Section 3 Step-by-Step Instruction Vital to Its Survival SECTION SECTION “ Two hundred years ago the United States, a Con- federation of Indian tribes and Great Britain all Review and Preview sought control of the land known as the Northwest The Federalists and the Republicans had Territory, a vast area north of the and east of conflicting views of the proper course the Mississippi rivers. For the young United States, for the United States. Students will now the control of this area was vital to its survival.” read how the country responded to a —Dr. G. Michael Pratt, address at 1994 variety of challenges. commemoration of Battle of Fallen Timbers

ᮡ General Anthony Wayne (right) led American soldiers to victory at Fallen Timbers.

Section Focus Question

How did the actions of Britain Troubles at Home and Abroad and France affect the United Objectives Why It Matters Political parties emerged because Ameri- States? • Discuss the conflicts with Native Americans in cans had differing viewpoints about the government and Before you begin the lesson for the day, the Northwest Territory. economy. Americans also disagreed on foreign policy issues. write the Section Focus Question on the • Describe how Americans reacted to the Section Focus Question: How did the actions of board. (Lesson focus: Tension resulted when French Revolution. Britain and France affect the United States? Americans disagreed on how to respond to the • Identify the main points of Washington’s actions of Britain and France.) Farewell Address. Conflicts in the Northwest • Summarize Washington’s accomplishments Territory Prepare to Read as President. As a result of the Treaty of Paris that ended the Amer- ican Revolution, the United States won the vast territory Build Background Reading Skill north and west of the Ohio River to the Mississippi River. Although the British still had forts in the region, they prom- Knowledge L2 Infer Meanings of Metaphors ised to withdraw within a “reasonable” time. A decade later, Tell students that in this section, they will the British soldiers were still there. Moreover, the British learn about the impact of British and it were another. For example, “he is the foundation were supplying Native Americans with guns and ammuni- of our success” means that his work supports our French actions on the United States. Ask tion. The British hoped that this would limit American success, as a foundation supports a building. The students to scan the section and the Chap- settlement in the Northwest Territory. word like is absent but is suggested by the ter Summary and make a short list of comparison. As you read this section, look for A Struggle Over Lands Native Americans in the incidents that caused controversy in the metaphors. Northwest Territory wanted to keep their lands. During the United States. Use the Numbered Heads 1780s, they attacked many American settlements. Several strategy (TE, p. T24) to make a list on the Key Terms and People Native American groups joined together to oppose settlement. board. Anthony Wayne impressment Many American leaders believed that the country’s neutral John Jay future depended on settling its western lands. Therefore, the Set a Purpose L2 federal government tried to force Native Americans in the I Read each statement in the Reading territories to sell their lands. By 1790, the United States had Readiness Guide aloud. Ask students to succeeded in buying Native American lands in most of mark the statements True or False. Kentucky and in part of Tennessee. North of the Ohio River, Native Americans refused to sell. Even there, though, the Teaching Resources, Unit 3, flow of white settlement continued. Reading Readiness Guide, p. 19 294 Chapter 8 Launching a New Nation I Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Differentiated Instruction

Heads strategy (TE, p. T24) to call on L1 L1 L1 English Language Learners Less Proficient Readers Special Needs students to share their group’s perspec- tives. The students will return to these Using Symbols When Reading Give stu- they find the information interesting or worksheets later. dents a plastic page protector to put over new. Review any sentences they marked the text. Have them reread the section with a question mark. Pair students to “The French Revolution” and mark each compare their ! sentences, then have them sentence with a ? if they are uncertain or write a sentence about the most interesting do not understand the sentence, a * if they fact they found in the section. understand the sentence, or a ! (Wow!) if

294 Chapter 8 A Series of Battles In 1790, Washington Treaty of Greenville sent a small force to end the Native American Teach attacks on settlers. Warriors led by Little Turtle

85

° of the Miami Nation and Blue Jacket of the W 80 Lake

° Conflicts in the Shawnees defeated the soldiers. The next year, W Pennsylvania Washington sent a larger force. This time, Little Fallen Timbers Northwest Territory " R. Turtle won an even bigger victory. More than ee Cleveland p. 294 Chicago um Wyandot Ma 900 soldiers were killed or wounded. It was the N Delaware worst defeat the army would ever suffer in a Miami Shawnee The French Revolution . R E h battle with Native Americans. W s a Greenville Treaty Line p. 295 ab Washington then turned to a Revolu- W S !Fort 40°N Greenville tionary War hero, General Anthony Wayne, to Instruction L2 lead the forces against the Native Americans. I Vocabulary Builder Before teaching Vincennes O Native Americans gathered for battle at a h Virginia io R. this section, preteach the High-Use place where fallen trees covered the 0 km 100 Words cease and emphasize using the ground. They thought the trees would cause 0 miles 100 strategy on TE p. T21. trouble for Wayne and his soldiers. But in Albers Equal-Area Projection KEY Kentucky August 1794, Wayne won a major victory at Indian cessions Key Terms Have students continue to the Battle of Fallen Timbers. Miami Indian tribes fill in the See It–Remember It chart for That battle broke the Native American the Key Terms. hold on the Northwest. In the 1795 Treaty of I Read Conflicts in the Northwest Terri- Greenville, leaders of the defeated Native In the Treaty of Greenville, Native Americans gave tory and The French Revolution aloud American nations gave up most of their up, or ceded, territory to the United States. The with students, using the Choral Reading lands from the Ohio River in the south to cessions (lands ceded) are shown in color. (a) Read a Map How many strategy (TE, p. T22). Lake Erie in the north. Today, that is most of areas were ceded? I Discuss the conflict between Native the state of Ohio. (b) Analyze Cause and Effect What event For: Interactive map Americans and the settlers. Ask: What How were the conflicting shown on the map led Visit: PHSchool.com was the impact of the Treaty of Green- claims of settlers and Native to the cessions? Web Code: myp-3043 ville? (Defeated Native Americans lost their Americans resolved? lands in the Northwest.) I Compare the French and American rev- The French Revolution olutions. Ask: In what ways were the The French Revolution began in 1789. Most Americans at first goals of the French Revolution similar supported the French revolutionaries. In their eyes, France was to the ideals of the founders of the following the lead of the United States in fighting monarchy. United States? (They both were fighting a Soon, though, the French Revolution became controversial in the monarchy and were inspired by the princi- United States. One reason was that it became more violent. This ples of liberty. process peaked in mid-1793 with a period called the Reign of Terror. ) Infer Meanings The French revolutionaries executed about 17,000 people, including the of Metaphors Independent Practice king and queen. For the Federalists, the Revolution was a bloodthirsty Explain the metaphor Have students begin filling in the study monster. But Jefferson and his supporters argued that in a fight by in the second-to-last sentence of guide for this section. oppressed people to win freedom, some injustices were to be expected. this paragraph. Secondly, by early 1793, France and Britain were at war. In that Interactive Reading and war, said President Washington, the United States would remain Notetaking Study Guide, Chapter 8, neutral—not favoring either side in a dispute. Section 3 (Adapted Version also available.) The United States wanted to trade with both sides. However, each European country feared such trade would benefit the other. Both countries began stopping American ships and seizing their cargoes. Monitor Progress As students fill in the Notetaking Study Guide, circulate and make sure individuals Section 3 Troubles at Home and Abroad 295 understand the conflicts between the United States, France, and Britain. Provide assistance as needed.

Use the information below to teach students this section’s high-use words. Answers (a) five (b) the Battle of High-Use Word Definition and Sample Sentence Fallen Timbers cease, p. 296 v. to cause to come to an end; to stop Washington sent troops to After hours of battle, the soldiers on both sides ceased their firing. suppress the Native Americans. emphasize, p. 297 v. to stress; to give more importance to The Declaration of Independence emphasizes equality and the Reading Skill The phrase “blood- natural rights of humankind. thirsty monster” means the Revolution was very violent and cruel.

Chapter 8 Section 3 295 Washington Retires American Reaction to the Reign of Terror From Public Life p. 297 In this excerpt, a British observer describes the reactions of some Americans to the execution of Instruction L2 Louis XVI. I Read Washington Retires From Public “Never was the memory of any man so cruelly Life aloud with students. Remind stu- insulted as that of this mild and humane monarch dents to look for details that answer the [Louis XVI]. He was guillotined in effigy [using a Section Focus Question. dummy to represent a real person], in the capital of the Union [Philadelphia], twenty or thirty times I Ask: What did Washington warn the every day, during one whole winter and part of American people about in his “Fare- the summer. Men, women, and children flocked to well Address”? (to avoid political divi- the tragical exhibition, and not a single paragraph sions at home and political involvement with appeared in the papers to shame them from it. foreign nations) ” —William Cobbett, History of the American Jacobins In this illustration, an executioner displays the I Discuss the list of accomplishments that (Philadelphia, 1796) severed head of Louis XVI. ends the section. Ask: What do you think were important factors in Wash- Reading Primary Sources ington’s success? (Students may say that Skills Activity (a) Detect Points of View How did the Washington’s desire to serve his “fellow author view Louis XVI’s execution? During the Reign of Terror, (b) Draw Conclusions How do you think citizens,” as well as the support of the peo- revolutionaries used the guillotine to Philadelphians who attended the ple, helped him make decisions for the good behead the French king Louis XVI in January 1793. Queen Marie Antoinette “tragical exhibition” felt about the of the nation.) was executed in October 1793. king’s execution? Explain. I Display the transparency Portrait of President Washington. Follow the trans- parency lesson plan to lead students in a The British made matters worse by the impressment of sailors on discussion about the public’s attitudes American ships, which meant seizing the sailors and forcing them to toward President Washington. serve in the British navy. Some of the sailors were British sailors who had fled the British navy, but many were Americans. As tensions rose, Hamilton urged the President to stay friendly Color Transparencies, Portrait of President with Britain. He argued that American prosperity depended on trade Washington with Britain. The British purchased 75 percent of American exports Independent Practice and supplied 90 percent of American imports. Have students continue filling in the study Washington agreed and tried to repair relations with Britain. He sent John Jay to London to try to solve the most serious problems. guide for this section. Jay returned with a treaty in 1795. In it, the United States agreed Interactive Reading and to pay debts long owed to British merchants. In return, Britain agreed

Notetaking Study Guide, Chapter 8, to pay for the ships it had seized. It also agreed to withdraw its troops Section 3 (Adapted Version also available.) from the Northwest Territory and stop aiding Native Americans Vocabulary Builder there. However, the British refused to recognize a U.S. right to trade cease (sees) v. to cause to come to with France. They also refused to cease impressment of U.S. sailors. Monitor Progress an end; to stop The Jay Treaty angered Republicans. They claimed the United States had given away too much and gotten too little. Federalists, in I As students fill in the Notetaking Study contrast, liked the treaty because it kept peace with Britain. Since Guide, circulate and make sure individ- Federalists controlled the Senate, the Jay Treaty won approval by a uals understand Washington’s accom- narrow margin. plishments. Provide assistance as needed. How did Americans react to the Jay Treaty? I Tell students to fill in the last column of the Reading Readiness Guide. Probe for 296 Chapter 8 Launching a New Nation what they learned that confirms or invalidates each statement. Differentiated Instruction Teaching Resources, Unit 3, L3 L3 Reading Readiness Guide, p. 19 Advanced Readers Gifted and Talented Biography Assign the worksheet Martha describe the characteristics they think a Answers Washington. After each student has President’s wife should have and how Reading Primary Sources (a) it was cruel answered the question, have him or her these might have changed since the time of and inhumane (b) Students may say that prepare a short oral report to share with Martha Washington. attendees thought Louis XVI was a tyrant the class detailing how Martha Washing- Teaching Resources, Unit 3, and supported his execution. ton set a precedent for First Ladies. Martha Washington, p. 23 Encourage them to include adjectives to Republicans opposed Jay’s

Treaty but Federalists supported it.

296 Chapter 8 Washington Retires From Public Life In 1796, Washington published a letter to fellow Americans that Assess and Reteach had lasting influence. Washington’s Farewell Address made two major points. First, the President warned against political divisions at Assess Progress L2 home. He feared that violent divisions might tear the nation apart. Have students complete Check Your Washington’s second piece of advice concerned foreign policy. In Vocabulary Builder Progress. Administer the Section Quiz. a famous passage, Washington emphasized his belief that the United emphasize (EM fuh syz) v. to States must not get entangled in the affairs of Europe. He said: stress; to give more importance to Teaching Resources, Unit 3,

Section Quiz, p. 30 Europe has a set of primary interests which to us have “none or a very remote relation. . . . Why . . . entangle our To further assess student understanding, peace and prosperity in the toils [traps] of European use the Progress Monitoring Transparency. ambition? . . . It is our true policy to steer clear of permanent alliances with any portion of the foreign world. Progress Monitoring Transparencies, ” —George Washington, Farewell Address, 1796 Chapter 8, Section 3

As he left office, Washington could take pride in his accomplish- Reteach L1 ments: (1) The United States now had a functioning federal govern- If students need more instruction, have ment. (2) The economy was improving. (3) Washington had avoided them read this section in the Interactive war. (4) The British had been forced to leave their forts in the North- Reading and Notetaking Study Guide. west Territory, an area that was now safe for settlement. Still, political divisions were growing and challenges remained. Interactive Reading and

What were Washington’s chief accomplishments? Notetaking Study Guide, Chapter 8, Section 3 (Adapted Version also available.)

Looking Back and Ahead As President, George Wash- Extend L3 ington created conditions for a strong federal government. In the Assign students to groups to brainstorm next section, you will read how his successor sought to deal with for possible outcomes if Washington had: divisions at home and challenges abroad. failed to get British troops out of the Northwest Territory; allied with France in its war with Britain; and ignored the Con- For: Self-test with instant help stitution when organizing the government. Section 3 Check Your Progress Visit: PHSchool.com Then, ask: In what condition would the Web Code: mya-3043 nation—and its guarantee of liberty and justice—have been? (Possible answers: loss Comprehension Reading Skill 5. The Jay Treaty did not end the of independence, less individual freedom.) and Critical Thinking 3. Infer Meanings of Metaphors impressment of American sailors 1. (a) Describe How did Washing- Identify and explain the meta- by the British navy. ton deal with Britain’s policy of phor in this sentence: In the impressment? heated political atmosphere, this Writing (b) Compare and Contrast warning had little impact. 6. Based on what you have read How did Washington’s policy on about George Washington in this matters at home differ from his Key Terms section, write a description of the foreign policy? Read each sentence that follows. If personality traits he showed as the sentence is true, write YES. If the President of the United States. 2. (a) Recall What were the two sentence is not true, write NO and Include at least two specific exam- main arguments Washington explain why. ples of actions that he took as made in his Farewell Address? 4. As a neutral nation, the United President. (b) Distinguish Facts From States should trade only with Brit- Progress Monitoring Online Opinions Support the following ain and not France. opinion with facts from the chap- Students may check their comprehen- ter: George Washington was a sion of this section by completing the great first President. Progress Monitoring Online graphic

Section 3 Troubles at Home and Abroad 297 organizer and self-quiz.

Section 3 Check Your Progress 3. The mood of the country was like a heated atmosphere in which a thunder-

1. (a) He demonstrated that the nation’s storm is brewing. government could back up its intentions 4. No, Washington believed that as a neu- with military force. tral nation the United States should (b) Washington was against involve- trade with both France and Britain. Answer ment in foreign wars, but forceful in 5. Yes Establishing a successful responding to rebellion at home. 6. Responses may vary, but may include government, bringing the country out of 2. (a) He warned against political divi- honesty, leadership, diplomacy, and debt, keeping the country out of war, forc- sions at home and involvement in for- power. ing the British to leave the Northwest Ter- eign affairs. ritory. (b) Students should choose apt details about Washington’s accomplishments. Chapter 8 Section 3 297