 49 I Have students discuss the statements in Differentiated Instruction pairs or groups of four, then mark their L3 L3 Advanced Readers Gifted and Talented worksheets again. Use the Numbered Heads participation strategy (TE, p. T24) Research Tell students that the policy of ticed impressment. In a brief report, have to call on students to share their group’s impressment was not new in the 1700s. them summarize one of the conflicts they perspectives. The students will return to Have students research impressment and read about and tell how the conflict was these worksheets later. identify other warring nations that prac- resolved.

322 Chapter 9 The next year, a small force of American marines marched 600 miles across the Sahara and captured Tripoli. A line in the U.S. Teach Marine Corps anthem—“To the shores of Tripoli”—recalls that victory. It inspired a wave of confidence in the ability of the United Defeating the Barbary States to deal forcefully with foreign powers that threatened Amer- ican security and prosperity. States p. 322 How did European nations protect themselves against raids by the Barbary pirates? American Neutrality Is Challenged American Neutrality Is Challenged p. 323 A more serious threat to American overseas trade came from two L2 much more powerful countries, Britain and France. By 1803, the two Instruction nations once again were at war. The United States remained neutral. I Vocabulary Builder Before teaching Because it was neutral, the United States continued trading with this section, preteach the High-Use both Britain and France. The war in Europe had created opportuni- Words decline and restore using the ties for Americans to sell their products there. Meanwhile, Britain and France looked for ways to weaken each strategy on TE p. T21. other. One method was to cut off the other country’s foreign trade. Key Terms Have students continue to British warships started seizing American ships trading with France. fill in See It–Remember It chart. French warships did the same to American ships trading with I Read Defeating the Barbary States and Britain. Between 1803 and 1807, France seized 500 American ships American Neutrality Is Challenged with and Britain seized more than 1,000. Explain How Events Are Related in Time Britain badly needed sailors for its war against France. So it students, using the ReQuest Procedure Explain why American reading strategy (TE, p. T23). turned again to impressment. As a result, thousands of American ships were being seized by Britain sailors were forced to serve in the British navy. and France. I Have students list in order the sequence of events that led up to the capture of Tripoli by the United States. Remind Impressment them to use sequence signal words A nineteenth-century woodprint when possible. shows unfortunate American I sailors being impressed by British Ask: Why were Britain and France a gangs. Conditions on board threat to the United States in spite of British warships were harsh. Jefferson’s neutrality policy? (Each Critical Thinking: Draw Conclusions What impact do nation tried to weaken the other by attacking you think impressment had on American ships trading with the enemy.) the performance of the British Have students make a prediction as to navy? how the United States would respond based on what they have learned so far in this section. (Students will probably predict that the United States will use mili- tary action. Explain that they will learn that the country used a different tactic.) Independent Practice Have students begin filling in the study guide for this section.

Monitor Progress

Section 3 A Time of Conflict 323 As students fill in the Notetaking Study Guide, circulate to make sure individuals History Background understand Jefferson’s foreign policies. Answers Use the information below to teach students this section’s high-use words. They paid tribute to the

High-Use Word Definition and Sample Sentence pirates from the Barbary States.

decline, v. to gradually lose strength or power Reading Skill Britain and France p. 324 The strength of the Continental army declined after Valley Forge. were at war with each other. Neither restore, p. 326 v. to bring back to a former condition wanted its enemy to benefit from Ameri- The Loyalists hoped to restore British power in the colonies. can trade. Draw Conclusions Possible answer: The British navy was probably weakened by having unwilling soldiers. Chapter 9 Section 3 323 Jefferson Responds Carving Up the World Reading Political With an Embargo Cartoons p. 324 Skills Activity Britain’s King George III and Instruction L2 French leader Napoleon I Read Jefferson Responds With an Bonaparte are shown dividing the world in this Embargo with students. Remind them American cartoon. Their to look for the sequence of events. rivalry drew the United I States into a conflict it did Ask: Why was the embargo ineffective not want to enter. for the United States? (Neither foreign (a) Identify Main Ideas country relied on the U.S. for shipping or What portion of the goods so the embargo did not hurt them. The globe is Napoleon United States did rely on trade so it ended taking? What portion is up hurting the country’s economy.) King George taking? (b) Detect Points of View I Assign the worksheet Jefferson What do you think the Addresses Foreign Conflict and have cartoonist’s opinion is of students work in pairs to identify the the two European risks and benefits associated with Jeffer- leaders? son’s foreign policies. Then recreate the chart on the board and have student volunteers fill it in with their answers. At this time, you can also assign the worksheet Jefferson’s Conflicts Over- Beginning in 1805, Britain and France increased their efforts to seas. (See Differentiated Instruction attack trade with their foes. No matter what American merchant activity below.) ships did, they risked being seized by either Britain or France.

Teaching Resources, Unit 3, What was impressment, and why did it anger

Jefferson Addresses Foreign Conflict, p. 55 Americans? Independent Practice Have students continue filling in the study Jefferson Responds With an Embargo guide for this section. The President looked for peaceful methods to force Britain and France to respect American neutrality. He decided to use an Interactive Reading and embargo—a government order that forbids foreign trade. In 1807,

Notetaking Study Guide, Chapter 9, Congress passed the Embargo Act. It imposed a total embargo on Section 3 American ships sailing to any foreign port. Jefferson predicted that both countries would soon cease attacking American ships. Things did not turn out as Jefferson expected. Indeed, the big Monitor Progress loser proved to be the United States. In just one year, American As students fill in the Notetaking Study Vocabulary Builder exports fell from $109 million to $25 million. Prices of American KLìN Guide, circulate to make sure individuals decline (dee ) v. to gradually crops declined, hurting farmers and planters. Tens of thousands of lose strength or power Americans lost their jobs. understand the causes and effects of Jeffer- Many Americans were outraged by the embargo. Anger was son’s decision to impose an embargo. Pro- greatest in New England, where merchants depended heavily on vide assistance as needed. foreign trade. Thousands of Americans turned to smuggling—the act of illegally importing or exporting goods—in order to evade the embargo.

324 Chapter 9 The Era of Thomas Jefferson

Answers Differentiated Instruction Reading Political Cartoons (a) the por- L1 L1 L1 tion containing Europe; much of the West- English Language Learners Less Proficient Readers Special Needs ern Hemisphere (b) The cartoonist thinks Gaining Comprehension Assign the the causes and effects. Provide assistance the leaders are greedy. worksheet Jefferson’s Conflicts Overseas as needed. to students who need extra help under- Impressment was the prac- Teaching Resources, Unit 3, standing the concepts of the section. Have tice of kidnapping and forcing American Jefferson’s Conflicts Overseas, p. 56 students work together in pairs to identify sailors to serve in the British navy. It angered Americans because it demon- strated a lack of respect for the United States as a sovereign nation.

324 Chapter 9 Congress finally repealed the Embargo Act in 1809, just before Tecumseh and the Jefferson left office. Then, Congress passed a less severe law that reopened foreign trade with every country except Britain and France. Prophet The law stated that the United States would reopen trade with those p. 325 countries when they started respecting America’s trading rights as a neutral nation. Instruction L2 I Have students read Tecumseh and the Why did President Jefferson place an embargo on Prophet. Remind students to look for foreign goods in 1807? ways that events are related in time. I Ask: What impact did the white settlers Tecumseh and the Prophet have on the Native Americans? (White In the years after the Battle of Fallen Timbers, tens of thousands of settlers brought diseases that killed thou- settlers moved westward. Ohio became a state in 1803. Americans sands of Native Americans, took their land, continued to push into new areas. They settled in the territory of and drove away much of the game Native Indiana and other lands farther west. Americans hunted for food, shrinking popu- The tide of settlement had a grave impact on Native Americans. Diseases such as measles, smallpox, and influenza killed thousands lation even further.) of Native Americans who had never been exposed to such diseases I Ask students to explain why Tecumseh before. Settlers took over large parts of the Native American hunting was a threat to the security of the United grounds. Deer and other animals the Native Americans depended on States. (He was organizing the many differ- were driven away as farmers cleared the forests for planting. The ent Native American tribes to fight together Native American population decreased, and the power of their tradi- against the white settlers. He also received tional leaders declined. support from Britain.) Independent Practice Land Taken From Have students complete the study guide Native Americans for this section. As settlers moved west, they Interactive Reading and

50˚ N took over Native American Notetaking Study Guide, Chapter 9, KEY Abnakis lands. Penobscots Section 3 (Adapted Version also available.) Land taken before 1750 (a) Read a Map Key When uperior . S Land taken 1750–1784 L did the Osages lose their L. H M n u land? Land taken 1785–1810 a Wampanoags Monitor Progress i r s g o s i n L. Ontario h Narragansetts is Make Predictions Notice s c Iroquois i i pp Pequots M

i R M ie 40˚ N the lands shaded purple. I N . . r Mohegans is E Check Notetaking Study Guide entries

s L . o L Susquehannas What do you think ur Kickapoos i R Eries Leni–Lenapes for student understanding of the impact . Miamis happened to the Native W E Illinois Powhatans American lands in this of Tecumseh’s activities on the nation. Missouris R. area after 1784? S o I Kansas hi Tell students to fill in the last column of O Shawnees

110˚ W Osages Cherokees the Reading Readiness Guide. Probe for A rk an ATLANTIC what they learned that confirms or sas R. Chickasaws 0 km 500 OCEAN Red R. Creeks invalidates each statement. 0 miles 500 30˚ N For: Interactive map Azimuthal Equal-Area Projection Visit: PHSchool.com Teaching Resources, Unit 3, Natchez Web Code: myp-3053 Reading Readiness Guide, p. 49

Seminoles Gulf of Mexico 80˚ W 70˚ W 60˚ W

90˚ W 20˚ N 100˚ W 100˚

Section 3 A Time of Conflict 325

History Background

Tecumseh’s Warning When Tecumseh “You are continually driving the red saw the approach of the War of 1812, he people [from their land] when at last you joined forces with the British, who also will drive them into the [ocean]. . . . You wanted to stem the tide of white settle- ought to know what you are doing with ment in the West. Tecumseh’s goal was to the Indians. . . . It is a very bad thing and Answers drive all settlers out of the Northwest Ter- we do not like it.” to try to force Britain and

ritory. He issued this warning to the white France to respect American neutrality settlers: (a) 1785–1810 (b) They

were occupied by white settlers.

Chapter 9 Section 3 325 New Leaders Take Charge The Shawnee people were hard Assess and Reteach hit by these developments. After 1805, two Shawnee brothers— Tenskwatawa (tehn SKWAH tuh wuh) and Tecumseh (tih KUHM Assess Progress L2 suh)—began urging Native American resistance. Tecumseh and Tenskwatawa, who was also known as the Prophet, called on Native Have students complete Check Your Americans to preserve traditional ways. Progress. Administer the Section Quiz. Vocabulary Builder restore (ree STOR) v. to bring back Tecumseh organized the western tribes into a league to restore Teaching Resources, Section to a former condition Indian lands. He traveled widely spreading his message.

Quiz, Chapter 9, p. 62 Harrison’s Victory American officials were deeply concerned by To further assess student understanding, Tecumseh’s activities. William Henry Harrison, governor of the use the Progress Monitoring Transparency. Indiana Territory, decided to take action. While Tecumseh was traveling in search of allies, Harrison marched a thousand soldiers Progress Monitoring Transparencies, against Shawnee villages on the Tippecanoe River. In the Battle of

Chapter 9, Section 3 Tippecanoe, Harrison defeated the Native Americans. The Battle of Tippecanoe marked the high point of Native Amer- Reteach L1 ican opposition to settlement. Even though the alliance declined in If students need more instruction, have power after the battle, Tecumseh and his warriors continued their them read this section in the Interactive struggle during the next several years. Reading and Notetaking Study Guide and What actions did Tecumseh and the Prophet urge on complete the accompanying question. their followers? Interactive Reading and Looking Back and Ahead Tensions remained high in Notetaking Study Guide, Chapter 9, the West even after Harrison’s victory. Many Americans blamed the Section 3 (Adapted Version also available.) British, who continued to send arms to the Native Americans. There were widespread calls for war with Britain. Could the President and Extend L3 Congress resist them? Many of the foreign policy decisions that Jefferson made were hotly contested in Congress. Have students, acting as mem- bers of Congress, hold a debate over one of For: Self-test with instant help the policies covered in the section. Divide Section 3 Check Your Progress Visit: PHSchool.com students into two groups. Have one group Web Code: mya-3053 of students criticize Jefferson’s policy and another group defend it. Allow time for Comprehension Reading Skill Writing each group to prepare their arguments. and Critical Thinking 3. Explain How Events Are 5. Read the following thesis state- 1. (a) Identify Who were the Related in Time What hap- ment: “The last years of Thomas Barbary pirates? pened after Congress passed a Jefferson’s presidency were (b) Identify Costs What was law to undo the Embargo Act? clouded by international prob- the United States risking when it Explain the connection between lems.“ Review the information in refused to pay tribute to the the Embargo Act and the new this section and choose four facts Barbary pirates? Why do you law. or details from the section that think Jefferson believed it was support this thesis statement. worth the risk? Key Terms Then, based on the supporting 4. Write two definitions for each key items you chose, write several 2. (a) Describe How did settlement term: tribute, embargo, smuggle. sentences developing the thesis in the West affect the Native First, write a formal definition for statement. Americans who lived there? your teacher. Second, write a def- (b) Clarify Problems Why inition in everyday English for a Progress Monitoring Online were Native Americans of the classmate. West more likely to favor the Brit- Students may check their comprehension ish than the Americans? of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. 326 Chapter 9 The Era of Thomas Jefferson

Section 3 Check Your Progress (b) The British also resisted the expan- sion of American settlement.

1. (a) They were seamen from the Barbary 3. The United States began trading with States in North Africa who attacked for- countries other than Britain and France. eign ships, taking property and kidnap- The new law made this trade possible. ping sailors for ransom. Answer 4. Students’ definitions should accurately (b) It risked the lives of American sail- to preserve traditional ways, define each vocabulary word. ors. It was important to prove American resist further settlement, and stop quarrel- military strength. 5. Students should include details about ing with each other; Tecumseh organized the Barbary pirates, British and French 2. (a) Native Americans caught diseases the western tribes into a league. attacks on American ships, the Embargo from settlers, had land taken from them, Act, and Tecumseh’s activities. and their game fled from lands cleared 326 Chapter 9 by the settlers.