Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess FOCUS

BL OL AL ELL Daily Focus Skills Transparencies 7-1 7-2 7-3 7-4 TEACH BL AL Geography and History, URB p. 3 OL AL History Simulations and Problem Solving, URB p. 7 BL OL ELL Reading Essentials and Note-Taking Guide* p. 75 p. 78 p. 81 p. 84 ✓ OL Historical Analysis Skills Activity, URB p. 120 BL OL ELL Guided Reading Activities, URB* p. 144 p. 145 p. 146 p. 147 BL OL AL ELL Content Vocabulary Activity, URB* p. 125 BL OL AL ELL Academic Vocabulary Activity, URB p. 127 OL AL Critical Thinking Skills Activity, URB p. 130 BL OL ELL Reading Skills Activity, URB p. 119 BL ELL English Learner Activity, URB p. 123 OL AL Reinforcing Skills Activity, URB p. 129 BL OL AL ELL Differentiated Instruction Activity, URB p. 121 BL OL ELL Time Line Activity, URB p. 131 OL Linking Past and Present Activity, URB p. 132 BL OL AL ELL American Art and Music Activity, URB p. 137 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 139 AL Enrichment Activity, URB p. 142 pp. 133, BL OL AL ELL Primary Source Reading, URB 135 BL OL AL ELL The Living Constitution* ✓ ✓✓✓✓✓ American History Primary Source Documents OL AL ✓ ✓✓✓✓✓ Library

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓✓

Differentiated Instruction for the American BL OL AL ELL ✓ ✓✓✓✓✓ History Classroom BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓✓ Note: Please refer to the Unit 2 Resource Book for this chapter’s URB materials. * Also available in Spanish

252A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess TEACH (continued) BL OL AL ELL American Music Hits Through History CD ✓ ✓✓✓✓✓ BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓✓✓✓✓ Cause and Effect Transparencies, Strategies, BL OL AL ELL ✓ ✓✓✓✓✓ and Activities Why It Matters Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓✓ Activities BL OL AL ELL American Issues ✓ ✓✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓✓ Strategies, and Activities High School American History Literature BL OL AL ✓ ✓✓✓✓✓ Library BL OL AL ELL The American Vision Video Program ✓ ✓✓✓✓✓ Strategies for Success ✓ ✓✓✓✓✓ ✓ ✓✓✓✓✓ Teacher Success with English Learner Reading Strategies and Activities for the ✓ ✓✓✓✓✓ Resources Social Studies Classroom Presentation Plus! with MindJogger ✓ ✓✓✓✓✓ CheckPoint ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 87 p. 88 p. 89 p. 90 p. 91 BL OL AL ELL Authentic Assessment With Rubrics p. 19 BL OL AL ELL Standardized Test Practice Workbook p. 13 BL OL AL ELL ExamView® Assessment Suite 7-1 7-2 7-3 7-4 Ch. 7 CLOSE BL ELL Reteaching Activity, URB p. 141 BL OL ELL Reading and Study Skills Foldables™ p. 54 BL OL AL ELL American History in Graphic Novel p. 23 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

252B Chapter Integrating Technology

Using Section

Spotlight Videos Teach With Technology

What are Section Spotlight Videos? Section Spotlight Videos are one of the digital media associated with your textbook and present a topic specific to each section of the textbook. How can Section Spotlight Videos help my students? Section Spotlight Videos generate student interest and provide a springboard for classroom discussion. Students can watch videos from their classroom computer screen or review for a test while on their home computer. Visit glencoe.com to access the Media Library, and enter a ™ code to go to Section Spotlight Videos. These videos can also be launched from StudentWorks TM Plus Online or PresentationPlus! with MindJogger CheckPoint.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAV9399c7T for Chapter 7 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

252C Additional Chapter Resources Chapter

® • Timed Readings Plus in Social Studies helps stu- dents increase their reading rate and fluency while The following videotape programs are available from maintaining comprehension. The 400-word passages Glencoe as supplements to this chapter: are similar to those found on state and national • The Alamo (Two Video Set) (ISBN 1-56-501784-6) assessments. To order, call Glencoe at 1-800-334-7344. To find classroom • Reading in the Content Area: Social Studies resources to accompany many of these videos, check the concentrates on six essential reading skills that help following home pages: students better comprehend what they read. The A&E Television: www.aetv.com book includes 75 high-interest nonfiction passages The History Channel: www.historychannel.com written at increasing levels of difficulty. • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. Index to National Geographic Magazine: • A brief summary of each selection is included. The following articles relate to this chapter: • “Along the Santa Fe Trail,” February 1989 Leveled reading suggestions for this chapter: • “The American Prairie: Roots of the Sky,” October 1993 For students at a Grade 8 reading level: • “The Cherokee,” May 1995 • James K. Polk, by Anne Welsbacher • “Life and Death on the Oregon Trail: The Itch to Move For students at a Grade 9 reading level: West,” August 1986 • Make Way for Sam Houston, by Jean Fritz • “Tex-Mex Border,” February 1996 For students at a Grade 10 reading level: • Texas History, by Mary Dodson Wade • “The Way West,” September 2000 For students at a Grade 11 reading level: Access National Geographic’s new, dynamic MapMachine • James K. Polk: 11th President of the United States, by Web site and other geography resources at: Miriam Greenblatt www.nationalgeographic.com For students at a Grade 12 reading level: www.nationalgeographic.com/maps • The Mexican War: “Mr. Polk’s War,” by Charles W. Carey

252D Introducing Chapter Chapter Focus Manifest Destiny 1820–1848 MAKING CONNECTIONS Why Did People Migrate SECTION 1 The Western Pioneers West? SECTION 2 The Hispanic Southwest Discuss with students the two SECTION 3 Independence for Texas questions posed on page 253. Ask SECTION 4 The War With Mexico students what they know about the westward migration and encourage them to speculate about how their lives would be different if it had never happened. To give students a sense of the scope of the westward migration, ask them to imagine what it would be like to travel for days and days and see only travelers like themselves, and to imagine how, once they had arrived at their destination, they would need to be wholly self-sufficient. Point out that Americans continue to be Settlers head west in covered wagons, carrying a restless people, seeking better all their belongings with them. lives for themselves and their chil- dren. Like the early settlers of the West, they too take risks. OL

1836 Van Buren 1841 W. Harrison Tyler Teach • Texas wins independence 1837–1841 • President Harrison 1841 1841–1845 from Mexico becomes first president to die in office The Big Ideas U.S. PRESIDENTS U.S. EVENTS As students study the chapter, 1836 1839 1842 remind them to consider the sec- WORLD EVENTS tion-based Big Ideas included in 1839 1842 each section’s Guide to Reading. • First pedal-propelled bicycle • China cedes Hong is designed by Kirkpatrick Kong to Britain The Essential Questions in the MacMillan of Scotland activities below tie in to the Big Ideas and help students think 252 Chapter 7 Manifest Destiny (bl)Texas Department of Highways and Public Transportation about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with Section 1 Section 2 their culminating activities relate The Western Pioneers The Hispanic Southwest the content from each section to Essential Question: How did the idea of Essential Question: How did American set- the Big Ideas. These activities Manifest Destiny influence the settlement of tlement of the Southwest cause tensions build on each other as students the West? (People felt that it was their God- with Mexico? (The Mexican borderlands drew progress through the chapter. given right to settle western lands.) Point out many settlers from the East. They resisted Section activities culminate in the that in Section 1 students will learn about the Mexican authority by refusing to convert to wrap-up activity on the Visual early settlement of the West. OL Catholicism. American influence in the area grew Summary page. quickly.) Point out that in Section 2 students will learn about the settlement of the Mexican borderlands. OL

252 Introducing Chapter

Chapter Audio MAKING CONNECTIONS More About the Why Did People Migrate Painting West? Beginning in the 1820s, Americans began moving in large Visual Literacy The idea of numbers west across the Great Plains. They headed south Manifest Destiny captivated not to Texas and west to Oregon, Utah, and California. By only the westward bound settlers 1848, the United States had taken the Southwest from Mexico and divided Oregon with Great Britain. but also the artists of the era. The • Why do you think Americans wanted to move painting Wild West by Frances F. west in the 1800s? Palmer (1812–1876) shows a • How do you think westward migration affected romantic view of the West that America’s relationship with other countries and native peoples? was popular in art at the time— the epic, peaceful occupation of an empty continent. None of the forbidding dangers of the journey are represented. The wagon train is following the banks of a gentle stream in a lush setting, while benevolent Native Americans watch from the far bank.

Dinah Zike’s Foldables Dinah Zike’s Foldables are three-dimensional, interac- 1846 tive graphic organizers that • Great Britain help students practice basic and U.S. divide 1848 Oregon Territory • Treaty of Organizing Create a Four- writing skills, review vocabu- 1845 Polk at 49th parallel Guadalupe Door Book Foldable that helps 1845–1849 What When lary terms, and identify main • Congress votes • United States Hidalgo in researching the development to annex Republic begins war ends war of early transportation routes. ideas. Instructions for creat- of Texas with Mexico with Mexico Record key facts about each route Where y ing and using Foldables can in the Four-Door Book under Wh What, When, Where, and Why. be found in the Appendix at 1845 1848 the end of this book and in the Dinah Zike’s Reading and 1843 1845 1848 • Charles Dickens’s • Irish potato • Karl Marx and Frederick Engels Visit glencoe.com Study Skills Foldables booklet. A Christmas Carol publish The Communist Manifesto famine and enter code TAV9846c7 for • Numerous revolutions sweep is published begins Chapter 7 resources. Europe

Chapter 7 Manifest Destiny 253

Visit glencoe.com and Section 3 Section 4 enter code Independence for Texas The War with Mexico TAV9399c7T for Chapter 7 Essential Question: How did Texas gain its Essential Question: What resulted from resources, including a Chapter independence? (Texans rebelled against the the annexation of Texas and the war with Overview, Study Central™, Mexican government, fought many battles, and Mexico? (After defeating Mexico, annexing Study-to-Go, Student Web finally defeated Mexico at the Battle of San Texas, and reaching an agreement with Britain Activity, Self-Check Quiz, and Jacinto.) Point out that in Section 3 students about the Oregon Territory, the United States other materials. will learn about the Texas defeat of Mexican gained so much land that it stretched across the forces and the formation of a new entire continent.) Point out that in Section 4 republic. OL students will learn about how the United States was transformed by the war with Mexico. OL 253 Chapter 7 • Section 1 Section 1 Section Audio Spotlight Video Focus The Western Pioneers

Bellringer n the 1840s, Americans made the grueling trek west Guide to Reading to the frontier states of the Midwest and the rich Daily Focus Transparency 7-1 I

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: D Big Ideas lands of the Oregon Country. The invention of new Teacher Tip: Tell students that an opinion often judges the UNIT value or worth of something. 2 DAILY FOCUS SKILLS Chapter 7 TRANSPARENCY 7-1 Science and Technology Several Distinguishing Fact from Opinion farming equipment made it easier to clear and cultivate

Directions: Answer the following The Revolution of Farming Equipment question based on the informa- tion at left. inventions in the early 1800s helped • 1819 Jethro Wood invents a plow with an iron All of the following state- new land, thus encouraging settlement of the Midwest. blade, which replaces the crude wooden plows ments are facts EXCEPT: used previously. make it possible to settle the West. A John Deere invented a plow • 1834 Cyrus McCormick patents his mechanical with steel blades in 1837. reaper, which replaces the sickles and scythes used to cut grain by hand. B Cyrus McCormick’s reaper replaced the use of sickles • John Deere engineers a plow with slick sharp- and scythes. edged steel blades, which reduces by half the labor needed to prepare an acre for farming. C Jethro Wood’s iron-blade Content Vocabulary plow changed how people farmed. D Deere’s steel-blade plow was superior to the iron-blade • squatter (p. 254) Settling New Lands plow. • overlander (p. 256) MAIN Idea Americans moved westward and established new farms in the Academic Vocabulary Midwest; later settlers traveled in wagon trains to the Pacific Coast. • guarantee (p. 254) HISTORY AND YOU Have you ever packed for a long trip? What things did Guide to Reading • convert (p. 255) you take with you? Read on to learn how settlers faced difficult times on the trail west. Answers Include: People and Events to Identify Oregon Trail, California Trail, Santa • Manifest Destiny (p. 254) In 1800 only around 387,000 white settlers lived west of the • Jethro Wood (p. 255) Fe Trail, Mormon Trail, Old Spanish Appalachian Mountains. By 1820, that number had grown to more • John Deere (p. 255) than 2.4 million, and the numbers continued to rise rapidly. By Trail, Butterfield Overland Mail • Cyrus McCormick (p. 255) the time the Civil War began, more Americans lived west of the Trail, Pony Express Trail • Kit Carson (p. 256) Appalachians than lived in states along the Atlantic Coast. Reading Strategy Some Americans headed west for religious reasons. Others were lured by the chance to own their own farms. While most settled east Organizing Use a graphic organizer, of the Mississippi River, more than 250,000 Americans continued far- like the one below, to list the trails to ther west, across the Great Plains and Rocky Mountains to California the West used by settlers in the 1840s. and the Pacific Northwest. To generate student interest and In 1845 a magazine editor named John Louis O’Sullivan declared provide a springboard for class that it was the “manifest destiny” of Americans “to overspread the Trails to continent allotted by Providence.” Many Americans believed in this discussion, access the Chapter 7, the West concept of Manifest Destiny—the idea that God had given the Section 1 video at glencoe.com or entire continent to Americans and wanted them to settle western on the video DVD. land. Farming the New Lands Early settlers marked out farms on the rich river bottom land. Others occupied fertile woodlands. These pioneers became known as squatters, because they settled on lands they did not own. The fed- eral government intended to survey the land and then sell large par- cels to real estate companies, but squatters wanted to buy the land they occupied directly from the government. Bowing to public pressure, Congress passed the Preemption Act of 1830, a renewable law made permanent in 1841. This law protected squatters by guaranteeing them the right to claim land before it was surveyed and the right to buy up to 160 acres at the government’s Resource Manager minimum price of $1.25 per acre.

254 Chapter 7 Manifest Destiny

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Additional Resources Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Prim. Source Read., URB • Making Generalizations, • Kinesthetic, p. 255 • Descriptive Writing, • Using Geo. Skills, URB pp. 133, 135 p. 257 p. 256 p. 256 • Guid. Read. Act., URB Additional Resources p. 144 Additional Resources • Diff. Instr. Act., URB Additional Resources Additional Resources • Am. Hist. in Graphic • Hist. Analysis Act., URB p. 121 • Content Vocab. Act., • Time Line Act., URB Novel, p. 23 p. 120 • Eng. Learner Act., URB URB p. 125 p. 131 • Link. Past/Present, URB p. 123 • Int. Pol. Cartoons Act, p. 132 • Acad. Vocab. Act., URB URB, p. 139 • Quizzes and Tests, p. 83 p. 127 • Read. Essen., p. 75 PRIMARY SOURCE Chapter 7 • Section 1 The Idea of Manifest Destiny Although John L. O’Sullivan did not use the phrase “manifest destiny” until 1845, as early as 1839 he was declaring that it was America’s des- tiny to spread its ideas to the world: Teach

“. . . our national birth was the beginning of a new history. . . . [W]e D Differentiated are the nation of progress, of individ- ual freedom, of universal enfran- Instruction chisement. . . . We must onward to Kinesthetic Encourage students the fulfilment [sic] of our mission— to the entire development of the to learn about the inventions of principle of our organization—free- the period, including the plow, dom of conscience, freedom of per- the reaper, the telegraph, and the son, freedom of trade and business pursuits, universality of freedom and steam locomotive, and prepare an equality. This is our high destiny. . . . oral presentation about how these For this blessed mission to the inventions contributed to the set- nations of the world . . . has America been chosen; and her high example tlement of the west. OL shall smite unto death the tyranny of kings, hierarchs, and oligarchs. . . .” —from “The Great Nation of Futurity,” The United States Democratic Review Answers: 1. The floating woman— representing Manifest Destiny—is stringing tele- 1. Analyzing What symbolizes progress in the paint- graph wire; the suggestion is ▲ Entitled “American Progress,” this famous painting of the idea ing? Why is the left portion of the painting darker of Manifest Destiny depicts America as a woman, leading the than the right? that the settlers are bringing country into the West. She carries a book, which represents American enlightenment and is laying a telegraph wire. 2. Paraphrasing For what does O’Sullivan say that light into the darkness. the United States has been chosen? 2. to develop the American way of life based on freedom Plows and Reapers Settling the Pacific Coast Latecomers to the Midwest set their sights Student Web A few decades earlier, farmers had only Activity Visit on the Pacific Coast, partly because emigrants wooden plows to break the grass cover and glencoe.com and assumed that the treeless Great Plains had roots of Midwestern sod. Jethro Wood pat- complete the activ- poor land for farming. The United States and ity on the Oregon ented an iron-bladed plow in 1819, and in Great Britain—as well as Native Americans— Trail. Answer: 1837 John Deere engineered a plow with laid claim to Oregon Country, a region that Congress passed the Preemption sharp-edged steel blades that cut cleanly included present-day Oregon, Washington, through the sod. This reduced, by half, the Act of 1830, a law that gave and British Columbia. In 1818 Britain and the labor needed to prepare an acre for farming. squatters the right to claim land D United States had agreed to occupy the land Midwestern agriculture also received a boost jointly. In the 1830s, American missionaries before it was surveyed and buy from the mechanical reaper, which Cyrus began arriving in Oregon to convert Native McCormick patented in 1834. For centuries up to 160 acres at the price of Americans. These missionaries spread the farmers had cut grain by hand, using a sickle or $1.25 per acre. word about Oregon and persuaded others to a scythe—exhausting and time-consuming come to the lush Willamette Valley. work. Switching from a sickle to a McCormick reaper pulled by horses or mules, farmers could Describing How did Congress harvest far more grain with far less effort. help squatters attain land in the West? Hands-On

Chapter 7 Manifest Destiny 255 Chapter Project Step 1 Creating a Thematic Map States and create a map key that represents areas. For example, students may use one Step 1: The United States in 1820 color to represent states, territories, unorga- Students will research and collect informa- nized territories, and claims. tion on the states and territories of the Creating and Reading Maps Students United States in 1820. will interpret information from their text- Directions Have students research the books and other sources to create their own population of the states and territories that maps of the United States in 1820. OL were part of the United States in 1820. Have (Chapter Project continued on page 262) students use an outline map of the United

255 Chapter 7 • Section 1 Oregon Trail. Others included the California Westward Migration Trail and the Santa Fe Trail. MAIN Idea Emigrant groups followed specific Emigrants made the journey in groups of trails through territory belonging to Native covered wagons called wagon trains. Before S Skill Practice Americans. starting out, the trains assembled at staging HISTORY AND YOU Do you remember which reli- areas outside a frontier town. There, families Using Geography Skills Have gious groups came to America to escape religious exchanged information about routes, bought students use a current map of the persecution? Read on to learn why the Mormons supplies, trained oxen, and practiced steering left the United States to practice their religion the cumbersome wagons, which new drivers United States to follow one of freely. the trails shown on the map on were apt to tip over. The first wagon trains hired mountain men page 256. Instruct students to Much of the terrain from the edge of the to guide them. Once the trails became well name the current states and frontier to the Pacific was difficult. A small worn, most of the travelers—known as over- major geographic landmarks number of trailblazers—mountain men like landers—found their own way with the help Kit Carson and Jim Bridger—made their liv- of guidebooks. Sometimes the guidebooks along the trail. ELL ing by trapping beaver and selling the furs to were wrong, leading to tragedy. In 1846 a traders. At the same time, they gained a thor- group of 87 overlanders known as the Donner ough knowledge of the territory and the local Party, after the two brothers who led them, W Writing Support Native Americans. were trapped by winter snows high up in the Descriptive Writing Have stu- By the 1840s, the mountain men had carved Sierra Nevada. After 41 died of starvation, out several East-to-West trails that helped set- those still alive resorted to cannibalism in order dents research the daily lives of tlers travel. The most popular route was the to survive. people heading west. Then have them write a monologue about the woman in the photograph— Overland Trails West, 1840–1860 either to be delivered by her or an observer. The monologue should

a contain details about the journey bi um BRITISH NORTH AMERICA ol R. so far and her excitement and C Washington Terr. Portland Mi worry about the future. OL Ft. Walla Walla ssou ri R . Unorg. Oregon Snake Minn. Terr. M W O R. Nebraska i R ss Ft. Boise E Territory is Wis. G sip O p N TRA i IL South Analyzing GEOGRAPHY Ft. R Pass Laramie . 40°N CALIFORNIA Iowa DonnerTRAIL MORMON Platte TRAIL R. Council Bluffs Pass Great Salt L. Ft. Bridger Sacramento Nauvoo Answers: ONY Salt Lake City P EXPRESS Ft. Kearny St. Joseph Ill. San Francisco Utah . Independence 1. St. Louis, St. Joseph, IL R Denver Kansas Terr. California Terr. A o AIL St. Va. TR d Bent’s Fort TR ra SANTA FE Louis Ky. SH o A Mo. Independence I l r AN o k SP C a N.C. S n D U s Tenn. 2. They assumed that the land L n as O o R. Santa Fe CIMARRON T rg Ark. ATLANTIC Los Angeles New Mexico er an S.C. was not good for farming and CUTOFF r. ize Fort Territory R d OCEAN ed R. Smith Ga. PACIFIC Miss. Ala. feared encounters with Native Tucson IL OCEAN MA 30°N El Paso ND LA Americans. R B E U V TT O Texas La. 120°W ERFIELD Analyzing GEOGRAPHY R io G r 1. Location Name three Missouri cities that Continental Divide a n d Pass e served as starting points for western emigrants. Fort Gulf of 2. Regions Why did emigrants bypass the Great MEXICO N Mexico 1860 border Plains and travel all the way to the Far West? W E 0 400 kilometers TM S TROPIC OF CANCER See StudentWorks 0 400 miles Plus or glencoe.com. Differentiated Lambert Azimuthal Equal-Area projection 90°W 110°W Instruction 256 Chapter 7 Manifest Destiny

Name Date Class

★ Time Line Activity 7

Manifest Destiny DIRECTIONS: Read the events on the time line and the information below. Then imagine that Determining the Risks and Rewards of Emigration you are a settler deciding whether or not to travel west. At the bottom of the page, list three reasons for and three reasons against a trip west on the Oregon Trail.

1844 Four major wagon trains follow the trail to Oregon. 1830 Hall J. Kelly founds 1842 John Frémont 1859 Oregon “The American Society for explores, maps, and 1845 Barlow Road becomes the 7 Encouraging Settlement of documents his find- opens as an alterna- 33rd state. the Oregon Territory.” ings on an expedition. tive to rafting down the Columbia River. Read to evaluate information about the risks 1830 1840 1850 1860

CHAPTER Objective: Differentiated Instruction Strategies

1836 The Whitmans 1843 The first large 1848 Oregon 1850 The Oregon Land establish a mission organized wagon train becomes a U.S. Donation Act is passed. in Oregon. travels the Oregon Trail. territory. and rewards of moving west. 1845 Lansford Hastings pub- BL Identify the Oregon Trail on a map. lishes the “Emigrant’s Guide to Oregon and California.”

• The establishment of a mission in Oregon by Dr. Marcus and Narcissa Whitman proved that the settlement of the territory was possible for ordinary citizens. Their example became Focus: Read the information on the risks of the trip. Determine the distance that travelers an inspiration for many of the later travelers. However, their deaths at the hands of Native Americans represented one of the greatest fears of early settlers. • John Frémont and Lansford Hastings were two of many travelers who published guide- books about the trails west. Many of these guidebooks contained inaccuracies, which caused delays and even death. Teach: Make a list of the risks and rewards of moving. had to go to reach their destination. • The Oregon Land Donation Act promised 320 acres to settlers who lived and worked the land for four years. This promise of land ownership created an influx of settlers. • The discovery of gold in California in 1848 motivated large numbers of people to head west. News of a cholera epidemic discouraged many who had started for California. When word of the Oregon Land Donation Act spread in 1850 and 1851, many settlers changed their AL Write a description of a wagon train. minds en route and headed for Oregon instead. Assess: Decide whether the risks outweigh the rewards Reasons For: Reasons Against: Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, or if the trip is too dangerous to make. Write a Include information on the different 131 few paragraphs outlining your decision. members and their roles. Time Line Close: Make a poster either as a company encourag- ELL Illustrate a map of Oregon with land Activity 7, URB p. 131 ing people to move west or as a community formations and natural resources. 256 leader encouraging people to stay. The typical trip west took five to six months, with the wagon Chapter 7 • Section 1 trains progressing about 15 miles (24 km) per day. Generally, men REVIEW drove the wagons, hunted game, and fed and cared for the ani- Section 1 mals at night, while women looked after the children, cooked the meals, cleaned the camp, and laundered the clothes. As Elizabeth C Critical Thinking Geer recounts, the journey was exhausting and difficult: Vocabulary C 1. Explain the significance of: Manifest Making Generalizations PRIMARY SOURCE Destiny, squatters, Jethro Wood, John Have students locate and read “I carry my babe and lead, or rather carry, another through snow, mud, Deere, Cyrus McCormick, Kit Carson, excerpts from diaries written by and water, almost to my knees. It is the worst road. . . . [T]here was not overlander. one dry thread on one of us—not even my babe. . . . I have not told you people who traveled West between half we suffered. I am not adequate to the task.” Main Ideas 1820 and 1860. Have students —quoted in Women’s Diaries of the Westward Journey 2. Specifying Who encouraged settlers to make generalizations about daily emigrate to the Oregon Territory? life during that time. OL Native Americans 3. Describing What was the purpose of the 1851 Treaty of Fort Laramie, and what Early travelers feared attacks by Native American warriors, but were its main points? such encounters were rare. By one estimate, only 362 emigrants died due to Native American attacks between 1840 and 1860, Critical Thinking Answer: difficult terrain, bad while emigrants killed 426 Native Americans in the same period. 4. What two inventions made it weather, attacks by Native In fact, Native Americans often gave emigrants gifts of food, as Big Ideas easier to farm on the frontier? well as helpful information about routes, edible plants, and Americans sources of water. They often traded fresh horses for items such as 5. Organizing Use a graphic organizer, cotton clothing and ammunition. similar to the one below, to list the rea- As the overland traffic increased, Native Americans on the Great sons that Americans emigrated to the Plains became concerned and angry over the threat this influx of West. people posed to their way of life. The Sioux, Cheyenne, Arapaho, and Assess other groups relied on buffalo for food, shelter, clothing, tools, and countless other necessities of everyday life. Now they feared that the Reasons Americans age-old wanderings of the buffalo herds would be disrupted. Went West Hoping to ensure peace, the federal government negotiated the Treaty of Fort Laramie in 1851. In that document, the United 6. Analyzing Visuals Study the map of Study Central™ provides States promised eight Native American groups that specific overland trails to the West on page 256. summaries, interactive games, territories in the region of the Great Plains would belong to them Where did the Old Spanish Trail begin, and as long as they allowed settlers to pass through peacefully. The and online graphic organizers to where did it end? government also agreed to make payments to the groups. help students review content. Writing About History The Mormon Migration 7. Descriptive Writing Suppose that you Close emigrated from the East to a frontier farm Unlike those bound for the West in search of land, the Mormons in the West. Write a journal entry describ- followed a deeply rooted American tradition—the quest for reli- Summarizing Ask: Why were ing a day in your journey. gious freedom. The Mormons, however, had to seek that freedom people willing to leave their by leaving the Eastern states, instead of coming to them. homes in the East and head In 1844, after a mob murdered their leader, Joseph Smith, the church’s new leader, Brigham Young, took his people west to West? (They moved for religious escape further persecution. Several thousand Mormons forged reasons, or for the chance to own their way along a path that became known as the Mormon Trail. their own farms. Many were It served as a valuable route into the western United States. In 1847 the Mormons stopped at the Great Salt Lake in what is now drawn by the ideal of Manifest Utah. Undeterred by the wildness of the area, they staked a claim Destiny.) OL on the land they called “Deseret.” Study Central™ To review this section, go Describing What difficulties did settlers face in the to glencoe.com and click on Study Central. American West? Section 1 REVIEW 257

Answers

1. All definitions can be found in the section Americans could have specific territories in 7. Students’ journals will vary, but should con- and the Glossary. the region; the United States also agreed to tain specific details about the journey. 2. American Christian missionaries who went make payments to the Native Americans. to the Oregon Territory to convert Native 4. steel-bladed plow, mechanical reaper Americans 5. religious freedom, opportunity to own their 3. Its purpose was to ensure peace with Native own farms, to fulfill the principle of Manifest Americans on the Great Plains so that set- Destiny, to convert Native Americans to tlers could travel to the West. In the treaty, Christianity, to trap for furs, to act as the United States agreed that if they trailblazers allowed to let settlers pass through the 6. It began in Santa Fe and ended in Los Great Plains peacefully, the Native Angeles. 257 NOTEBOOK NOTEBOOK

Focus Baseball for Have students read Chief Joseph’s Beginners eulogy for his father. Ask: What Thinking of did Old Joseph say Chief Joseph’s taking up the new game of responsibility was? (to guide his baseball? Watch out! people and to never sell or give The rules keep changing! away his land.) Ask: Why do you 1845 think Old Joseph told his son to Canvas bases will be set 90 stop his ears when asked to sign feet apart in a diamond shape. Only nine men will play on a treaty? (Answers may vary. He each side. suggests that the terms of the treaty Pitches are to be thrown might sound good and reasonable, underhanded. but that his son should not even A ball caught on the first R listen to the white man nor sell the bounce is an out. land.) Help students connect this 1846 speech to what they have read At first base, a fielder can tag the bag before the runner about the westward migration of reaches it and so make an out. white settlers and to consider how EDWARD S. CURTIS/CORBIS 1847 this wave of migration might have Players may no longer throw the concerned the Native Americans ball at a runner to put him out. already residing in the country. Eulogy These changes may be coming: A poor pitch is a ball; nine CHIEF JOSEPH (above), a leader of the Nez Perce of the Wallowa Valley balls gives the runner first Teach in eastern Oregon, remembers his father, Old Joseph. The Nez Perce were base, a walk. forced to leave the Wallowa Valley less than a decade after Old Joseph’s death. A ball caught on the first My father sent for me. I saw he was dying. I took his hand in mine. bounce is no longer an out. He said, “My son, my body is returning to my mother earth, and my spirit R Reading Strategy is going very soon to see the Great Spirit Chief. When I am gone, think Have of your country. You are the chief of these people. They look to you to Making Connections guide them. Always remember that your father never sold his country. students compare these rules of You must stop your ears whenever you are asked to sign a treaty selling baseball to the modern rules for your home. A few years more, and white men will be all around you. They have their eyes on this land. My son, never forget my dying words. the game. Ask: Which rules This country holds your father’s body. Never sell the bones of your father are still part of the game of and your mother.” O. PIERRE HAVENS/CORBIS baseball? (Accept all reasonable I pressed my father’s hand and told him I would protect his grave with answers.) OL my life. My father smiled and passed to the spirit land. I buried him in that beautiful valley of winding rivers. I love that land more than all the rest of the world. A man who would not love his father’s grave is worse than a wild animal. An early New York baseball team Additional

Support 258 Chapter 7 Manifest Destiny

Extending the Content

Dangers on the Oregon Trail Many of the along the trail, fewer than one percent were due people who emigrated along the Oregon Trail to altercations with Native Americans. Disease, during the mid-1800s feared attacks by Native particularly cholera, was the primary cause of Americans. It was certainly a dangerous journey, death along the trail. but of the estimated 20,000 to 30,000 deaths

258 NOTEBOOK MOVING WEST: 1816–1850

WESTERN WORD PLAY NUMBERS Assess/Close Word Watch Summarizing Ask: What gen- 18,000 Miles from Can you talk Western? Match the word to its meaning. New York to California by sea eral statement can you make 1. maverick a. gold rush favorite, made of route around Cape Horn about the period? (Possible eggs, bacon, and oysters response: It was a time of change 90,000 People arriving 2. Hangtown fry b. inexperienced ’49er, Eastern type and the movement of large groups not used to wearing boots in California in 1849, half by sea, half by overland route of people.) 3. grubstake c. a lucky discovery of gold; a source of sudden wealth 4. bonanza d. a style of hat worn by gold rush miners CRITICAL THINKING 5. palo alto e. a lone dissenter who takes an independent Answers: stand, from the name of a Texas cattleman 1. Spiritual beliefs: At death, our who left his herd unbranded bodies return to mother earth 6. pard or rawwheel f. food provided by an investor to a gold

and our spirits go to see the

prospector in exchange for a share of BETTMANN/CORBIS

answers: 1.e; 2.a; 3.f; 4.c; 5.d; 6.b 5.d; 4.c; 3.f; 2.a; 1.e; whatever gold he finds Great Spirit Chief; Practical poli- tics: In spite of pressure from Milestones encroaching settlers, he doesn’t SETTLED, 1847. THE VALLEY Panning for gold sell his country or sign treaties;

OF THE GREAT SALT LAKE, LIBRARY OF CONGRESS/CORBIS by he guides and supports his Brigham Young, leader of the $20 Average earned per day Mormons, and a party of 143, to by California gold miners in 1849 people. escape hostility toward their group 2. Responses will vary. Students in Illinois. Young plans to return to $435 Value of miners’ Council Bluffs, Iowa, and lead the average daily earnings in should give reasons to support rest of the members of his faith to 2006 dollars their beliefs. a permanent home in Utah. Frederick Douglass MOVED, 1845. HENRY DAVID EMIGRATED, 1845. FREDERICK 50 Number of years after Visit the TIME Web site at THOREAU, the signing of the Declaration writer, to Walden Pond, DOUGLASS, former slave, author, www.time.com for up-to-date Concord, Massachusetts. Thoreau of Independence that Thomas and abolitionist leader, to England to Jefferson and John Adams die— news, weekly magazine articles, intends to build his own house on escape the danger of re-enslavement within hours of each other. the shore of the pond and earn in reaction to his autobiography, editorials, online polls, and an his living by the labor of his hands Narrative of the Life of Frederick archive of past magazine and 17,069,453 U.S. only. “Many of the so-called Douglass. On his 1845 trip across Web articles. comforts of life,” writes Thoreau, the Atlantic, Douglass was not population in 1840 “are not only not indispensable, permitted cabin accommodations. but positive hindrances to the After a lecture during the crossing, 55,000 Number of elevation of mankind.” some passengers threatened to emigrants moving west along AILING, 1847. EDGAR ALLAN throw him overboard. the Oregon Trail in 1850 POE, in Baltimore, following the death of his wife, Virginia. Other CRITICAL THINKING than a poem on death, Poe has 1. Categorizing As a leader, Old Joseph combined spiritual beliefs with written little this year, devoting his practical politics. Give examples of each. dwindling energies to plagiarism suits against other authors. 2. Identifying Points of View Thoreau believed that the basics in life rather than the extra comforts made people better human beings. Do you agree or disagree with his view? Why? Additional

Chapter 7 Manifest Destiny 259 Support

Activity: Collaborative Learning

Determining Cause and Effect Remind do people hope to acquire land today? (for students that the ambition to acquire land, both development, for housing, for recreation, for busi- for individuals and for the nation, was a driving ness construction, and so on) Ask: How does force between many of the events during the this ambition shape the economy and politics first half of the 1800s. Lead a class discussion of the United States today? (Some students about attitudes toward land and property in the may mention property taxes and disputes over United States today. Ask: For what purposes industrial access to national parks.) OL

259 Chapter 7 • Section 2 Section 2 Section Audio Spotlight Video Focus The Hispanic Southwest

Bellringer exico won its independence from Spain in Guide to Reading 1821. For the next quarter century, the Mexican Daily Focus Transparency 7-2 M

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: G Big Ideas government neglected its far northern territories. Teacher Tip: Remind students that when they compare UNIT and contrast, they look for similarities and differences 2 DAILY FOCUS SKILLS between two things. Chapter 7 TRANSPARENCY 7-2 Trade, War, and Migration Comparing and Contrasting American influence grew as more Americans settled

Directions: Answer the following California Society in the Early 1800s question based on the information at left. Americans began to settle in the Which best summarizes in the region. Rancheros Mestizos the difference between • Owned large tracts of land • Some worked as vaqueros rancheros and mestizos? Mexican borderlands, leading to conflict (cowboys), while others were • Held most of the power in craftsmen F Rancheros were native California society Mexicans, while mestizos • Were of mixed European and • Were predominantly white were new immigrants. with the Mexican government. Native American ancestry • Constituted less than 10% of G Rancheros were wealthy and • Some had served as soldiers California’s population powerful, while mestizos in Mexico’s war for indepen- were not. dence H Rancheros worked as cow- boys, while mestizos worked as soldiers. Content Vocabulary J Rancheros supported Mexican Independence Mexican independence, while mestizos did not. • secularize (p. 261) • mestizo (p. 262) and the Borderlands • vaqueros (p. 262) MAIN Idea Far from Mexico City, the Mexican borderlands were sparsely Guide to Reading Academic Vocabulary populated; the region’s economy centered on cattle and sheep ranching. • civil (p. 261) HISTORY AND YOU Have you ever visited or seen pictures of an old Spanish Answers: • ultimately (p. 263) mission in the Southwest? Read on to learn about the purpose of the mis- California: Hispanic elite rancheros sions, the way they functioned, and why they were abandoned after Mexican People and Events to Identify independence. at the top of society, followed by • John Sutter (p. 263) mestizos, and then Native • William Becknell (p. 263) In 1821, after more than a decade of fighting, Mexico won its inde- Americans; missions secularized; • Santa Fe Trail (p. 263) pendence from Spain. During the decades that followed, Mexico Tejano (p. 263) some tension between Americans • experienced great turmoil and political chaos. The far northern terri- tories of California, New Mexico, and Texas remained part of Mexico, Reading Strategy and Mexican government; New although their great distance from the capital, Mexico City, allowed Categorizing Use a graphic organizer, Mexico: rural; sheep ranching; some for considerable political independence. As the young Mexican similar to the one below, to list features republic struggled to establish a stable national government, it farming; suffered attacks from of each Mexican territory after Mexico neglected its northern borderlands. Native Americans; revolt of settlers; gained independence. Located more than 1,000 miles from Mexico City, this region was Texas: sparsely populated; recurring Territory Features sparsely populated by Native Americans and Hispanic settlers. Thus, Native American raids; Americans California the Mexican frontier was threatened on several fronts. Settlements in allowed to settle, and flood in. New Mexico Texas and New Mexico faced attacks by Apaches, Comanches, and Texas other Native American groups. In addition, the under-populated northern territories were threatened by the westward expansion of the United States and the southward expansion of Russian settle- ments along the Pacific Coast. (Russia had begun colonizing Alaska in the 1780s.) The Spanish had expanded the territory of New Spain by estab- To generate student interest and lishing missions on the northern frontier. The purpose of the state- provide a springboard for class financed missions was to spread the Christian faith and Spanish discussion, access the Chapter 7, culture to Native Americans. Missions controlled vast tracts of land Section 2 video at glencoe.com or on which grazed cattle, sheep, and horses. Native Americans tended to the livestock and did other work at the missions under conditions on the video DVD. of near slavery. By the early 1800s, the mission system was in decline. By the time Mexico became independent, it had nearly collapsed, having received Resource Manager little financial support during the struggle for independence. In 1821

260 Chapter 7 Manifest Destiny

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Additional Resources Teacher Edition Teacher Edition Teacher Edition Additional Resources • Guided Reading Act., • Drawing Conclusions, • Visual/Spatial, p. 262 • Expository Writing, • Reading Skills Act., URB URB p. 145 p. 261 p. 261 p. 119 • Read. Essen., p. 78 Additional Resources • Geo. and History, URB p. 3 • Quizzes and Tests, p. 88 ▲ Spanish missions Chapter 7 • Section 2 Spanish Missions were self-sufficient, fortified, religious communities used to convert Native Americans. Teach

Blacksmith W Writing Support Catholic Church Living Quarters Expository Writing Many of Oven the events in the region were affected by the outcome of the Mexican Wars for Independence. C Have interested students research the Mexican struggle for indepen- dence and write a summary of its main causes, major battles, and Granary outcome. AL Stables C Critical Thinking Drawing Conclusions Ask: Analyzing VISUALS Tannery and Workshops According to the information in 1. Analyzing What factors do you think deter- this illustration, were the missions mined the selection of a mission site? self-sufficient? Why would this be 2. Identifying What was the most dominant important? (Yes, because they feature of a mission complex? raised food, had wells for water, and were protected by soldiers; the mis- sions were often isolated and could California had only 36 Franciscan friars to run PRIMARY SOURCE not depend on the Spanish govern- 21 missions. “The old monastic order is destroyed and nothing ment for support or protection.) BL Many Mexicans believed that maintaining seems to have replaced it except anarchy. The official state-supported religious institutions was not power is weak and flutters irresolutely in the hands appropriate for a republic. In 1834 the Mexican of its holders. Doubtless a new political order will government secularized—or transferred from arise out of this chaos but while waiting for it the Analyzing VISUALS religious control to civil control—the missions country is badly administered, society is without ties, and then transferred the land to private own- without guarantees, and the people are wretched.” Answers: ership. Although the goal of reformers was to —quoted in The Mexican Frontier 1821–1846 1. the availability of wood, divide mission lands among Native Americans, most land ended up in the hands of cattle W water, and arable land ranchers who then relied on Native Americans California 2. a Catholic church for labor. The frontier presidios, or forts, estab- In the 1810s and 1820s, most of the approxi- lished by the Spanish similarly became weak mately 3,200 Hispanic Californians took no due to labor shortages and reduced funding. direct role in Mexico’s struggle for indepen- This left frontier settlers vulnerable to attack. dence. Secularization of the missions had a In the borderlands, political chaos followed tremendous impact on life in California, Mexican independence. In 1837 a visitor because it freed up land for cattle ranching, described conditions in frontier California: which became the mainstay of the economy. Additional

Chapter 7 Manifest Destiny 261 Support

Extending the Content

Spanish Missions and Native Spaniards such as wheat, oats, oranges, on horses, which the Spaniards brought to Americans Thousands of Native olives, and grapes. the Southwest. Americans were lured to the missions by Some of the missions would not allow The Spaniards also brought measles and gifts and by the prospect of finding safety the Native Americans to leave without per- smallpox—devastating diseases against and food. They were instructed in mission once they had entered the commu- which the Native Americans had no natural Catholicism and Spanish and put to work. nity. Making this transition to a regimented immunity. Mission cemeteries often held Women wove cloth and cooked; men life was difficult, and escapes were com- the bones of thousands of Native Americans labored at handicrafts or in the fields. In mon. To enforce order and hunt down who died of these European diseases. addition to the native beans and corn, the runaways, many missions had a small converts planted crops introduced by the detachment of soldiers. The soldiers rode 261 Chapter 7 • Section 2 Rancheros, or ranchers, owned sprawling their own property after marriage and could tracts of land. These predominantly white seek legal redress in the courts. “Spanish Dons” and their families constituted less than 10 percent of California’s population D Differentiated but dominated California society. New Mexico Instruction Beneath these elites was a class of mestizos As in California, Mexican independence (persons of mixed European and Native brought little immediate change to New Visual/Spatial Have students American ancestry). Some of this middle class Mexico (which included present-day Arizona). create a pyramid showing the fol- worked as vaqueros (cowboys), but many New Mexico remained largely rural. Sheep D were skilled craftspeople. lowing: elite (rancheros), middle ranching thrived in the region’s dry climate. At the bottom of society were Native Large ranches were established south of Santa class (mestizos), and Native Americans. They had suffered high mortality Fe. North of Santa Fe, Hispanic settlers focused Americans. Challenge them to rates under Spanish rule. After Mexican inde- more on farming. pendence, their situation improved little. research these classes and to sup- In the 1820s, when the Navajo and Apache Although freed from the missions, they were launched a series of attacks on New Mexico, plement their pyramids with illus- often exploited by the new class of rancheros. the Mexican government was unable to pro- trations showing distinct features Many escaped to live among the independent vide protection. This fed a growing dissatisfac- of each class’s lifestyle. BL Native Americans on the edges of the California tion with the national government. Finally, in frontier. 1837, Pueblo people and Hispanic settlers In the California territory, men played a north of Santa Fe launched a rebellion and powerful role in the family, and only men could killed the unpopular territorial governor and vote or hold elective office. Yet women, espe- 16 other government officials. cially upper-class women, had rights and privi- Answers: leges as well. Unlike American women of the Identifying What were the 1. There were so many that they era, Hispanic women retained control over major social classes in California? had to be destroyed and per- haps they could not feed them all. Life on the California Frontier 2. The ranchers in the painting are on horseback and obvi- PRIMARY SOURCE ously used horses in their “In the old days every one seemed to live out-doors. There was much gaiety and social work; the primary source life, even though people were widely scat- mentions that people trav- tered. We traveled as much as possible on horseback. . . . Young men would ride from eled mainly on horseback, one ranch to another for parties, and who- fast and beautiful horses were ever found his horse tired would let him go prized and catch another. In 1806 there were so many horses in the valleys about San José that seven or eight thousand were killed. Nearly as many were driven into the sea at Santa Barbara in 1807, and the same thing was done at Monterey in 1810. Horses were given to the runaway sailors, and to trap- pers and hunters who came over the moun- Answer: tains, for common horses were plenty, but fast and beautiful horses were never more rancheros, mestizos, Native prized in any country than in California, and Americans each young man had his favorites.” 1. Drawing Conclusions Why do you think horses —from Guadalupe Vallejo, “Ranch and were driven into the sea in 1807? ▲ Mission Days in Alta California,” The painting Los Californios Century Magazine 2. Analyzing Visuals How can you tell that the depicts three California ranchers (December 1890) horse was important on the California frontier? of Hispanic descent, known as Hands-On los Californios, lassoing a steer.

Chapter Project 262 Chapter 7 Manifest Destiny Step 2 Creating a Thematic Map created in Section 1 by indicating the bor- derlands of the Southwest. Students should Step 2: The Spanish Borderlands also write a small callout for their map of Students will research and collect informa- the changes that were taking place in the tion on the borderlands of the Southwest borderlands at this time. after Mexico gained its independence. Summarizing Information Students will Directions After Mexico claimed its inde- need to identify the borderlands of the pendence in 1821, many changes began to Southwest and summarize the changes take place in the Southwest of the United occurring there in a brief callout. OL States. Have students annotate their maps (Chapter Project continued on page 265)

262 Americans Arrive in Chapter 7 • Section 2 Section 2 REVIEW the Borderlands

MAIN Idea Trade between the borderlands and the United States increased after Mexican independence; Americans began to settle in the Vocabulary Southwest. Answer: 1. Explain the significance of: secularize, HISTORY AND YOU What can you recall about how trade restrictions mestizo, vaquero, John Sutter, William John Sutter established Sutter’s imposed by Britain angered American colonists? Read to learn how trade Becknell, Santa Fe Trail, Tejano. Fort and William Becknell estab- with foreign nations grew after Mexico became independent from Spain. lished the Santa Fe Trail, bringing Main Ideas in trade and encouraging After Mexican independence, American influence in the border- 2. Describing What happened to the mis- lands increased. Americans had begun moving into California before sion system in California after Mexican Americans to settle there. Mexican independence, and immigration increased after 1821. Trade independence? Increasing numbers of with California rose significantly once Mexico was no longer part of Americans in California and later Spain’s empire. Traders from the United States, Russia, and other 3. Determining Cause and Effect What countries arrived in California ports to exchange manufactured caused Americans to settle in Santa Fe? in Texas led to conflict with the goods for sea otter skins and hides and tallow derived from cattle. Mexican government. In 1839, hoping to attract more settlers, Juan Bautista Alvarado, Critical Thinking governor of California, granted 50,000 acres in the Sacramento 4. Big Ideas Why do you think the conflict Valley to John Sutter, a Swiss immigrant from Germany. There, in Texas between American settlers and Sutter built a trading post and cattle ranch. “Sutter’s Fort” was the Mexican government was more seri- often the first stopping point for Americans reaching California. ous than the conflict in California? As more Americans arrived, the differences between California Assess 5. Organizing Use a time line, similar to and southern Mexico increased. This fueled political tensions the one below, to list some events that between frontier leaders and the Mexican national government. occurred in Mexican territories after The American population, however, was still small. Only about Mexico achieved independence. 700 Americans lived in California in 1845. During the Spanish colonial period, New Mexicans received Study Central™ provides 1821 1837 most manufactured goods from traders who came north from the summaries, interactive games, state of Chihuahua. This began to change in 1821, the year of 1834 1839 and online graphic organizers to Mexican independence, when an American trader named help students review content. William Becknell arrived in Santa Fe. He opened the Santa Fe 6. Analyzing Visuals Study the image of Trail, which became a major trade route connecting Santa Fe the mission on page 261. Why do you with Independence, Missouri. Caravan wagons brought American think the missions had troops stationed manufactured goods to New Mexico and exchanged them for within them? Why would they have been Close silver, mules, and furs. As trade increased, a small American pop- built with the living quarters all facing ulation settled in Santa Fe. inward? Summarizing Ask: How did East of New Mexico, Texas had long served as a buffer territory Mexico lose control over its between the United States and the rest of Mexico. Texas was a Writing About History borderlands? (Its mission and sparsely populated region where settlers faced recurring raids by 7. Expository Writing Review the section presidio systems declined, and large the Comanche and Apache. Most of the 2,500 Spanish-speaking and then write a short essay to summarize Tejanos were concentrated in the towns of San Antonio and Goliad the state of the Mexican borderlands in numbers of American settlers, some (then called La Bahía). Just before Mexican independence, Spain the period after Mexico achieved invited by Spain, began to have began allowing foreigners to settle in Texas. Mexico continued this independence. policy, and Americans soon began to flood into that territory. more influence.) OL The decision to invite Americans to settle led, ultimately, to a revolt against Mexican rule and independence for Texas. California and New Mexico remained Mexican territory for 25 years after Mexican independence. Texas—where Americans soon vastly outnumbered Tejanos—broke away after fifteen years. Study Central™ To review this section, go Summarizing In what ways did Americans have an to glencoe.com and click on Study Central. influence in the Mexican borderlands? Section 2 REVIEW 263

Answers

1. All definitions can be found in the section 4. In California, the population of American 6. Possible response: The priests and others in and the Glossary. settlers was much smaller than the Hispanic the mission probably needed troops to 2. The Mexican government secularized the population, whereas in Texas, American set- keep the peace and to protect them from system; the government took control of the tlers soon outnumbered the Tejanos. attacks by Native Americans; because the missions and then sold the land to private 5. 1821: Mexico wins independence; William church was located on the inside. owners. Becknell arrives in Santa Fe, establishes the 7. Essays will vary, but students should sum- 3. In 1821, William Becknell went to Santa Fe Santa Fe Trail; 1834: Mexico secularizes the marize the main issues and events in the and established the Santa Fe Trail, connect- missions; 1837: Pueblo and Hispanic settlers Mexican borderlands of California, New ing the city with Independence, Missouri. north of Santa Fe rebel; 1839: Alvarado, Mexico, and Texas after Mexican indepen- This caused a growth in trade and encour- governor of California, grants John Sutter dence based on what they learned in the aged Americans to settle in Santa Fe. 50,000 acres in the Sacramento Valley section.

263 Chapter 7 • Section 3 Section 3 Section Audio Spotlight Video Focus Independence for Texas

Bellringer mericans who settled in Texas did not assimilate as Guide to Reading the Mexican government had hoped. The struggle Daily Focus Transparency 7-3 A

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: B—The battle of Gonzales occurred in over control of that border territory resulted in rebellion December 1835, the Alamo in early March 1836, Goliad in Big Ideas UNIT late March 1836, and San Jacinto in April 1836. DAILY FOCUS SKILLS Teacher Tip: Have students read for clues such as the 2 words “new,” “first,” or “final” to determine the order. Chapter 7 TRANSPARENCY 7-3 Culture and Beliefs Americans in Sequencing Events and, after some dramatic military encounters, indepen-

Directions: Answer the following BATTLES FOR TEXAS INDEPENDENCE question based on the text at left. Texas hoped to transplant American Ten years before Congress GOLIAD declared war with Mexico, dence for Texas. The Mexican army next Texan settlers joined overwhelms Texan troops together to battle General institutions to their new homeland. in the town of Goliad and Santa Anna’s Mexican SAN JACINTO executes 300 Texans by army. Several battles were The Texan army launches firing squad. ALAMO fought between the Texan a final surprise attack army and the Mexican and conquers the Mexican The newly reorganized Mexican army storms forces. In what order did forces. The Texans yell the battles occur? “Remember the Alamo” the Spanish mission, Content Vocabulary and “Remember Goliad” the Alamo. The Texans GONZALES A San Jacinto, Alamo, Goliad, as they kill and capture fight the Mexicans but As the battles begin, Gonzales hundreds of Mexicans, are eventually overrun. the Texan army has its including Santa Anna. B Gonzales, Alamo, Goliad, San empresario (p. 264) first victory against • Jacinto the poorly led Mexican Opening Texas to Americans army at this military C Alamo, Gonzales, Goliad, San outpost. Santa Anna then Jacinto reorganizes and rebuilds (p. 269) D Goliad, San Jacinto, • annexation the Mexican army. Gonzales, Alamo MAIN Idea Mexico invited Americans to settle in Texas but insisted that Academic Vocabulary they adopt local customs, obey Mexican law, and convert to Catholicism. • convention (p. 266) HISTORY AND YOU Why do you think Mexico required Americans to Guide to Reading • reinforcement (p. 268) become Mexican citizens? Read on to learn how empresarios brought American settlers to Texas. Answers: People and Events to Identify Gonzales: Mexicans retreat; • National Colonization Act (p. 264) In July 1821 Stephen F. Austin set off from Louisiana for the Texas • Washington-on-the-Brazos (p. 265) Alamo: Texans defeated but hold territory in the northeastern corner of Mexico. The Spanish govern- • Antonio López de Santa Anna (p. 266) ment had promised to give his father, Moses, a huge tract of Texas off Mexicans and inflict serious • Sam Houston (p. 267) land if the elder Austin settled 300 American families there. Moses casualties; San Jacinto: Texans • Alamo (p. 267) died before he could fulfill his end of the deal. On his deathbed, he (p. 267) defeat the Mexicans decisively • William B. Travis asked Stephen to take his place in Texas. and capture Santa Anna, forcing Reading Strategy When Austin settled in Texas, it was not a wild and empty land. Spanish-speaking Tejanos had established such settlements as San Categorizing Complete a graphic him to sign a treaty recognizing Antonio de Bexar and Hidalgo in the southern portion of the region. organizer, similar to the one below, by The land north of these settlements was the territory of the Apache, the Republic of Texas. filling in the major battles of the Texas Comanche, and other Native American groups. In 1824 Texas was war for independence and the outcome joined with Coahuila to become part of the Mexican state of of each battle. Coahuila y Texas. Major Battle Outcome Unable to persuade its own citizens to settle on this frontier, Mexico decided to continue Spanish policy and allow foreigners to To generate student interest and settle there. Between 1823 and 1825, Mexico passed three coloniza- tion laws, which offered cheap land to nearly anyone willing to come. provide a springboard for class The last law granted new immigrants a ten-year exemption from discussion, access the Chapter 7, paying taxes but required that they become Mexican citizens, abide Section 3 video at glencoe.com or by Mexican law, and convert to Roman Catholicism. on the video DVD. Empresarios and Settlers Although some American emigrants headed to Texas on their own, most came at the encouragement of empresarios, a Spanish word meaning “agents” or “contractors.” Under the National Colonization Act, Mexico gave 26 empresarios large grants of Texas land. In ex- change, the empresarios promised to fill it with a certain number of settlers. The empresarios assigned a plot to each family and governed Resource Manager the colonies they established.

264 Chapter 7 Manifest Destiny

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Additional Resources Teacher Edition Teacher Edition Teacher Edition • Activating Prior • Quizzes and Tests, p. 89 • Auditory/Musical, p. 267 • Persuasive Writing, • Reading a Time Line, Knowledge, p. 265 • Verbal/Linguistic, p. 268 p. 266 p. 266 • English Learners, p. 269 Additional Resources Additional Resources • Guided Reading Act., • Reinforcing Skills Act., URB p. 146 URB p. 129 • Read. Essen., p. 81 American Settlement of Texas Chapter 7 • Section 3

Nuevo UNITED STATES N Mexico Red R. W E PRIMARY SOURCE Teach Cameron S (1828) Wavell (1826) “The Americans from the north have taken

B U possession of practically all the eastern part r n a Sa Unassigned zo bi a s ne s of Texas, in most cases without the permission R Tr R. s in i . g Reading Strategy it R (1828) y Filisola n of the authorities. . . . R (1831) e Cameron (1827) . d Exeter & Wilson [In San Felipe de Austin, the] population is Activating Prior Knowledge Co Texas Nacogdoches nearly 200 persons, of which only ten are lora Burnet do R. Remind students of the colonists’ (1826) N Mexicans, for the balance are all Americans Pec Austin & e os Woodbury & c R Williams (1825) h . Company (1826) es from the North with an occasional revolt against Great Britain R. MEXICO Vehlein European. . . . Beyond . . . are scattered the before the American Revolution. Austin (1828) (1824) Zavala families brought by Stephen Austin, which Chihuahua Austin (1829) ilam (1825) Ask: What similarities does the M ) today number more than two thousand per- 1826 San Felipe ( Dewitt nde de Austin sons. . . . [T]he spark that will start the con- ra U (1825) Anahuac tension between the settlers G San Antonio n o a Gonzales ) i s 8 flagration that will deprive us of Texas, will R si 2 gn Victoria 8 and the Mexican government Coahuila e (1 start from this colony.” McGloinMcMullen (1828) & d n sti Goliad D Au have in common with the earlier e Texas L —from José María Sánchez, “A Trip to Texas in 1828” e ó n Gulf of Mexico Other Mexican states ( conflict? (Both conflicts were Power 18 24 28°N International boundary San (1826) ) sparked by unreasonable taxation Mexico state boundary Patricio 0 100 kilometers Empresario boundary Analyzing GEOGRAPHY and rebellion against unfair govern- Tamaulipas 0 100 miles Burnet Empresario name and Albers Equal-Area projection 1. Human-Environment Interaction How ment that they didn’t consider to (1826) date land granted 96°W 94°W many parcels of land did Stephen Austin have much authority.) OL hold in Texas? 2. Place What three other Mexican states bordered Texas? Analyzing GEOGRAPHY

Stephen Austin was the most successful When threatened by Mexican troops and a party empresario. He founded the town Washington- of Tejanos led by Stephen Austin, the rebels Answers: on-the-Brazos and, by the mid-1830s, had per- dispersed. 1. 4 suaded 1,500 American families to immigrate. Although most settlers ignored Edwards’s 2. Chihuahua, Coahuila, call for revolution, the Mexican government feared it signaled an American plot to acquire Tamaulipas Americanizing Texas Texas. In 1830 Mexico closed its borders to fur- ther immigration by Americans and banned Americans in Texas initially accepted Mexican the import of enslaved labor. It also taxed citizenship. The government assumed they goods imported from foreign countries, hop- would adopt Mexican customs and come to see ing to discourage trade with the United Mexico as their own country, but few did. States. R Mexican customs and the Roman Catholic These new laws infuriated the settlers. Answers: Church were alien to most American settlers. Without immigration their settlements could offer: cheap land and a ten-year Many Mexicans, in turn, distrusted the set- not grow. The import tax meant higher prices tlers because of their American lifestyle and tax exemption; requirement: set- for goods they were accustomed to purchasing rejection of Mexican ways. Mexicans’ unease tlers had to become Mexican cit- from the United States. Perhaps worst of all, increased in 1826, when Benjamin Edwards, the the Mexican government was making rules for izens, follow Mexican law, and brother of empresario Haden Edwards, led a them. They saw no reason to obey a govern- rebellion against Mexican authority. Angry over convert to Roman Catholicism ment they hardly considered their own. disputes about whether Mexico or the empresa- rio ruled the region, Edwards declared that the Examining What did Mexico’s settlements of Americans in Texas now consti- colonization laws offer settlers in northern Texas, and tuted the independent nation of Fredonia. what did the laws require of these settlers? Hands-On

Chapter 7 Manifest Destiny 265 Chapter Project Step 3 Creating a Thematic Map Comparing and Contrasting Ask stu- dents to find the answers to the following Step 3: The United States in 1850 questions: Which states and territories Students will research and collect informa- were most populous in 1850? How has tion on the states and territories of the the population shifted today? (northeast, country in 1850. south; large concentration in west and midwest) OL Directions Have students research the (Chapter Project continued on page 271) population of the states and territories that were part of the United States in 1850. Also have them find the population of these states using the last census figures.

265 Chapter 7 • Section 3 fully organizing its own state government. Then Texas Goes to War he visited Mexican President Antonio López MAIN Idea When Mexico tried to enforce its de Santa Anna in Mexico City and persuaded laws, American settlers rebelled and established an him to agree to several demands, including lift- W Writing Support independent state. ing the hated ban on immigration. HISTORY AND YOU Have you heard the motto As Austin was returning home, he was Persuasive Writing Have stu- “Remember the Alamo”? Read on to learn how arrested on January 3, 1834, by Mexican offi- dents write an invitation from Texas became an independent nation. cials, who had intercepted his letter to the Stephen F. Austin to the settlers, Tejanos. He was taken back to Mexico City and urging them to attend the con- With tensions simmering, settlers met at imprisoned for treason, without trial. Shortly two conventions in the Texas town of San afterward, in April 1834, President Santa Anna ventions held in San Felipe. The Felipe in 1832 and 1833. At the first conven- denounced Mexico’s constitution of 1824 and invitation should summarize the tion, settlers chose Stephen Austin to be the declared himself dictator. events that have led to the con- convention’s president. The convention asked Austin was released from prison in July Mexico to reopen Texas to American immi- 1835. Even he saw that further negotiation vention and express a desire for a W grants and to loosen the taxes on imports. The with Santa Anna was pointless and, in specific outcome. Suggest that second convention recommended separating September, he urged Texans to organize an students include in the invitation Texas from Coahuila and creating a new army, which they quickly did. an argument to convince uneasy Mexican state. The convention also created a constitution for the new state and designated The Early Battles settlers how it will be to their ben- Austin to travel to Mexico City to negotiate efit to attend the convention. AL with the Mexican government. The Mexican army had serious problems. In the fall of 1833 negotiations stalled. An Continuing political instability in Mexico City irritated Austin sent a letter to Tejano leaders in had denied the army sound leadership, train- S Skill Practice San Antonio, suggesting that Texas start peace- ing, and support. Against this handicapped Reading a Time Line For which events is Stephen F. Austin mentioned in the time line, and when did those events occur? (He arrived in San Antonio in 1821, 1827 and he was arrested for writing a New constitution of the State of letter calling for a separate state of 1819 1824 Coahuila y Texas declares that from Spain and the United States The new Mexican government this point forward no one born in the Texas in 1834.) BL sign the Adams-Onís Treaty establishes the state of Coahuila state can be born into slavery and recognizing Spanish sover- y Texas, combining Texas with bans the importation of enslaved eignty over Texas Coahuila to the south persons after six months 1819 1821 1823 1825 1827 1829

S 1821 1826–1827 1828 Stephen F. Austin American settlers Haden and Mexican General arrives in Benjamin Edwards lead a Manuel de Mier San Antonio revolt against Mexican rule; y Terán reports the brothers briefl y declare Tejanos are still an independent state called importing slaves “Fredonia”; the rebellion falls and ignoring apart without any violence Mexican law; warns Texas is likely to revolt Additional

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Extending the Content

Texas Flags Texans of the time proudly flew a white star in the blue square, it looked very their Lone Star flag—a blue, five-pointed star on much like the modern flag of Texas. a white background with the inscription “Liberty or Death.” Johanna Troutman of Georgia designed it for volunteers from her state who were fighting in Texas. When independence was declared, Texans raised a flag designed by Texan Sarah Dodson. With squares of red, white, and blue and

266 force, the Texan army enjoyed its first taste of meantime, Santa Anna organized a force of Chapter 7 • Section 3 victory at the military post of Gonzales, about about 6,000 troops to put down the rebellion. 75 miles east of San Antonio. There, Mexican When Santa Anna’s forces arrived at San soldiers ordered the Texans to surrender their Antonio in February 1836, they found over 180 arms. In response, the rebels pointed a cannon Texas rebels holed up in an abandoned Catholic D Differentiated at the Mexican force and held up a cloth sign mission called the Alamo. Under the com- Instruction painted with the taunt, “Come and Take It.” mand of Lieutenant Colonel William B. Having no orders to attack, the Mexicans Travis, the small force sought to delay Santa Auditory/Musical Have stu- retreated to San Antonio, and the Texans fol- Anna and give Houston’s army more time to dents write a ballad describing lowed them. The rebels, numbering only about prepare. From within the mission, Travis dis- one of the battles described in 350, drove the much larger Mexican force out patched a courier with a plea to fellow Texans of San Antonio in December 1835. and U.S. citizens for help: this section. Explain that a ballad On March 2, 1836, Texas declared its inde- is a kind of narrative song, with pendence from Mexico. Shortly thereafter, the PRIMARY SOURCE short stanzas, rhyming words, and Texans drafted a new constitution that drew “I am besieged with a thousand or more of the repeating lines. Have them heavily from the U.S. Constitution and specifi- Mexicans under Santa Anna. . . . I shall never sur- cally protected slavery. render or retreat. Then, I call on you in the name of research one of the battles to find Liberty, of patriotism, and of everything dear to the more details about the partici- American character, to come to our aid with all dis- pants as well as the turning point The Alamo patch. . . . If this call is neglected, I am determined Few of the Texas rebels had any military to sustain myself as long as possible, and die like a of each battle. When they have training, and at first, no one could agree on soldier who never forgets what is due to his own written the ballad, encourage stu- VICTORY OR who should lead them. Finally, a former gover- honor and that of his country. DEATH dents to set it to music. Encourage nor of Tennessee and proven military leader !” named Sam Houston took command. In the —quoted in Lone Star volunteers to perform their bal- lads before the class. AL

Analyzing TIME LINES 1834 Stephen F. Austin Answers: is arrested for writing a let- 1835 1. A new constitution of the ter that calls At Gonzales and state of Coahuila y Texas for establish- San Antonio, ing a separate Texas rebels force April 1836 D banned the importation of Mexican state of Mexican military Santa Anna surrenders to Texans after slaves after six months and Texas to retreat defeat at the Battle of San Jacinto declared that no one could be born into slavery in the state; 1831 1833 1835 1837 when this law wasn’t fol- lowed, Mexican General 1830 February 1836 Manuel de Mier y Terán Mexico passes law barring Americans from immigration to Texas, increas- Alamo falls to Santa Anna warned that Texas was likely ing military forces in Texas, and forbidding the importation of slaves to revolt. 2. 1836 Analyzing TIME LINES 1. Specifying What event occurred in 1827, and what was the result? 2. Identifying In what year did Texas achieve independence? Additional

Chapter 7 Manifest Destiny 267 Support (tl)Center for American History/Barker Collection/University of Texas at Austin, (tr)Texas State Preservation Board, (b)Texas Department of Transportation

Extending the Content

Sam Houston Standing over six feet tall, When Texas jointed the Union, Houston secede in 1861, Houston refused to swear Sam Houston seemed larger than life. A served as a U.S. senator. A position he held allegiance to the Confederacy and was military hero in the Creek wars, he had a from 1846 until 1859. Despite being a slave- removed from office. He died in 1863 on his brief political career in Tennessee before holder himself, while in Congress, Houston farm in Texas. heading to Texas in 1832. He soon revived voted consistently against the expansion of his military career and led the army of the slavery into new territories. He also was Republic of Texas to victory over Mexico at adamantly against secession. the Battle of San Jacinto. Texans elected him In 1859, the people of Texas elected president of the Republic. Houston governor. When Texas voted to

267 Chapter 7 • Section 3 The Texas War for Independence, 1835–1836

D Differentiated Instruction

Verbal/Linguistic Challenge Unorganized Terr. UNITED STATES students to think about the bat- Ark. tles for Texas independence from Red R. Br az the Mexican perspective, and then os R . to write a dialogue between two Boundary claimed by M Mexican soldiers as they prepare REPUBLIC OF TEXAS for one of the battles described in C ▲ The Battle of San Jacinto (above) was a decisive victory for o exico l this section. o American forces. The victory secured Texas’s independence and OL r a d La. o ended the war. R Washington-on- . the-Brazos Alamo, San Jacinto ON 1836 March 6, 1836 UST April 21, 1836 HO San Antonio Bexar, Gonzales, Brazoria In 1960, John Wayne por- Dec. 10, 1835 Oct. 2, 1835 6 Goliad, 3 8 March 20, 1836 trayed Davy Crockett in The 1 Refugio, A s R. March 14, 1836 N e ec 28°N N u Alamo. A 2004 remake of A N San Patricio N

A

U Feb. 27, 1836 T

R N B

the movie starred Billy Bob o R A W E u E S n A d a Thornton as Davy Crockett r 1 S ▲ y 8 Texan rebels fought valiantly to c 3 Gulf of Mexico R la io im 6 e defend the Alamo (above), but were and Dennis Quaid as Sam G d b ra y Te nd xas overwhelmed by Mexican forces. Their e Mexican forces 26°N Houston. heroism bought time for the main Texas Mexican victory army to prepare for war. Texan forces MEXICO Texan victory Analyzing GEOGRAPHY Austin’s colony 0 200 kilometers Disputed territory 1. Locating The boundary claimed by Texas lies along what Analyzing VISUALS 0 200 miles 24°N river? Albers Equal-Area projection 96°W 94°W 2. Identifying What were the first and last battles of the war?

Answers: See StudentWorksTM Plus 1. the Rio Grande or glencoe.com. 2. first: Gonzales, October 2, 1835; last: San Jacinto, The call for reinforcements went almost defenders of the Alamo had been defeated, April 21, 1836 unanswered. Only 32 settlers from Gonzales, they had bought Houston’s army nearly two deciding on their own to join the fight, made it extra weeks to organize. into the Alamo. Running low on ammunition D and gunpowder, the Texans held off Santa Anna’s besieging army for 13 days. It was dur- Goliad ing the standoff that the new Texas govern- Two weeks later the Mexican army over- ment met at Washington-on-the-Brazos and whelmed Texan troops led by James W. Fannin formally declared independence. at Goliad, a town southeast of San Antonio On March 6, 1836, Santa Anna’s army near the Gulf Coast. Fannin and his men sur- stormed the Alamo. The Texans fought off the rendered, hoping that the Mexicans would dis- attackers for six hours, killing or wounding arm them and expel them from Texas. Though Additional about 600 before being overrun. Although the the Mexican field general at Goliad wrote to

Support 268 Chapter 7 Manifest Destiny (t)Texas State Library & Archive Commission, photo by Eric Beggs

Activity: Interdisciplinary Connection

Government Explain to students that Texas draws on a rich history that includes having been a part of Mexico. Have students conduct research using library or Internet sources to learn about the various flags that have flown over Texas throughout its history. Have students use their findings to prepare displays showing each flag, and explain when and why it was used. Ask students to share their displays with the class. BL 268 Santa Anna requesting clemency, Santa Anna demanded Chapter 7 • Section 3 execution. At dawn on March 27, 1836, a firing squad executed REVIEW more than 300 men. The losses at the Alamo and Goliad devas- Section 3 tated Texans but also united them in support of their new country. D Differentiated Vocabulary Instruction 1. Explain the significance of: empresario, The Battle of San Jacinto National Colonization Act, Washington-on- English Learners Have stu- With the Texan army in disarray, Sam Houston desperately the-Brazos, Antonio López de Santa Anna, dents create a time line of the life needed more time to recruit fresh volunteers and to train the sol- Sam Houston, Alamo, William B. Travis, of Stephen F. Austin or Santa diers who remained. Rather than fight, he chose to retreat, head- annexation. ing east toward Louisiana. Anna. BL Houston was biding his time. Up against a larger, more disci- Main Ideas plined army, he decided to wait for Santa Anna to make a mis- 2. Identifying What was Fredonia? take. The mistake occurred on April 21, when both armies were encamped along the San Jacinto River near what is now the city 3. Stating What was the military contribu- of Houston. Santa Anna no longer saw Houston’s army as a tion of the soldiers defending the Alamo Answer: threat, so he allowed his men to sleep in the afternoon, confident during the Texas war for independence? Few men had military training, that Houston would wait until the next day to launch an attack. there was no clear leader at Eager for a fight, Houston’s soldiers convinced the officers Critical Thinking to launch an afternoon assault. Shielded from sight by a hill, 4. Big Ideas What aspects of their culture first, and the Texans were Houston’s troops crept up on Santa Anna’s sleeping soldiers and did American settlers in Texas refuse to outnumbered. charged. The surprise attack threw the Mexican soldiers into a change? panic. 5. Organizing Use a graphic organizer, The Battle of San Jacinto lasted less than 20 minutes, but the similar to the one below, to list the rea- killing continued for hours. Yelling “Remember the Alamo” and sons that Texans did not wish to become “Remember Goliad,” Houston’s men attacked the Mexican troops Mexican citizens. with guns, knives, and clubs. In addition to the hundreds killed, Assess over 700 members of Santa Anna’s force were taken captive. The Reasons Texans Opposed Mexican Citizenship Texans suffered only 9 killed and 34 wounded. Among the captured troops was Santa Anna himself. Houston forced Santa Anna to order his army out of Texas and sign a treaty recognizing independence for the Republic of Texas. The Mexican D Study Central™ provides Congress refused to accept the treaty, but it was unwilling to summaries, interactive games, launch another military campaign. Texas had won the war. 6. Analyzing Visuals Examine the time and online graphic organizers to line on pages 266–267. How many years after Stephen Austin arrived in Texas did help students review content. The Republic of Texas the Texans win the Battle of San Jacinto? In September 1836 the newly independent republic called its citizens to the polls. They elected Sam Houston as their first pres- Writing About History Close ident and voted 3,277 to 91 in favor of annexation, or becoming 7. Persuasive Writing Suppose you live in part of the United States. Texas in the late 1830s. Write a letter to Summarizing Ask: Why did Given that Americans had enthusiastically supported the war, the U.S. Congress to persuade them to Texans fight for independence most Texans assumed the United States would want to annex the vote for or against the annexation of from Mexico? (Texans became republic. Many northern members of Congress, however, opposed Texas. admitting Texas as a slave state. unhappy with high taxes and limits President Andrew Jackson did not want to increase North- on immigration. There was also a South tensions or risk a costly war with Mexico, which continued lack of understanding between to claim ownership of Texas. Jackson made no move toward cultures.) OL annexation, although on his last day in office he did sign a resolu- tion officially recognizing Texas as an independent nation. Study Central™ To review this section, go Summarizing What difficulties did the Texans face in to glencoe.com and click on Study Central. their war against Mexico? Section 3 REVIEW 269

Answers

1. All definitions can be found in the section 4. They did not become Catholic and the Glossary. 5. did not want to adopt Mexican customs, did 2. the name given by rebel Benjamin Edwards not see Mexico as their own country, did to the American settlements in Texas, which not want to adopt the Catholic religion he declared to be an independent nation, 6. 15 years during his rebellion in 1826 7. Students’ letters will vary, but should 3. They delayed the Mexican army long express appropriate reasons for or against enough to give Sam Houston some time to annexation. prepare his troops for battle. They also killed or wounded 600 Mexican soldiers before being overrun by Santa Anna’s army.

269 Chapter 7 • Section 4 Section 4 Section Audio Spotlight Video Focus The War With Mexico

Bellringer y 1844, control of Oregon and the annexation of Guide to Reading Texas had become major political issues. After the Daily Focus Transparency 7-4 B

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: J Big Ideas annexation of Texas, the border between the United Teacher Tip: Tell students to estimate the combined UNIT numbers from the graph. 2 DAILY FOCUS SKILLS Chapter 7 TRANSPARENCY 7-4 Trade, War, and Migration War with Interpreting Bar Graphs States and Mexico was in dispute. The United States

Directions: Answer the following BATTLE CASUALTIES OF THE question based on the bar graph. WAR WITH MEXICO (1846–1848) Mexico brought new territories under According to the graph, 14,000 about how many casualties declared war on Mexico and took Mexico’s northern (both dead and wounded) 12,000 did Mexico experience dur- the control of the United States. ing the war with Mexico? 10,000 F 1,000 territories. G 5,000 8,000 H 13,000 6,000 Content Vocabulary J 14,000 4,000 • envoy (p. 272) 2,000

0 (p. 275) Americans Mexicans Americans Mexicans • cede Killed Killed Wounded Wounded The Lingering Question of Texas

Academic Vocabulary MAIN Idea In 1844 James K. Polk was elected president and promised to • resolution (p. 272) annex Texas and Oregon and to buy California from Mexico. (p. 275) Guide to Reading • secure HISTORY AND YOU Can you remember a slogan from a recent election campaign? Find out what “Fifty-four Forty or Fight” referred to and why it is Answers: People and Events to Identify still remembered. The War With Mexico • James K. Polk (p. 271) • “Fifty-four Forty or Fight” (p. 272) I. The Lingering Question of Texas Territorial disputes between the United States and Mexico began • Zachary Taylor (p. 272) as far back as 1803, when the United States claimed Texas as part of A. Texas and Oregon Enter the • John C. Frémont (p. 275) the Louisiana Purchase. The United States renounced that claim in • Bear Flag Republic (p. 275) Union the Adams-Onís Treaty of 1819, but the idea of Manifest Destiny and • Winfield Scott (p. 275) a. The Election of 1844 of acquiring Mexican territory had strong popular support. • Treaty of Guadalupe Hidalgo (p. 275) b. The Oregon Question Tensions increased during the administration of John Tyler, who c. The Annexation of Texas Reading Strategy hoped to bring Texas into the Union. Because Texas already had a Taking Notes As you read about the large population of Southerners who had taken slaves into Texas, II. The War with Mexico war with Mexico, use the major head- Texans were certain to support the cause of slavery. Antislavery lead- A. Calling All Volunteers ings of the section to complete the out- ers in Congress, therefore, opposed annexation. Moreover, Mexico B. The Fighting Begins line started below. had never recognized the independence of Texas. Although militarily unable to regain control over Texas, Mexico still regarded the Republic C. To Mexico City The War With Mexico of Texas as Mexican territory. I. The Lingering Question of Texas D. The Peace Treaty A. a. Texas and Oregon Enter the Union In early 1844, after spearheading a publicity campaign in favor of annexation, President Tyler brought the matter before the Senate. He blundered, however, by including in the supporting documents a let- To generate student interest and ter written by Secretary of State John C. Calhoun that contained a fierce defense of slavery. Outraged Northerners pointed to the letter provide a springboard for class as evidence that annexation was nothing but a pro-slavery plot, and discussion, access the Chapter 7, by a count of 35 to 16, the Senate voted against annexation. The Section 4 video at glencoe.com or maneuver that Tyler believed would win him a second term instead on the video DVD. destroyed his chances of retaining the presidency. The Election of 1844 As the presidential race began later that year, the front-runners for the nomination were Whig Senator Henry Resource Manager Clay and former Democratic president Martin Van Buren. Although

270 Chapter 7 Manifest Destiny

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Additional Resources Teacher Edition Teacher Edition Additional Resources • Identifying, p. 272 • Hist. Simulations, URB • Visual/Spatial, p. 271 • Expository Writing, • Critical Think. Skills Act., p. 7 • English Learners, p. 274 pp. 272, 274 URB p. 130 Additional Resources • Quizzes and Tests, p. 90 • Descriptive Writing, • Read. Essen., p. 84 • Guided Read. Act., URB Additional Resources p. 275 p. 147 • Am. Art and Music Act., URB p. 137 • Enrich. Act., URB p. 142 • Reteach. Act., URB p. 141 • Authentic Assess., p. 19 Chapter 7 • Section 4 The Election of 1844

Presidential Election of 1844 Teach

Polk Clay D Differentiated Instruction NH 6 ME VT 6 9 Visual/Spatial Have students MA WISC. NY 12 IOWA TERR. 36 reread the passage “The Election of TERR. MI RI 4 5 CT 6 PA 26 1844” on pages 270–271. Then ask UNORG. OH NJ 7 TERR. IL IN 23 DE 3 9 12 NOT PART OF VA 17 MD 8 ▲ them to create a flowchart docu- UNITED STATES MO A ship symbolizing Texas carries James K. Polk to 7 KY 12 NC 11 victory as it enters the Union. Henry Clay, and other menting events during the presi- TN 13 Whigs who oppose Texas’s annexation, are pulled into AR SC 9 dential campaign of 1844. The 3 MS AL GA Salt River. In the 1800s, if someone “fell into Salt River,” 6 9 10 it meant the person had ruined his political career. LA flowchart should begin with the 6 FLORIDA TERRITORY start of the campaign and end with the election of James Polk. BL

% of Presidential Popular Popular Electoral Candidate Vote Vote Vote Analyzing VISUALS Polk (D) 1,337,243 49.55% 170 Clay (R) 1,299,062 48.14% 105 Birney (L) 62,300 2.31% 0 Answers: 1. Both cartoons use a bridge metaphor, but the first uses it to predict the successful Democrat-supported annexa- Analyzing VISUALS tion, while the second uses 1. Comparing and Contrasting How are the two car- toons alike and how are they different? ▲ James K. Polk’s bridge across Salt River collapses under the bridge metaphor to indi- the weight of his pack, labeled Texas Annexation. 2. Identifying Which states did Clay win in the election of Meanwhile, Henry Clay safely crosses “The People’s cate that Whig Henry Clay 1844? Bridge” to the presidential chair. might swiftly and easily win the presidency because the Democrats’ bridge is flimsy politicians on both sides of the annexation expanded the country while promising to and breaks under the weight issue pressed the candidates to state their maintain the delicate balance between free of annexation. positions, both responded cautiously to avoid and slave states. 2. Vermont, Massachusetts, losing supporters. The Democrats’ unity on annexation caused Van Buren’s indecision cost him the Clay to backpedal. Reversing a statement Rhode Island, Connecticut, Democratic nomination. His party instead made in the spring of 1844 against immediate New Jersey, Maryland, D chose James K. Polk, a former member of annexation, Clay now supported annexation D Delaware, Ohio, Kentucky, Congress and governor of Tennessee. Polk of Texas as long as it was done without caus- Tennessee, North Carolina promised to annex not only Texas but also the ing war with Mexico. This so angered antislav- contested Oregon Territory in the Northwest. ery Whigs in his party that they threw their In addition, he vowed to buy California from support to the Liberty Party—a small third Mexico. This ambitious platform appealed to party that supported abolition. With the Whig both Northerners and Southerners because it vote split, Polk won the election. Hands-On

Chapter 7 Manifest Destiny 271 Chapter Project (tl tc)The Granger Collection, New York Step 4 Creating a Thematic Map Drawing Conclusions Ask students to write a brief statement summarizing the Step 4: Mapping the United States in population of the United States in 1850. 1850 Students will use the information Students should write the statement using they researched in Section 3 to create their completed maps from the Chapter another map of the United States. Project. OL (Chapter Project continued on the Visual Directions Tell students to use an outline Summary page) map of the United States to shade the states that were part of the Union in 1850 and label them with the name of the state, its population in 1850, and its population in the last census. 271 Chapter 7 • Section 4 The Oregon Question Polk took a strong The War With Mexico stance on what came to be known as the Oregon Question. Despite British claims to MAIN Idea Hostilities over the southwestern the region, which had been established in the boundary of Texas led to war with Mexico. R Reading Strategy Convention of 1818, Polk and the Democrats HISTORY AND YOU Have you ever thought that Identifying President Polk’s held that the United States had a “clear and someone took something that did not belong to unquestionable” right to all of the Oregon him or her? Read on to learn Mexico’s reaction to desire to provoke Mexico resul- Country, including the region north of the the United States’s annexation of Texas. ted in Zachary Taylor leading 49th parallel that is today known as British American soldiers south of the Columbia. Their rallying cry, “Fifty-four Forty Herrera’s snub ended any realistic chance of Nueces River into disputed or Fight,” declared that the United States a diplomatic solution. Polk ordered troops led should control all of Oregon below the line of by General Zachary Taylor to cross the Nueces territory. Ask: What geographi- 54° 40’ north latitude. River—in Mexico’s view, an invasion of its ter- cal feature did the United States Despite such slogans, few Americans ritory. Polk wanted Mexican soldiers to fire the claim as the boundary between wanted to fight the British to gain control of first shot. If he could say that Mexico was the Oregon. After lengthy debates in Congress, aggressor, he could more easily win popular the United States and Mexico? Polk agreed to use diplomatic negotiations to support for a war. (the Rio Grande) Ask: What geo- settle the Oregon Question. In June 1846, as Finally, on May 9, 1846, news reached him graphical feature did Mexico the United States fought with Mexico, and that a force of Mexicans had attacked Taylor’s claim as the border? (the Nueces Great Britain was dealing with problems in Ireland, the two nations negotiated the Oregon River) Treaty to settle the dispute. In this agreement, the United States received all of Oregon south of 49° north latitude and west of the Rocky W Writing Support Mountains, except for the southern tip of Expository Writing Have stu- Vancouver Island. In exchange, the British were guaranteed navigation rights on the dents write short essays on the Columbia River. concept of Manifest Destiny. In the essays, students should ana- The Annexation of Texas Even before Should the United Polk took office, outgoing President Tyler lyze the concept from a personal pushed an annexation resolution through States Go to War point of view, considering how Congress in February 1845, and Texas joined With Mexico? their lives would be different if the Union that year. As predicted, Mexico was Americans had not embraced the outraged and broke diplomatic relations with Although many Americans supported the United States government. Matters wors- war with Mexico for personal or politi- concept of Manifest Destiny. Tell R ened when the two countries disputed the loca- cal gain or because they subscribed to them to give examples to support tion of Texas’s southwestern border. Mexico the principle of Manifest Destiny, many their point of view. OL said it was at the Nueces River. Texans, and were against it. Debates raged between then the United States, claimed the Rio Grande, citizens, in newspapers, and in Congress about 150 miles (240 km) farther west and over President Polk’s motives and the south, as the boundary. The Texas–United W tactics he had used to force a declara- States claim covered far more territory than tion of war against America’s south- Answer: the Mexican claim. ern neighbor. While Polk insisted that Polk’s intentions in California added to the Mexico had been the aggressor, many He promised to annex Texas and growing strife with Mexico. In November thought that the United States had pur- secure the contested Oregon ter- 1845 he sent John Slidell as a special envoy, or posefully incited the war to gain more ritory in the Northwest. representative, to Mexico City to try to pur- land or, as Frederick Douglass believed, chase the territory. Mexico’s new president, to extend slavery into new territory. José Joaquín Herrera, refused even to meet with Slidell.

Examining What did James Polk Additional promise to do if elected president?

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Activity: Interdisciplinary Connection

Sociology Between 1812 and 1845, a num- spread of slavery to the West. Ask: What likely ber of states—Louisiana, Alabama, Mississippi, effect did the spread of slavery have upon the Missouri, Arkansas, Florida, and Texas—had abolitionist movement? (Possible answers may entered the Union as slave states. The demand include: cause it to gain strength, have more for cotton grew rapidly as textile manufacturing power, influence) expanded during the Industrial Revolution. Slave labor was used in the large scale cultiva- tion of cotton, and also tobacco. But over time this intense cultivation exhausted the soil, reducing production and encouraging the 272 men. In an address to Congress, Polk declared Grande near the Gulf of Mexico. A separate Chapter 7 • Section 4 that the United States was at war “by the act force to the northwest would capture Santa Fe, of Mexico herself.” Hoping to incite the public’s an important trading center and now the capi- indignation, he added that “American blood tal of New Mexico, and then march west to has been shed on the American soil!” take control of California with the help of the Many Whigs opposed the war as yet another American navy. Finally, U.S. forces would plot to extend slavery. Most Washington politi- advance on Mexico City and force Mexico to cians, though, recognized that, no matter how surrender. questionable Polk’s actions were, the United To implement the ambitious plan, the United States was committed to war. On May 13 the States needed to expand its army. Congress Senate voted 40 to 2 and the House voted 174 to authorized the president to call for 50,000 14 in favor of war. Critics quickly dubbed the volunteers, and men from all over the coun- conflict “Mr. Polk’s War.” try rushed to enlist. Almost 73,000 answered the call. Calling All Volunteers Undisciplined and unruly, the volunteers Answers: proved to be less than ideal soldiers. As one offi- 1. Polk implies that the United Polk and his advisers developed a three- cer observed, “They will do well enough to defend States had tried in every way pronged military strategy. Taylor’s troops would their own firesides, but they can not endure the continue to move south, crossing the Rio fatigue incident to an invading army.” to avoid war with Mexico, despite the fact that Mexico had repeatedly threatened the United States. YES NO 2. He says that Mexico killed Americans on American soil James K. Polk Frederick Douglass and that it is, therefore, the U.S. President American Abolitionist patriotic duty of the United PRIMARY SOURCE PRIMARY SOURCE States to defend its rights. “Upon the pretext that Texas, “The war . . . was [begun] with 3. Douglass says that the United a nation as independent as no higher or holier motive than States connived with emi- [Mexico], thought proper to unite its destinies with our that of upholding and propagating slavery. In 1829 Mexico grants in Texas in their rebel- own, [Mexico] has affected to believe that we have sev- . . . had declared the entire abolition of slavery in her terri- ered her rightful territory, and in official proclamations and tories. The consequence was a decrease in the value of lion against Mexico, then manifestoes has repeatedly threatened to make war upon slaves in the border states of America, . . . What was the recognized Texan indepen- us for the purpose of reconquering Texas. In the meantime desperate purpose of the United States? . . . [T]hey stirred dence, and then worked to we have tried every effort at reconciliation. . . . But now, up a revolt against Mexico in Texas, which, . . . ultimately after reiterated menaces, Mexico has . . . invaded our terri- severed from the mother country. Their next step was annex the territory. Finally, in tory and shed American blood upon the American soil. . . . kindly to recognise the independence of Texas, and in 1844 the name of protecting Texan As war exists, and, notwithstanding all our efforts to it was annexed to the Union. An army of men was sent to citizens, the United States avoid it, exists by the act of Mexico herself, we are called protect the Texians [sic]; . . . and the Mexicans firing at the sent troops over what Mexico upon by every consideration of duty and patriotism to vin- invaders, the United States at once recognised a war, . . .” dicate with decision the honor, the rights, and the interests considered the border, caus- of our country.” —from The Frederick Douglass Papers ing Mexican forces to fire on The Congressional Globe, —from May 11, 1846 the Americans 4. to extend and perpetuate slavery 1. Paraphrasing According to President Polk, what was the 3. Summarizing According to Frederick Douglass, what United States’s attitude toward war with Mexico before steps did the United States take to incite the war? Mexican forces attacked? 4. Identifying Central Issues What does Douglass say is 2. Specifying What reasons does Polk give for declaring war the true reason for the war with Mexico? on Mexico? Additional

Chapter 7 Manifest Destiny 273 Support

Activity: Collaborative Learning

This Taking a Stand Form small groups, and Collaborative Learning tell students that they are going to work activity allows students at different together to develop, write, and perform a rk together. Help stu- levels to wo play about the Mexican War. The students dents divide responsibility for the will need to decide if the play should have project. Check in to make sure all ntributions a small group of characters or a large cast. students are making co While some students develop a script, oth- to the project. ers can design costumes and sets. Finally, have students perform the play. AL

273 Chapter 7 • Section 4 The War With Mexico, 1846–1848

Writing Support Oregon Country W Unorganized Iowa T Terr. N Terr. Expository Writing Have stu- O M Bear Flag Revolt, É UNITED STATES

dents research historical docu- R June 1846 F FR P ÉM lat ments and writings of the era. ONT te R. Ft. Leavenworth . Then have them write a newspa- R K San Francisco o EAR d NY Mo. Monterey, July 1846 ra A per editorial evaluating the prog- lo r o k C a STOCKTON n Santa Fe, s Los Angeles as ress of the war and the conduct Aug. 1846 R San Gabriel, Jan. 1847 . of the American and Mexican San Pasqual, Dec. 1846 R Ark. Disputed ed R. armies. AL KEAR San NY Terr. Diego ▲ 30°N El Brazito, General Winfield Scott leads G Dec. 1846 Texas N u MEXICO American troops into Mexico S A L l f H La. City in September 1847. O

P A I Gran San

N o d T i e o R Antonio f O PACIFIC D C TT Sacramento, CO When California settlers a S l Feb. 1847 OCEAN i Corpus f o WOOL Christi declared independence, r n TAYLOR i Gulf of 90°W they raised a flag with a 120°W a Monterrey, Mexico Buena Vista Sept. 1846 white background, a single American troops Feb. 1847

S R A TROPIC OF CANCE American victory A

N

N star, a red bar, and a grizzly Mazatlán N

T

Mexican troops A A Tampico SC bear. The bear flag officially Mexican victory O T Cerro Gordo T U.S. naval blockade N became the state flag in 20°N April 1847

0 400 kilometers W Mexico City, Veracruz 1911. 110°W E Sept. 1847 0 400 miles S Lambert Azimuthal Equal-Area projection Analyzing GEOGRAPHY 1. Movement Which commanders led the invasion of California? 2. Location At what city did Scott’s troops land to begin their Analyzing GEOGRAPHY march to capture Mexico City?

See StudentWorksTM Plus or glencoe.com. Answers: 1. Sloat, Kearny, and Frémont 2. Veracruz Other officers saw similar problems. One The Fighting Begins bemoaned in a half-comical way that the green recruits constantly demanded his attention: In early May, several days before Polk signed the declaration of war, Taylor’s troops defeated Mexican forces, first at Palo Alto and then at W PRIMARY SOURCE Resaca de la Palma. Taylor then moved south, “[O]ne wanted me to read a letter he had just defeating Mexican forces at Matamoros. By received; another wanted me to write one for him; late September, he had marched about 200 another wanted me to send his money home; miles (322 km) west from the coast of the Gulf another wanted me to keep it for him. . . . [O]ne of Mexico and captured Monterrey. complained that his uniform was too large, another In the meantime, Colonel Stephen W. that his was too small.” Kearny led troops from Fort Leavenworth, —From Memoirs of a west of Missouri, toward Santa Fe. The march Differentiated Maryland Volunteer through the dry countryside was brutal, but

Instruction 274 Chapter 7 Manifest Destiny

Leveled Activities

BL Reteaching Activity, OL Time Line Activity, AL Enrichment Activity, ELL English Learner Activity, URB p. 141 URB p. 131 URB p. 142 URB p. 123

Name Date Class Name Date Class Name Date Class Name Date Class

★ Reteaching Activity 7 ★ Time Line Activity 7 ★ Enrichment Activity 7 ★ ★ English Learner Activity 7 ★★★★★★

Manifest Destiny, 1820–1848 “Young America” Manifest Destiny, 1820–1848 Fertile farmland, a profitable fur trade, and the lure of Pacific trade routes to Asia drew Manifest Destiny settlers to the West. Manifest Destiny—the idea that God had given the continent to The idea of Manifest Destiny bound icy goal of playing a leading role in world ★ DIRECTIONS: A. PRE-READING ACTIVITY Americans and wanted them to settle western land—became a popular belief. The nation Read the events on the time line and the information below. Then imagine that together the domestic goal of the American affairs. To many Americans, their nation fought a war with Mexico and disputed with Britain over the Oregon territory. you are a settler deciding whether or not to travel west. At the bottom of the page, list three people to expand their nation from the was bursting with energy and potential. Previewing the Material reasons for and three reasons against a trip west on the Oregon Trail. Atlantic to the Pacific with the foreign pol- They called this spirit “Young America.” DIRECTIONS: Complete the map to show which areas of the current contiguous United States Directions: Before reading the primary source by John L. O’Sullivan from the United States DIRECTIONS: Below are three excerpts that appeared in American newspapers in 1844 and Democratic Review on page 255, answer the following questions. were contested during this time period. Color the area disputed with Great Britain red and 1844 Four major wagon trains 1845. Read the excerpts, and then answer the questions that follow on a separate sheet of the area disputed with Mexico blue. Then answer the questions that follow. follow the trail to Oregon. 1. This passage presents ideas that inspired the concept of “Manifest Destiny.” John L. paper. 1830 Hall J. Kelly founds 1842 John Frémont 1859 Oregon O’Sullivan had hopes and dreams for the future of a new country. What ideas do you Territorial Expansion of the United States “The American Society for explores, maps, and 1845 Barlow Road becomes the CHAPTER ★★

7 7 think would be important to create a “nation of progress?” 7 130°W 110°W 100°W 90°W 8800°W Encouraging Settlement of documents his find- opens as an alterna- 33rd state. 50°N From the Boston Times, December 11, 1844: CANADA the Oregon Territory.” ings on an expedition. tive to rafting down WWAA the Columbia River. The spirit of Young America . . . will not be satisfied with what has been attained, but plumes its young N MT NNDD ME wings for a higher and more glorious flight. The hopes of America, the hopes of Humanity must rest on W OORR MN VVTT 7 this spirit. . . . The steam is up, the young overpowering spirit of the Country will press onward. It would E NNHH MA 1830 1840 1850 1860 ID CHAPTER CHAPTER CHAPTER S SSDD WWII NY RI °N be as easy to stay the swelling of the ocean with a grain of sand upon its shore, as to stop the advance- WY 40 MI CCTT ment of this truly democratic and omnipotent spirit of the age. PA NNEE IA NNJJ 1836 The Whitmans 1843 The first large 1848 Oregon 1850 The Oregon Land 2. John L. O’Sullivan said that “for this blessed mission…has America been chosen.” NV OOHH UT IILL IINN DE establish a mission organized wagon train becomes a U.S. Donation Act is passed. From the United States Journal, May 3, 1845: Explain what you think he meant by this. Who chose America? For what had America CO WV MD PACIFIC CA KS VA in Oregon. travels the Oregon Trail. territory. OCEAN MO KY There is a new spirit abroad in the land, young, restless, vigorous and omnipotent. . . . It sprang from the been chosen? NC ATLANTIC AZ TN warm sympathies and high hopes of youthful life, and will dare to take antiquity by the beard, and tear the OK OCEAN NM SC 1845 Lansford Hastings pub- AR 30°N cloak from hoary-headed hypocrisy. Too young to be corrupt . . . it is Young America, awakened to a sense

lishes the “Emigrant’s Guide Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. MSMS AL GA of her own intellectual greatness by her soaring spirit. It stands in strength, the voice of the majority. . . . It Area disputed with LA to Oregon and California.” Great Britain TX demands the immediate annexation of Texas at any and every hazard. It will plant its right foot upon the northern verge of Oregon, and its left upon the Atlantic crag, and waving the stars and the stripes in the Area disputed with FL face of the once proud Mistress of the Ocean, bid her, if she dare, “Cry havoc, and let slip the dogs of war.” Mexico MEXICO Gulf of Mexico • The establishment of a mission in Oregon by Dr. Marcus and Narcissa Whitman proved that the settlement of the territory was possible for ordinary citizens. Their example became From the Albany Argus, July 26, 1845: ★ B. PRE-READING ACTIVITY an inspiration for many of the later travelers. However, their deaths at the hands of Native Americans represented one of the greatest fears of early settlers. It is frequently asked why are those western people so peculiarly colossal in their notions of things and Vocabulary Review 1. Describe how the United States and Great Britain settled the dispute over the Oregon the prospects of our nation. Does not this inspiration spring from their extraordinary country? Their mighty • John Frémont and Lansford Hastings were two of many travelers who published guide- rivers, their vast sea-like lakes, their noble and boundless prairies, and their magnificent forests afford Directions: Review the words and expressions below to help you understand the reading. territory. books about the trails west. Many of these guidebooks contained inaccuracies, which objects which fill the mind to its utmost capacity and dilate the heart with greatness. To live in such a conscience (n.): one’s sense of right and wrong caused delays and even death. splendid country . . . expands a man’s views of everything in this world. . . . Here everything is to be destiny (n.): fate, or the influence of uncontrollable forces on the course of events done—schools are to established, governments instituted. . . . These things fill their lives with great enter- • The Oregon Land Donation Act promised 320 acres to settlers who lived and worked the prises, perilous risks and dazzling rewards. enfranchisement (n.): the right of citizen’s to vote; suffrage land for four years. This promise of land ownership created an influx of settlers. From Manifest Destiny and Mission in American History by Fredrick Mark. Copyright © 1970. hierarch (n.): a religious leader in a position of authority 2. A. Describe how the war with Mexico was resolved. Alfred A. Knopf • The discovery of gold in California in 1848 motivated large numbers of people to head west. ★★oligarch (n.): a member of a government in which a small group exercises control 274 News of a cholera epidemic discouraged many who had started for California. When word especially for corrupt and selfish purposes of the Oregon Land Donation Act spread in 1850 and 1851, many settlers changed their B. What did the United States pay to Mexico? Questions to Consider principle (n.): a standard or guide to behavior minds en route and headed for Oregon instead. 1. What attitudes do the writers of these three articles have in common? progress (n.): advancement; (v.) to move ahead Reasons For: Reasons Against: pursuit (n.): a hunt; an activity that one engages as a career or occupation 3. Critical Thinking How did Mexico’s National Colonization Act set the stage for 2. What in the attitude and content of the articles might some Americans find objectionable? smite (v.): to kill or severely injure Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Mexico’s defeat in the Mexican-American War? Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, 3. Describe the type of person who would have written about America with such confidence. Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, tyranny (n.): a dictatorship enforced by power or terror ➤ 4. GO A STEP FURTHER Write a letter to the editor that you will send to all three papers universal (adj.): available to all members of a society rebutting the tone of their articles. (continued) 141 131 142 123 when Kearny’s men reached the city in August, the Mexican force Chapter 7 • Section 4 there had already fled. With Santa Fe secured, Kearny led a small REVIEW U.S. force into California. Section 4 Before Kearny arrived, and even before war with Mexico was officially declared, settlers in northern California led by American W Writing Support General John C. Frémont had begun an uprising. The official Vocabulary Have stu- Mexican presence in the territory had never been strong, and the 1. Explain the significance of: James K. Descriptive Writing settlers had little trouble overcoming it. On June 14, 1846, they Polk, “Fifty-four Forty or Fight,” envoy, dents write an essay explaining declared California independent of Mexico and renamed the Zachary Taylor, John C. Frémont, Bear what life would be like in the region the Bear Flag Republic. A few weeks later, the Bear Flag Flag Republic, Winfield Scott, Treaty of southwestern United States had Republic came to an end when American naval forces arrived and Guadalupe Hidalgo, cede. took possession of California for the United States. the land remained a part of Main Ideas Mexico. OL 2. Specifying What were the provisions of To Mexico City the Oregon Treaty? Despite having lost vast territories, Mexico’s leaders refused to surrender. Polk decided to force things to a conclusion by sending 3. Explaining What brought an end to the soldiers on ships to the Mexican port of Veracruz. From there they Bear Flag Republic? Answer: would march west and capture the Mexican capital, Mexico City. move south across the Rio Polk, seeing Taylor as a potential rival in the 1848 election, Critical Thinking eased him out of the war by placing General Winfield Scott, a 4. Big Ideas The idea of Manifest Destiny Grande, capture Santa Fe and member of the Whig Party, in command of this campaign. In was realized as a result of the war with march west to take California, March 1847 Scott’s force landed at Veracruz, which his forces took Mexico. What new problem did the addi- and capture Mexico City after a three-week siege. Having taken control of this strategic tional territories cause for the United port, the American troops then headed for Mexico City, fighting States? vicious and bloody battles with Mexican forces along the way. 5. Organizing Use a graphic organizer, On September 14, after storming Chapultepec Castle, which similar to the one below, to list the provi- guarded the city, they finally captured the capital after a hard sions of the Treaty of Guadalupe Hidalgo. fight at the city gates. With the Americans in control of the capi- Assess tal, a group of city leaders finally surrendered to General Scott Treaty of Guadalupe Hidalgo unconditionally. American forces went on to establish a formal occupation of Mexico. Mexico’s United States’s Provisions Provisions Study Central™ provides The Peace Treaty 6. Analyzing Visuals Study the painting of Scott’s entry into Mexico City on page 274. summaries, interactive games, On February 2, 1848, Mexican leaders signed the Treaty of How does the artist depict the event? and online graphic organizers to Guadalupe Hidalgo. In the agreement, Mexico ceded, or gave How might the real event have differed help students review content. up, more than 500,000 square miles (1,295,000 sq. km) of territory from the painting? to the United States. Mexico also accepted the Rio Grande as the southern border of Texas. In exchange, the United States paid Writing About History Mexico $15 million and agreed to take over $3.25 million in debts Close 7. Expository Writing Suppose you are Mexico owed to American citizens. James K. Polk, the Democratic candidate With Oregon and the former Mexican territories now under W for president in 1844. Write a speech in Summarizing Ask: Why did the American flag, the dream of Manifest Destiny was finally which you explain your platform. the United States annex Texas realized: the United States now stretched from ocean to ocean. Valuable ports on the West Coast opened up new markets to the and fight a war with Mexico? Pacific nations of Asia. The question of whether the new lands (to fulfill Manifest Destiny and should allow slavery, however, would soon lead the country into expand the United States’s terri- a bloody civil war. The experience that such men as Robert E. Lee tory; also, some argued, to extend and Ulysses S. Grant gained during the war with Mexico would soon be used to lead Americans in battle against each other. slavery) OL Study Central™ To review this section, go Summarizing What was President Polk’s military to glencoe.com and click on Study Central. strategy in the war with Mexico? Section 4 REVIEW 275

Answers

1. All definitions can be found in the section 4. It raised the question of whether the new 6. They are not resisting the Americans’ arrival; and the Glossary. lands should allow slavery. This debate student answers may vary. Some may sug- 2. the United States received all of Oregon would lead the country into a civil war. gest that Mexicans may have shown some south of 49° north latitude and west of the 5. Mexico: ceded over 500,000 square miles resistance. Rocky Mountains, except for the southern (1,295,000 sq. km) of territory, accepted Rio 7. Students’ speeches will vary, but should tip of Vancouver Island; in exchange, the Grande as Southern Texas border; United include information on Polk’s platform from British were guaranteed navigation rights States: paid Mexico $15 million and claimed the section. on the Columbia River $3.25 million in Mexican debt to American 3. Naval forces of the United States came and citizens took possession of California for the United States.

275 Chapter 7 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Descriptive Writing Challenge students to write a poem that addresses some of the themes in Causes of Western Expansion the chapter. As a starting point, • The idea of Manifest Destiny influences many political leaders who believe the nation is destined to expand across the students might begin by describ- continent. ing one of the illustrations on this • The Preemption Act of 1830 gives settlers the right to claim page. AL land. • New technology, including plows and reapers, enables settlers Predicting Consequences to farm the Midwest. • Lush soil and moderate climate lures settlers to Oregon Ask: What do you think will hap- Territory and northern California. pen now that the United States • Christian beliefs lead missionaries to head west to try to con- has achieved Manifest Destiny vert Native Americans. and reached the Pacific Ocean? • Trailblazers map paths across the plains and mountains, mak- ▲ Astoria (above) was ing it easier for settlers to head west safely in long wagon the fi rst permanent (Students may say that the United trains. settlement in the Oregon Territory. States will continue to grow in eco- • Treaty of Fort Laramie limits attacks by Native Americans on

settlers and wagon trains heading west. ▲ nomic and political power, and that Vaqueros rest the conflict over slavery will proba- • Religious persecution leads Mormons to migrate west to outside Santa Inez Utah, where they can practice their religion freely. mission in California. bly come to a boil.) OL Ranching and • Mission system had already brought Spanish to the missionary work Southwest in the 1600s and 1700s. brought many • Hispanics move to California to establish large ranches. Spanish settlers to the region. • Mexico lures settlers to Texas with the National Colonization Act, giving large tracts of cheap land to empresarios and granting settlers exemption from taxes for 10 years. Effects of Western Expansion • Texas becomes American in culture, and Texans grow frus- trated with Mexican laws, specifically the tariffs on trade with the United States, the ban on slavery, and the requirement that settlers become Catholic. • Led by Stephen Austin and Sam Houston, Texans rebel against Mexico, declare independence, and defeat the Mexican forces led by Santa Anna. • Americans in Texas and Oregon want to join the United States. • The debate over Texas triggers a sectional crisis—Northerners believe the South wants Texas in order to expand slavery. • James K. Polk campaigns, promising to get both Texas and Oregon, and wins the presidency. • Britain and the United States agree to divide the Oregon territory. • Congress approves the annexation of Texas. • After fighting begins between American and Mexican forces on the Texas border, the United States declares war and ▲ American troops land at Monterey in invades Mexico. Mexico in 1846. The War with Mexico ended with the United States in control of much of • In the peace treaty, Mexico cedes much of its northern terri- the Southwest. tory to the United States, including California and the Hands-On American Southwest.

Chapter Project 276 Chapter 7 Manifest Destiny Step 5: Wrap Up (t)The Granger Collection, New York Creating a Thematic Map Comparing and Contrasting Have stu- dent volunteers take turns answering the Step 5: Wrap Up Students will use the following question: What characteristics maps created in the Chapter Project to com- are common among the least populous pare the United States of 1850 with the states? (Answers will vary.) OL United States today. Directions Have students identify the least populous states and territories in 1850 and compare them to the least populous states today.

276 Chapter 7 • Assessment Chapter ASSESSMENT Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the Directions: Choose the best answer for each of the following sentence. questions. 1. C To help remember this, stu- dents should think about the fact 1. By the 1840s, travelers known as were moving in Section 1 (pp. 254–257) that wagon trains moved over (or wagon trains along the trails to the West. 6. The term “Manifest Destiny” describes the idea that on) land. Hence, overlanders. A squatters A European nations have no right to establish new colonies Squatters are people who illegally B mountain men in the Western Hemisphere. occupy a place. Mountain men C overlanders B Protestantism should be the official religion of the United were western fur trappers. Tejanos D Tejanos States. C God wants the United States to control all of North were Spanish-speaking people in 2. In 1834 Mexico moved to the missions, bringing America. Texas. them under civil control. D Native Americans should be allowed to retain all their A annex original lands. 2. D Secular means not religious B cede or controlled by a religious body. 7. Which group left the United States to establish a settlement To secularize is to change some- C expand called Deseret in the West? D secularize thing from religious to civil con- A Mormons trol. Missions were religious B empresarios 3. Under the National Colonization Act, Mexico gave institutions. Students may be large grants of Texas land. C Seminoles tempted to choose A, annex. A mestizos D mountain men Although to annex something B empresarios means to add it or bring it under Section 2 (pp. 260–263) C vaqueros control, it does not denote a 8. In the early 1800s, California society was dominated by D Tejanos which group? change from religious to civil. A mestizos 4. The war with the United States caused Mexico to 3. B Empresarios tried to attract B vaqueros what became areas of the American Southwest. settlers by offering land to fami- C rancheros A cede lies who settled in their territory, D empresarios B annex or colony. Mestizos are people of C conquer Spanish and Native American D sell ancestry. Vaqueros are cowboys.

5. In the Mexican territories of the Southwest, , or 4. A To cede means to give up or cowboys, worked on large ranches. transfer. Annex means the oppo- A rancheros TEST-TAKING TIP site: to add. C does not make B vaqueros sense. D is incorrect, because sell C mestizos Be sure to examine carefully statements that contain the words always, not, and never. These are strong words that implies that Mexico was given D dons give clues to the incorrect answer. money in return in a voluntary transaction, which was not the Need Extra Help? case. If You Missed Questions . . . 12345678 GO ON Go to Page . . . 256 261 264 275 262 254 257 262 5. B Rancheros were the owners Chapter 7 Manifest Destiny 277 of the large ranches; mestizos were Mexicans of mixed European and Native American ancestry; Reviewing Main Ideas 7. A Mormons traveled west to escape reli- don was an informal title applied gious persecution. They eventually settled in 6. C The concept of Manifest Destiny is to wealthy landowners in the Utah, which was then not a part of the United uniquely applied to the expansion of the United Hispanic Southwest. States. States. This should help students eliminate A and B. D is incorrect. The wishes of Native 8. C Rancheros owned large parcels of land. To Americans were not considered as part of help students remember this, they should focus Manifest Destiny. on ranch in rancheros. A ranch is a large farm.

277 Chapter 7 • Assessment Chapter ASSESSMENT

9. A Here, only A makes sense. Make sure students relate the 9. In 1821 William Becknell arrived in New Mexico and opened Critical Thinking up trade in that border territory by Santa Fe Trail with commerce and Directions: Choose the best answers to the following questions. trade. It is not likely that a depart- A establishing the Santa Fe Trail. 14. The invention of the McCormick reaper encouraged ment store would open in a bor- B starting the first American department store. A settlement of the Great Plains. der territory. C building a railroad line from Missouri. D leading a revolt against Mexico. B trade with New Mexico. 10. B For this type of question, C mountain men to create trails to California. remind students that they are Section 3 (pp. 264–269) D the expansion of slavery into new territories. looking for the answer choice that 10. Which of the following was not a condition set by Mexico for American emigrants to Texas? is not true. In this case, although Base your answers to question 15 on the map below and your knowl- A They received a ten-year exemption from paying taxes. edge of Chapter 7. settlers were required to become B They could never return to live in the United States. Mexican citizens, they were not Treaty of Guadalupe Hidalgo, 1848 C They were required to become Mexican citizens. banned from ever returning to the N OREGON Unorganized D They were required to convert to the Roman Catholic territory COUNTRY United States. faith. W E S 11. C Students may have trouble Great 11. The result of the Battle of San Jacinto was that Salt Lake choosing between A and C. If nec- . A California became an independent republic. R o essary, review a map with stu- d B the Cherokee were forced to leave the Southeast. ra lo o dents and point out San Jacinto C C Texas became an independent republic. PACIFIC River, in Texas, near Houston. D the Mormons were forced to leave Ohio. OCEAN Texas 0 200 kilometers R 12. D James Polk ran during a io Section 4 (pp. 270–275) G ra 0 200 miles n time of interest in western expan- d Albers Equal-Area projection e sion and Manifest Destiny. 12. As part of his platform in the 1844 presidential election, James Polk promised to Area gained by the United Therefore, it is logical that prom- States as a result of the Treaty MEXICO A extend American power around the world. of Guadalupe Hidalgo, 1848 ises to add new territory would be B create a large, standing army. a part of Polk’s platform. In this C remove all Native Americans from the Midwest. 15. Which of the following states now include territory acquired context, the other answer choices D annex Texas and Oregon. as a result of the war with Mexico? do not make sense. A Oregon and Washington 13. The war with Mexico was officially ended by which of the B Montana and Idaho 13. B The Treaty of Guadalupe following events? C California and Nevada Hidalgo ended the war with A the signing of the Oregon Treaty D Texas and Oklahoma Mexico. It required Mexico to cede B the signing of the Treaty of Guadalupe Hidalgo more than 500,000 square miles C the annexation of Texas of territory and accept the Rio D the establishment of the Bear Flag Republic Grande as the southern border of Texas. Making a connection between the Spanish in the treaty name and Mexico may help stu- Need Extra Help? dents remember this. If You Missed Questions . . . 9 10 11 12 13 14 15 GO ON Go to Page . . . 263 264 269 271 275 255 278

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14. A The McCormick reaper, pulled by ani- 15. C The dark-shaded area on the map repre- mals, harvested grain. It revolutionized farm- sents lands the U.S. gained as a result of the ing, which led to greater settlement of the treaty that ended the war with Mexico. While Great Plains. Students should equate the knowledge of the locations of present-day reaper with farming, therefore eliminating California and Nevada is helpful, the other the other answer choices, none of which answers can be eliminated by the non-shaded concern farming. areas.

278 Chapter 7 • Assessment Chapter ASSESSMENT Document-Based 16. In retrospect, the invitation to Americans to settle in Texas Document-Based Questions was a mistake for Mexico because the Mexican government Questions Directions: Analyze the document and answer the short-answer ques- A failed to set aside enough land for settlement. tions that follow the document. 20. According to Sumner, the B overestimated the settlers’ willingness to assimilate. United States set out to acquire C did not realize that most of the settlers were criminals. In April 1847 future U.S. Senator Charles Sumner presented his views on the causes of the war with Mexico in his “Report on new lands. Sumner calls it a “war D was too eager for Texas to become independent. the War With Mexico” to the Commonwealth of Massachusetts. of conquest.” The excerpt below is from that report: 17. Whom did Texans choose to lead them in the rebellion 21. According to Sumner, the against Mexico? “It can no longer be doubted that this is a war of secretary of war gave the generals A William B. Travis conquest. . . . In a letter to Commodore Sloat, . . . the Secretary [of War] says, ‘You will take such measures as the task of making newly acquired B James K. Polk will render that vast region [California] a desirable place territories ready for new settlers, C Sam Houston of residence for emigrants from our soil.’ In a letter to including the formation of civil D General Santa Anna Colonel Kearny . . . he says: ‘Should you conquer and take possession of New Mexico and Upper California, you will governments. establish civil governments therein. You may assure the 18. What did the saying “Fifty-four Forty or Fight” refer to? people of these provinces that it is the wish of the United A the large number of Americans seeking farmland in States to provide for them a free government with the Extended Response California least possible delay. . . .’” 22. Students’ essays will vary, but B the war with Mexico over boundary disputes at the Rio —quoted in Readings in American History Grande should provide a clear and rea- C the area of land Polk supporters wanted in Oregon 20. According to Charles Sumner, why did the United States soned argument to support the D the annexation of Texas and the battle at the Alamo become involved in a war with Mexico? viewpoint they choose. Students 21. What evidence does Sumner provide to show that this was should not waver from their cho- 19. Who was Brigham Young? the U.S. government’s intention? sen viewpoint. Essays must follow A a mountain man the format of a persuasive essay B a squatter Extended Response and include sufficient support C an overlander 22. Even at the time, many Americans questioned the motives from the text. and goals of the war with Mexico, while others felt it was D a leader of the Mormons necessary to fulfill America’s Manifest Destiny and the needs of the developing nation. Do you think that the war was justified or not? Choose to either support or oppose the United States’s war with Mexico. Write a persuasive essay that includes an introduction and at least three para- graphs that support your position, using information from Chapter 7.

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For additional test practice, use Self-Check Quizzes— Chapter 7 at glencoe.com.

Need Extra Help? If You Missed Questions . . . 16 17 18 19 20 21 22 Go to Page . . . 265 267 272 257 279 279 270–275

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16. B To answer this question, students should was the commander of Texan forces at the consider the rebellion of American settlers Alamo. against Mexico. The Mexican government felt Have students visit the Web that Americans would move to Texas and gain 18. C Polk supporters wanted the U.S. to con- site at glencoe.com to review an allegiance to Mexico and consider them- trol all of the land in Oregon south of the line Chapter 7 and take the Self- selves Mexicans. This was not the case and had of 54° 40’ north latitude. To help students who Check Quiz. dire consequences for Mexico in terms of have trouble visualizing this, use a map to retaining Texas. point out 54° 40’. Need Extra Help? 17. C To help students remember this, simply 19. D Brigham Young led the Mormons after Have students refer to the remind them to think of Houston, Texas. James the death of Joseph Smith. Young led the pages listed if they miss any of K. Polk was a U.S. president. General Santa Mormons further west, to Salt Lake. Brigham the questions. Anna was a Mexican general. William B. Travis Young University bears his name. 279