Unit 2 Resources: the Young Republic, 1789-1850

UNIT 2 RESOURCES The Young Republic, 1789–1850

CHAPTER 4 Federalists and Republicans, 1789–1816 CHAPTER 5 Growth and Division, 1816–1832 CHAPTER 6 The Spirit of Reform, 1828–1845 CHAPTER 7 Manifest Destiny, 1820–1848 Book Organization Glencoe offers resources that accompany The American Vision to expand, enrich, review, and assess every lesson you teach and for every student you teach. Now Glencoe has organized its many resources for the way you teach. HOW THIS BOOK IS ORGANIZED Each Unit Resources book offers blackline masters at unit, chapter, and section levels for each unit. Each book is divided into three parts—unit-based resources, chapter-based resources, and section-based resources. Glencoe has included tabs at the side of every activity page in this book to help you navigate through it. UNIT-BASED RESOURCES We have organized this book so that all unit resources appear at the beginning. Although you may choose to use the specific activities at any time during the course of unit study, Glencoe has placed these resources up front so that you can review your options. For example, the Geography and History Activities and American Literature Readings appear in the front part of this book, but you may plan to use these activities in class at any time during the study of the unit. CHAPTER-BASED AND SECTION-BASED RESOURCES

Chapter-based resources follow the unit materials. For example, Chapter 4 blackline masters appear in this book immediately following Unit 2 materials. The materials appear in the order you teach—Chapter 4 activities; Chapter 4 section activities; Chapter 5 activities; Chapter 5 section activities; and so on. A COMPLETE ANSWER KEY

A complete answer key appears at the back of this book. This answer key includes answers for all activities in this book in the order in which the activities appear.

Image Credits 39 Library of Congress, Prints and Photographs Division; 41 Collection of the New York Historical Society, New York; 71 National Gallery of Art, Washington, DC/SuperStock; 73 Library of Congress, Prints and Photographs Division; 103 Lambert/Archive Photos; 105 (tr)The Library of Congress, (bl)Collection of the New York Historical Society, New York; 137 (cl)Private Collection/Bridgeman Art Library, London/SuperStock, (br)Museum of the City of New York/Art-Resource, NY; 139 Steve Kelley © 1994 San Diego Union Tribune, Copley News Service

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the The American Vision program. Any other reproduction, for use or sale, is expressly prohibited.

Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240

ISBN: 978-0-07-878421-7 MHID: 0-07-878421-2

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 024 10 09 08 07 Unit 2

Table of Contents

To the Teacher...... v Chapter 5 Resources...... 51 Reading Skills Activity 5...... 53 Unit 2 Resources ...... 1 Historical Analysis Skills Activity 5 ...... 54 Geography and History Activity 2 ...... 3 Differentiated Instruction Activity 5...... 55 Economics and History Activity 2 ...... 7 English Learner Activity 5 ...... 57 History Simulations and Problem Solving 2 ...... 9 Content Vocabulary Activity 5...... 59 American Literature Readings 2...... 13 Academic Vocabulary Activity 5 ...... 61 Chapter 4 Resources...... 19 Reinforcing Skills Activity 5 ...... 63 Critical Thinking Skills Activity 5 ...... 64 Reading Skills Activity 4...... 21 Time Line Activity 5 ...... 65 Historical Analysis Skills Activity 4 ...... 22 Linking Past and Present Activity 5...... 66 Differentiated Instruction Activity 4...... 23 Primary Source Reading 5-1 ...... 67 English Learner Activity 4 ...... 25 Primary Source Reading 5-2 ...... 69 Content Vocabulary Activity 4...... 27 American Art and Music Activity 5...... 71 Academic Vocabulary Activity 4 ...... 29 Interpreting Political Cartoons Activity 5 ...... 73 Reinforcing Skills Activity 4 ...... 31 Reteaching Activity 5...... 75 Critical Thinking Skills Activity 4...... 32 Enrichment Activity 5...... 76 Time Line Activity 4 ...... 33 Linking Past and Present Activity 4...... 34 Chapter 5 Section Resources...... 77 Primary Source Reading 4-1 ...... 35 Guided Reading Activity 5-1...... 78 Primary Source Reading 4-2 ...... 37 Guided Reading Activity 5-2...... 79 American Art and Music Activity 4...... 39 Guided Reading Activity 5-3 ...... 80 Interpreting Political Cartoons Activity 4 ...... 41 Guided Reading Activity 5-4...... 81 Reteaching Activity 4 ...... 43 Enrichment Activity 4...... 44 Chapter 6 Resources...... 83 Reading Skills Activity 6...... 85 Chapter 4 Section Resources...... 45 Historical Analysis Skills Activity 6 ...... 86 Guided Reading Activity 4-1 ...... 46 Differentiated Instruction Activity 6...... 87 Guided Reading Activity 4-2...... 47 English Learner Activity 6 ...... 89 Guided Reading Activity 4-3 ...... 48 Content Vocabulary Activity 6...... 91 Guided Reading Activity 4-4 ...... 49 Academic Vocabulary Activity 6...... 93

(continued) iii Reinforcing Skills Activity 6 ...... 95 Chapter 7 Section Resources...... 143 Critical Thinking Skills Activity 6 ...... 96 Guided Reading Activity 7-1 ...... 144 Time Line Activity 6 ...... 97 Guided Reading Activity 7-2 ...... 145 Linking Past and Present Activity 6...... 98 Guided Reading Activity 7-3 ...... 146 Primary Source Reading 6-1 ...... 99 Guided Reading Activity 7-4...... 147 Primary Source Reading 6-2 ...... 101 Answer Key...... 149 American Art and Music Activity 6 ...... 103 Interpreting Political Cartoons Activity 6...... 105 Reteaching Activity 6 ...... 107 Enrichment Activity 6...... 109

Chapter 6 Section Resources...... 111 Guided Reading Activity 6-1 ...... 112 Guided Reading Activity 6-2 ...... 113 Guided Reading Activity 6-3 ...... 114 Guided Reading Activity 6-4 ...... 115

Chapter 7 Resources...... 117 Reading Skills Activity 7...... 119 Historical Analysis Skills Activity 7 ...... 120 Differentiated Instruction Activity 7...... 121 English Learner Activity 7 ...... 123 Content Vocabulary Activity 7...... 125 Academic Vocabulary Activity 7...... 127 Reinforcing Skills Activity 7 ...... 129 Critical Thinking Skills Activity 7 ...... 130 Time Line Activity 7 ...... 131 Linking Past and Present Activity 7...... 132 Primary Source Reading 7-1 ...... 133 Primary Source Reading 7-2 ...... 135 American Art and Music Activity 7 ...... 137 Interpreting Political Cartoons Activity 7...... 139 Reteaching Activity 7 ...... 141 Enrichment Activity 7...... 142

iv To the Teacher THE AMERICAN VISION— Differentiated Instruction Activities THE TOTAL PACKAGE These activities use a variety of reading materials to improve students’ understanding Glencoe’s Unit Resource books are packed with of the history being taught. In each activity the activities for the varied needs of all of your stu- source material is followed by questions that dents. They include the following activities: require students to think critically about the Geography and History Activities information presented. On the second page These activities help students become familiar are teaching strategies designed to assist with map skills and the role that geography has teachers in tailoring the activity to different played in history. Students will interpret and learning styles. analyze maps in relation to historical events. English Learner Activities Economics and History Activities These worksheets provide a variety of activities These activities are designed to provide students that enable students to revisit the connections with the opportunity to analyze and interpret among facts in their textbook and to review economic concepts and events in relation to his- major concepts. These activities may be used tory. These assignments make use of graphs and for remediation or reinforcement. economic data to help students appreciate how history and economics are interrelated. Content Vocabulary Activities These review and reinforcement activities History Simulations and Problem Solving help students master unfamiliar terms used These activities provide situations for students to in the student text. The worksheets emphasize use critical thinking and other skills in simulated identification of word meanings and provide historical settings. These reenactment activities reinforcement of language skills. give students the experience of participating in debates, political campaigns, journalism, literary Academic Vocabulary Activities salons, and more. These review and reinforcement activities help American Literature Readings students master unfamiliar terms used in their text. The worksheets emphasize identification These readings provide students with the oppor- of word meanings and provide reinforcement tunity to read literature by or about people who of language skills. lived during different historical periods. Each selection is preceded by background information Reinforcing Skills Activities and a guided reading suggestion, and followed These activities allow students to practice their by comprehension and critical thinking questions. critical thinking and social studies skills with Reading Skills Activities the information learned in the student text, and These activities are designed to emphasize the then apply them to other situations. These skills that students need to develop strategies chapter-based activities will help students for organizing and processing information. Each develop the basic skills needed to adapt to activity provides students with an opportunity new situations and content. to practice and apply the skill using selected passages from their texts. Critical Thinking Skills Activities These activities help students develop their Historical Analysis Skills Activities abilities to interpret, compare, contrast, and These activities allow students to practice ana- assess information, and then use these abilities lyzing, evaluating, and interpreting historical to analyze, make predictions, and reach logical events and their effects. Each activity provides and valid judgments and conclusions. These students with an opportunity to practice and high-level thinking activities are vitally impor- apply the skill using a particular event or tant to a student’s ability to function in an passage from related primary sources. ever-changing world.

(continued) v To the Teacher (continued)

Time Line Activities Reteaching Activities Time lines are used to help students become These are a variety of activities designed to aware of chronology in major historical events. enable students to visualize the connections Comparative time lines allow students to see among facts in their textbook and to review relationships among events in different regions major concepts. Graphs, charts, and tables are of the country or among events in different among the many types of graphic organizers countries. used. Linking Past and Present Activities Enrichment Activities By recognizing the link between the past and These activities introduce students to content the present, students will better understand the that is different from, but related to, the themes, relevancy of history to their lives. These activi- ideas, and information in the student textbook. ties take a look at the development and changes Enrichment activities help students develop that have occurred in such areas as crime and a broader and deeper understanding of the punishment, taxation, women’s rights, sports, concepts and ideas presented in the chapters. and even animation and music. Guided Reading Activities Primary Source Readings These activities provide help for students who These activities allow students to “see” history are having difficulty organizing the information through the eyes of those who witnessed historic found in the sections. Students fill in missing events, lived during historic periods, and partici- information in outlines and sentence completion pated in historic movements or changes. Each activities and respond to short-answer questions. reading is preceded by an interpretive paragraph and concludes with questions related to the primary source. American Art and Music Activities These activities provide an opportunity for students to sample the cultural history of a period and to compare and contrast cultural contributions, both past and present. A brief biography of each artist is followed by comprehension and critical thinking questions. Interpreting Political Cartoons Activities These activities give students the opportunity to review different periods of history by learning how to interpret political cartoons. Each activity provides a political cartoon, background information about it, and critical thinking questions to help students interpret the cartoon’s message.

vi 2

Unit 2 Resources UNIT

Geography and History Activity 2 Ranches of the Southwest: A Spanish Legacy ...... 3 Economics and History Activity 2 Banks and Banking ...... 7 History Simulations and Problem Solving 2 Presidential Greatness ...... 9 American Literature Readings 2 From “There Is No Place Like Crow Country” ...... 13 From “Nature” ...... 15 From “A Winter Walk” ...... 17

Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 2

Ranches of the Southwest: A Spanish Legacy THE SPANISH AND HISPANIC SOUTHWEST horses. The vaqueros were the forerunners 2 The southwest United States was under of cowhands, and the equipment and tech- Spanish and Hispanic rule from the time of niques they used were well suited to the open-range style of ranching. The clothing Coronado’s explorations in 1540 until the UNIT end of the Mexican-American War in 1848. worn by cowhands, the gear for their hors- During Spain’s rule, the area was divided es, and the techniques for roping and herd- into three provinces: New Mexico, ing cattle all originated with the Spanish. California, and Tejas (Texas). The vast province of New Mexico included what is SHEEP IN NEW MEXICO now the state of New Mexico, most of Santa Fe, New Mexico, was founded in Colorado and Arizona, and parts of Utah, 1609 or 1610. It was the first permanent Wyoming, Kansas, Oklahoma, and Texas. settlement west of the Mississippi River. (See Map 1.) In 1821 Mexico won independ- Although Santa Fe was situated at a high ence from Spain and took over the rule of elevation—7,000 feet above sea level—and these areas. (See Map 2.) had low amounts of rainfall, it proved to be good farming and ranching country. Many THE FIRST RANCHES rivers and streams fed by melting snow When the Spanish settled in the from the mountains provided water to Southwest, they introduced animals, plants, irrigate the crops. and farming methods that continue to influ- The dry slopes of the region’s mesas, ence the economy and lifestyle of this which are similar to plateaus but smaller, region today. The Spanish were the first to were surprisingly fertile enough for grazing bring horses, cattle, and sheep to the livestock. Grama grass—a short, pale grass Southwest. These animals thrived in the that is rich in nutrients even when it is raw-Hill Companies, Inc. raw-Hill semiarid climate where the vegetation was burned dry by the sun and wind—was very similar to what was found in Spain. abundant. It was perfect food for the In addition to livestock, the Spanish set- province’s major industry—sheep. Hillsides tlers brought new crops to the area, such as were dotted with sheep. They were better barley, oats, wheat, melons, and fruit trees. suited to the mountainous terrain in this They were able to grow these crops in the area of Spain’s provinces than were cattle. dry areas by using irrigation techniques During productive years in the 1700s, they had practiced in their homeland for 500,000 sheep were herded south to the mar- centuries. kets in Chihuahua, nearly 600 miles away. This area of the United States is well known for its ranches, both large and small. RANCHOS IN CALIFORNIA Ranching, cowhands, cattle drives, and the The Franciscan priest Junípero Serra open range, where livestock can roam and brought cattle to California when he estab- feed without fences, all began in the lished the first missions there. The mission-

Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, Spanish Southwest. The original Spanish aries also brought plants and seeds, includ- missions maintained large animal herds. ing grapes and citrus fruits, to California. The missionaries trained Native Americans These plants and crops were established in the skills of the vaqueros, or herders on and thriving by the early 1800s. Other (continued) 3 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 2 (continued)

Map 1—The Spanish North in the 1700s

San Francisco 0 50 100 150 miles r San Jose ive UNIT Santa Cruz R A 0 100 200 kilometers do rkansa San Carlos ra s River de Monterey lo CALIFORNIA Co 2 Santa Barbara Albuquerque Santa Fe Los Angeles NEW San Diego Tucson MEXICO Nacogdoches R El Paso io G del Notre r a n TEJAS d

PACIFIC e OCEAN San Antonio

Guaymas Chihuahua City Principal roads Laredo

Settlements Matamoros Monterrey

Map 2—The United States and Mexico in 1821

BRITISH TERRITORY OREGON COUNTRY Columbia River

Mis so P u l r at i te R R i ive v r e iver r o R UNITED STATES ad or ol C r e iv R i MEXICO p p i s ATLANTIC s R i io s G s i OCEAN ra n Sabine River M d PACIFIC e OCEAN Gulf of Mexico ill Companies, Inc.

The division of land between Mexico and the United States in 1821

4 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 2 (continued)

settlers brought more cattle and took advan- longhorns with horns that could span six tage of the abundant rangeland available to feet, had good survival instincts. They were anyone who wanted to establish a rancho. sturdy and could adapt to any environment. The land in California was perfect for They were at home on the Texas coastal

raising cattle, an animal that thrives even prairies, in the timbered areas, or out on the 2 with little or no attention from its owners. hot, dry brush country. The longhorn popu- The livestock roamed the open range, and lation multiplied quickly. There were once several million could be seen grazing on the millions of these wild cattle. Their numbers UNIT hills near the California coast. Twice a year, increased to their peak population in 1865. the cattle were collected or “rounded up” (See the graph.) by vaqueros. In the spring, the first roundup Longhorns provided stock for the huge took place in order to brand the calves. The open-range ranches that later developed in second roundup, from July to October, was Texas. The vaquero evolved into the Texan done to gather the cattle for slaughter. cowhand. Like the sheepherders in the Cattle supplied beef for food, hides for province of New Mexico, Texans started shoes and clothing, and fat for cooking long cattle drives to take their longhorns to and making candles and soap. market. Cattle drives and cowhands have since become a popular part of the CATTLE COUNTRY IN TEXAS American culture through portrayals in books, on TV, and in movies. Spanish mis- The Spanish missions of Texas, such as sions and settlers had not only provided the the one in San Antonio, maintained huge Southwest with the perfect animals and herds of cattle. Cattle that strayed from the plants for continued economic success, but missions or that wandered north from they also introduced a way of life that sym- Mexico ran wild on the vast open plains of bolized “America.” Texas. These strays, the legendary Texas

Number of Longhorns Roaming in DID YOU KNOW? raw-Hill Companies, Inc. raw-Hill Texas from 1830 to 1865 p Horses on Spanish ships bound 5,000,000 5,000,000 for the Americas were often sus- pended in slings so they would not 4,000,000 fall when the seas were rough. Even 3,500,000 with this precaution, sometimes half of each shipload died on the voyage. 3,000,000 p In 1927 Congress passed legislation to establish a national herd of long- 2,000,000 horns—only 23 could be found. p Thousands of mustangs—wild 1,000,000 horses descended from Spanish 330,000 stock—also ran wild over the Texas 100,000

(continued) 5 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 2 (continued)

APPLYING GEOGRAPHY TO HISTORY Directions: Write the answer to each ques- 4. What present-day states made up the

UNIT tion in the space provided. Spanish province of New Mexico?

Recalling Information 2 1. Why were more sheep than cattle found in New Mexico in the early years of Spanish settlement?

Critical Thinking 5. Determining Cause and Effect The increase in California’s population during the Gold Rush that started in 1848 2. What two plants did the Spanish bring marked the end of the large cattle herds to California that eventually became in that state. Give two reasons why the important crops to that state’s econo- increase in population caused the cattle my? Why are they important to herds to decrease. California’s economy? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H

3. In addition to plants and animals, what important farming method did 6. Drawing Conclusions The horse, also the Spanish introduce to the South- introduced by the Spanish to the west? What did this farming method Southwest, was essential for the type of accomplish? work done on the open ranges. Why? ill Companies, Inc.

6 Name Date Class

Economics and History Activity 2

Banks and Banking bank a fee, or interest, for the loans. Banks, then, are like the circulatory system of the Your friend Danesha has just earned her economy, encouraging productivity and first paycheck as a management trainee. consumption. The graph below shows the Her net wages come to $1,286.00 for two total outstanding loans from commercial

weeks. She deposits $1,000 in her checking banks in each of the specified years. You 2 account, $100 in savings, and keeps the rest can see that having a healthy supply of for cash. Danesha’s bank now holds $1,100 deposits in the country is important to the of her money. What does the bank do with nation’s economy. UNIT Danesha’s deposit? CENTRAL BANK COMMERCIAL BANKS What regulates and organizes all this bank Most modern banks are commercial activity? A central bank oversees the bank- banks. Commercial banks borrow from ing system and regulates the supply of consumers (like Danesha) and businesses money circulating in the economy. A central by accepting their deposits. Banks reward bank also affects the cost and availability of depositors by paying them interest for the loans by setting the interest rate at which funds deposited. Commercial banks use banks charge their customers. Central bank- these deposits to make loans to other busi- ing activities seek to facilitate productivity nesses and consumers. Businesses use the and maintain a stable and growing economy. money to expand their companies, while consumers usually purchase goods, such as THE SECOND BANK OF THE UNITED STATES houses and cars. Borrowers must pay the America’s central bank from 1816 to 1835 was the Second Bank of the United States. It Total Outstanding Loans from was chartered to help the United States Commercial Banks (in billions of dollars) recover financially from the War of 1812. Unfortunately, the bank was formed too $1200 late to prevent the economic crisis of 1819. raw-Hill Companies, Inc. raw-Hill 1101.2 In that year, Great Britain began importing

$1000 inexpensive cotton from India, which made 867.9 both cotton and land prices in the United States drop by 50 percent. Many state banks $800 730.6 had made irresponsible loans on the land 641.5 619.5 594.3 used to grow cotton, expecting the price of $600 546.9 cotton to continue to rise. When the price 492.8 498.7 fell instead, many people could not repay 390.7 $400 377.1 362.9 their loans or pay interest on the loans. Many banks failed, and reliable businesses $200 could not obtain loans to expand production. Table 1 on the following page shows

0 the sharp drop in the value of productivity 1990 1992 1994 1996 1998 2001 in 1819 and the decades it took for the country to bounce back from the crisis. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, Total Business Loans Total Consumer Loans

SOURCE: The Federal Reserve Bank of Saint Louis. (continued) 7 Name Date Class

Economics and History Activity 2 (continued)

CENTRAL BANKING TODAY APPLYING ECONOMICS TO HISTORY Although the Second Bank of the United States did serve a useful function in the Directions: Use the information you have economy, President Jackson objected to read and the information in the graph and UNIT the bank. He thought that it was unconsti- table to answer the following questions on tutional, that it violated the states’ right a separate sheet of paper. to regulate their own banks, and that it 2 RECALLING INFORMATION concentrated economic power among the wealthy, northeastern manufacturers. 1. What central bank was established in Jackson did not renew the bank’s charter, 1913? and it ceased to exist in 1835. The United States economy bumped along without a 2. What important service do commercial central bank until the Federal Reserve banks offer to businesses? System (the Fed) was established in 1913. In 3. What chain of events caused the eco- these days of instant information and high nomic crisis of 1819? investing, Americans watch the Fed’s actions very carefully to anticipate how they will 4. What were President Jackson’s reasons impact investments. For example, if the Fed for opposing the Second Bank of the lowers interest rates, the cost of borrowing United States? money goes down, and businesses will bor- 5. What are the basic jobs of a central row more with the expectation of boosting bank? productivity. As business profits increase, so does the value of investments such as stocks. 6. How did the Second Bank of the United States respond to the financial Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H crisis of 1819?

CRITICAL THINKING Table 1—Production Income Per Person* 7. Determining Cause and Effect Why did the increased price of cotton create Year Amount a land-buying boom? 1809 $201 8. Making Inferences Give three reasons Danesha would deposit $100 of her 1819 $167 check in savings.

1829 $165

1839 $195

1849 $237 ill Companies, Inc.

*in 1926 dollars SOURCE: An Economic History of the United States, Gilbert C. Fite and Jim E. Reese, Houghton Mifflin Company, p. 123.

8 History Simulations and Problem Solving 2—Teaching Strategy ★★★★★★★★★★★ ★ Simulation 2: Presidential Greatness

Topic Procedures/Pacing Guide In this simulation, students will present This simulation activity is designed to evidence in an attempt to determine be conducted over the course of one which United States president who served week (five class periods, plus out-of-class 2 during 1816 to 1850 was the “greatest.” preparation time). You can shorten the Purpose time required by doing some of the preparatory work yourself. If possible, UNIT This simulation will allow students to devote at least two class periods to the review and evaluate the political policies, simulation. military strategies, and personal objectives of the men who served as president Day 1—Introduce the Simulation of the United States from 1816 to 1850. Have the students read Simulation Students will observe the relationship Sheet 1 and answer the questions. Guide between a president’s policies and the students in a broad discussion of U.S. his- population at large. Students will also tory from 1816 to 1850. Consider politi- form judgments about what constitutes a cal, social, technological, and artistic “successful” presidency. developments. Objectives Near the end of class, organize students into six groups, one each for James By participating in this simulation, Monroe, John Quincy Adams, Andrew students will: Jackson, Martin Van Buren, John Tyler, and • Learn about the accomplishments of James Polk. (Because of its brevity, the United States presidents who William Henry Harrison’s presidency will served during 1816 to 1850, and com- not be considered.) Each group must pare and contrast their achievements, research its president and formulate argu- styles, and agendas. ments to persuade classmates that its • Become aware of the backdrop of president was the greatest.

raw-Hill Companies, Inc. raw-Hill social and technological changes Each group should designate one stu- occurring in the country during the dent to present its arguments to the administrations of these presidents. class. All students should familiarize • Form opinions about what makes a themselves with the other groups’ presi- president “great.” dents in order to ask questions of the other groups. Tell students that each Suggested Resources group will argue its case on Day 4. ✓ Historical analyses of the presidencies Distribute copies of Simulation Sheet 2 to of James Monroe, John Quincy Adams, all students and ask them to begin their Andrew Jackson, Martin Van Buren, out-of-class research immediately. John Tyler, and James Polk Day 2—Prepare for the Simulation ✓ Maps of the United States, 1816–1850 Use Simulation Sheet 2 as the basis for ✓ Books and articles about social and this lesson. Urge students to consider technological advancements that each president’s accomplishments and occurred during this time period

(continued) 9 History Simulations and Problem Solving 2—Teaching Strategy ★★★★★★★★★★★ ★ Simulation 2: Presidential Greatness (continued)

changes occurring in the nation at the presentation, students other than the pre- time and the problems he faced. senter should respond to other groups’ Challenge students to define what they queries. Consider asking a question of UNIT think constitutes a “successful” presidency. each group yourself. It can be argued that an “average” leader ★ Step Three—Brief Summation. can succeed in times of relative calm and The group’s presenter should briefly 2 prosperity, but that a “great” leader suc- restate reasons that their president was ceeds even in times of turmoil. Students the most successful of that time period. can compare their president to other presi- Strongly encourage students to take dents. Students should also note the state notes throughout each presentation. of the country at the beginning and end of Allow about five minutes for each group each president’s term. Remind students to present arguments and answer ques- that their job is to convince the class that tions. After all of the groups have made “their” president was the best of all those their presentations, ask students to rank being considered—even if they decide that each president in order from best (1) to he was not especially successful. worst (6). Each first-place vote is worth six points, each second-place vote is Day 3—Prepare for the Simulation worth five points, and so on. Collect the Students should meet in their assigned votes and tally the scores to determine groups to share the results of their the class’s choice for greatest president research and plan for the next day’s pres- during the period 1816–1850. Students entation. Provide students with the simu- might find it interesting to compare their Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H lation format (given under Day 4 choice with similar lists compiled by pro- procedures). Students may wish to per- fessional historians. (A recent survey of form a practice run-through of their pres- historians ranked the six presidents of entation or develop scripts, rather than this period as follows: Polk, Jackson, have an extemporaneous discussion. Monroe, Adams, Van Buren, and Tyler.)

Day 4—Conduct the Simulation Day 5—Solve the Problem Have each group present its evidence Pose the following questions to stu- using the following format: dents as homework or as a basis for a ★ Step One—Introduce Subject/ classroom discussion about the simula- Present Argument. This is the responsi- tion: Compare the class results of yester- bility of the group’s presenter. day’s vote to your own vote. How do they ★ Step Two—Field Questions. Allow differ? Why did you vote the way you did? all class members to comment on each What criteria did you use to determine group’s presentation. Students can ask the relative greatness of each president? ill Companies, Inc. questions, express agreement or dis- Do you agree with the class results? agreement with the arguments, and Explain your answer. explain their opinions. In order to allow all group members to participate in the

10 Name Date Class

ti ns and Problem S History Simula olving 2 Simulation Sheet 1

Presidential Greatness

Directions: In this simulation, you will fought the Mexican-American War during 2 review and evaluate the political policies, this time. In addition, Americans found themselves increasingly at odds with one military strategies, and personal objectives UNIT of the men who served as president of the another over the issue of slavery. United States from 1816 to 1850. You will These years saw some major social and learn about the relationship between their technological changes. For example, the first policies and the population at large. You women’s college in the United States was will also form judgments about the relative founded, the Erie Canal opened, the first success of each president. To help you pre- U.S. passenger railroad began service, the pare, read the background information. first telegraph message was sent, the sewing Then answer the questions that follow. machine was invented, and gold was discovered in California. Social reforms in the areas of education, women’s rights, and BACKGROUND INFORMATION slavery all gained momentum. American lit- The first half of the 1800s was a period of erary giants such as Edgar Allan Poe, Ralph tremendous change for the young but grow- Waldo Emerson, Nathaniel Hawthorne, and ing United States. From 1816 to 1850, twelve Herman Melville were all writing during states were admitted to the Union: Indiana, this time, and Noah Webster published his Mississippi, Illinois, Alabama, Maine, American Dictionary of the English Language. Missouri, Arkansas, Michigan, Florida, During this period, the country was guid- Texas, Wisconsin, and Iowa. Regional differ- ed by six presidents: James Monroe, John ences, particularly between Northern and Quincy Adams, Andrew Jackson, Martin Southern states, began to emerge, and the Van Buren, John Tyler, and James Polk. nation suffered through a severe economic (William Henry Harrison served for only raw-Hill Companies, Inc. raw-Hill depression. The nation continued to expand one month.) All had hopes of making the westward, which brought settlers into con- United States a stronger, more prosperous flict with Native Americans as well as with nation. Which of these men succeeded? Mexicans. As a result, the United States Which failed?

★★★★★★★★★★★

1. Name some key events in the history 2. Name some social and technological of the United States from 1816 to changes that occurred in the United 1850. States from 1816 to 1850. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

11 Name Date Class

ti ns and Problem S History Simula olving 2 Simulation Sheet 2

Presidential Greatness UNIT Directions: Complete the following work- Use the information you compile as a group sheet as you discuss the political policies, to persuade your classmates that this presi- 2 military strategies, and personal objectives dent was the greatest during the time of the president assigned to your group. period from 1816 to 1850.

★★★★★★★★★★★

President:

Topic 1: Political achievements

Topic 3: Domestic policy

Topic 4: Foreign policy

Topic 5: Technological and social changes during the president’s term in office ill Companies, Inc.

Topic 6: State of the country after the president’s term

12 Name Date Class

★★★★★★★★American Literature Readings 2 ★ ★★ ★

The Young Republic

INTRODUCTION 2 In the years following the War of 1812, a growing feeling of pride swept across the United States. One of the greatest periods in American literature occurred during these

years. Two styles emerged. Romanticism advocated feeling over reason and inner spiritual- UNIT ity over external rules. Transcendentalism urged people to overcome the limits of their minds and to embrace the beauty of the universe. Both placed great importance on nature. Consequently, the nation’s artists and writers set out to create uniquely American works that celebrated the people, history, and natural beauty of the United States.

from “There Is No Place Like Crow Country” Arapooish

★ About the Selection Arapooish was a Native American chief of the Crow peoples in the first half of the 1800s. Crow lands were in the Montana/Wyoming region of the United States. The following words were spoken by Chief Arapooish to a fur trader, who passed them on to Captain B.L.E. Bonneville. In turn, Bonneville related the story to American author Washington Irving, who in 1837 published Chief Arapooish’s narrative in The Adventures of Captain Bonneville or Scenes, Incidents, and Adventures in the Far West.

GUIDED READING raw-Hill Companies, Inc. raw-Hill As you read, make note of Arapooish’s affection for the land. Then answer the questions that follow.

he Crow country,” said he [Arapooish], “is “On the Columbia they are poor and dirty, paddle “Ta good country. The Great Spirit has put it about in canoes, and eat fish. Their teeth are worn exactly in the right place; while you are in it you fare out; they are always taking fish-bones out of their well; whenever you are out of it, whichever way you mouths. Fish is poor food. travel, you fare worse. “To the east, they dwell in villages; they live well; “If you go to the south, you have to wander over but they drink the muddy water of the Missouri—that great barren plains; the water is warm and bad, and is bad. A Crow’s dog would not drink such water. you meet the fever and ague. “About the forks of the Missouri is a fine country; “To the north it is cold; the winters are long and good water; good grass; plenty of buffalo. In sum- bitter, and no grass; you cannot keep horses there, mer, it is almost as good as the Crow country; but in but must travel with dogs. What is a country without winter it is cold; the grass is gone; and there is no Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, horses? salt weed for the horses.

(continued) 13 Name Date Class

★★★★★★★★American Literature Readings 2 ★ ★★ ★

“The Crow country is exactly in the right place. It beaver on the streams. And when winter comes on, has snowy mountains and sunny plains; all kinds of you can take shelter in the woody bottoms along climate and good things for every season. When the the rivers; there you will find buffalo meat for your- UNIT summer heats scorch the prairies, you can draw up selves, and cotton-wood bark for your horses; or you under the mountains, where the air is sweet and may winter in Wind River Valley, where there is salt cool, the grasses fresh, and the bright streams come weed in abundance. 2 tumbling out of the snow-banks. There you can hunt “The Crow country is exactly in the right place. the elk, the deer, and the antelope, when their skins Everything good is to be found there. There is no are fit for dressing; there you will find plenty of place like Crow country.” white bear and mountain sheep. From Native Heritage—Personal Accounts by American Indians—1790 “In the autumn, when your horses are fat and to the Present, edited by Arlene Hirschfelder. New York: Macmillan, strong from the mountain pastures, you can go A Simon & Schuster Macmillan Company. Copyright © 1995 by Arlene down into the plains and hunt the buffalo, or trap Hirschfelder.

READER RESPONSE Directions: Answer the following questions on the lines below. 1. List the reasons Crow country was in exactly the right place. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H

2. Describe the tone of Chief Arapooish’s words.

3. How does Chief Arapooish talk about his land and the lands beyond his?

4. CRITICAL THINKING Do you think these words are directly from Arapooish, or are they an interpretation? Explain. ill Companies, Inc.

14 Name Date Class

★★★★★★★★American Literature Readings 2 ★ ★★ ★

from “Nature” Ralph Waldo Emerson 2

★ About the Selection Ralph Waldo Emerson (1803–1882), one of the lead-

ers of the Transcendentalism movement, began his career as a Unitarian minister. UNIT He retired early, however, in part because of his belief that spirituality should be more open and free-flowing than organized churches allowed. In “Nature,” Emerson paints a lovely portrait of nature and its effect on the human soul.

GUIDED READING As you read, compare Emerson’s style to Chief Arapooish’s narrative. Then answer the questions that follow.

he charming landscape which I saw this grimmest midnight. Nature is a setting that fits Tmorning, is indubitably made up of some equally well a comic or a mourning piece. In good twenty or thirty farms. Miller owns this field, Locke health, the air is a cordial of incredible virtue. that, and Manning the woodland beyond. But none Crossing a bare common, in snow puddles, at twi- of them owns the landscape. There is a property in light, under a clouded sky, without having in my the horizon which no man has but he whose eye can thoughts any occurrence of special good fortune, I integrate all the parts, that is, the poet. This is the have enjoyed a perfect exhilaration. I am glad to the best part of these men’s farms, yet to this their war- brink of fear. In the woods too, a man casts off his ranty-deeds give no title. To speak truly, few adult years, as the snake his slough, and at what period persons can see nature. Most persons do not see the soever of life, is always a child. In the woods, is per- raw-Hill Companies, Inc. raw-Hill sun. At least they have a very superficial seeing. The petual youth. Within these plantations of God, a sun illuminates only the eye of the man, but shines decorum and sanctity reign, a perennial festival is into the eye and the heart of the child. The lover of dressed, and the guest sees not how he should tire of nature is he whose inward and outward senses are them in a thousand years. In the woods, we return to still truly adjusted to each other; who has retained reason and faith. There I feel that nothing can befall the spirit of infancy even into the era of manhood. me in life,—no disgrace, no calamity, (leaving me my His [relationship] with heaven and earth, becomes eyes,) which nature cannot repair. Standing on the part of his daily food. In the presence of nature, a bare ground,—my head bathed by the blithe air, and wild delight runs through the man, in spite of real uplifted into infinite space,—all mean egotism van- sorrows. Nature says,—he is my creature, and [in ishes. I become a transparent eye-ball; I am nothing; spite of] all his impertinent griefs, he shall be glad I see all; the currents of the Universal Being circulate with me. Not the sun or the summer alone, but every through me; I am part or particle of God. hour and season yields its tribute of delight; for every From Transcendentalism: A Reader, edited by Joel Myerson. Oxford hour and change corresponds to and authorizes a University Press, copyright © 2000. different state of the mind, from breathless noon to Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

15 Name Date Class

★★★★★★★★American Literature Readings 2 ★ ★★ ★

READER RESPONSE Directions: Answer the following questions on the lines below. UNIT 1. How does Emerson describe being fulfilled by nature? 2

2. Emerson speaks of different neighbors owning fields and woodlands but none of them owning the landscape. What do you think Arapooish would say about this?

4. CRITICAL THINKING What is Emerson’s point of view of nature? What is Chief Arapooish’s view? ill Companies, Inc.

16 Name Date Class

★★★★★★★★American Literature Readings 2 ★ ★★ ★

from “A Winter Walk” Henry David Thoreau 2

★ About the Selection Henry David Thoreau was a friend of Ralph Waldo

Emerson’s and also a Transcendentalist. He is known for his independent UNIT thought and behavior, and for advocating listening to one’s own conscience.

GUIDED READING As you read, put yourself in Thoreau’s place and experience the wonder he felt on his walk in the woods. Then answer the questions that follow.

he wonderful purity of nature at this season stands for all virtue, and we resort in thought to a Tis a most pleasing fact. Every decayed stump trickling rill, with its bare stones shining in the sun, and moss-grown stone and rail, and the dead leaves and to warm springs in the woods, with as much of autumn, are concealed by a clean napkin of snow. eagerness as rabbits and robins. The steam which In the bare fields and tinkling woods, see what virtue rises from swamps and pools is as dear and domestic survives. In the coldest and bleakest places, the as that of our own kettle. What fire could ever equal warmest charities still maintain a foot-hold. A cold the sunshine of a winter’s-day, when the meadow and searching wind drives away all contagion, and mice come out by the wallsides, and the chickadee nothing can withstand it but what has a virtue in it; lisps in the defiles of the wood? The warmth comes and accordingly, whatever we meet with in cold and directly from the sun, and is not radiated from the bleak places, as the tops of mountains, we respect earth, as in summer; and when we feel his beams on for a sort of sturdy innocence, a Puritan toughness. our back as we are treading some snowy dell, we are raw-Hill Companies, Inc. raw-Hill All things beside seem to be called in for shelter, and grateful as for a special kindness, and bless the sun what stays out must be part of the original frame of which has followed us into that by-place. . . . the universe, and of such valor as God himself. It is In this glade covered with bushes of a year’s invigorating to breathe the cleansed air. Its greater growth see how the silvery dust lies on every seared fineness and purity are visible to the eye, and we leaf and twig, deposited in such infinite and luxuri- would fain stay out long and late, that the gales may ous forms as by their very variety atone for the sigh through us too, as through the leafless trees, absence of color. Observe the tiny tracks of mice and fit us for the winter. . . . around every stem, and the triangular tracks of the There is a slumbering subterranean fire in nature rabbit. A pure elastic heaven hangs over all, as if the which never goes out, and which no cold can chill. impurities of the summer sky refined and shrunk by It finally melts the great snow, and in January or July the chaste winter’s cold, had been winnowed from is only buried under a thicker or thinner covering. In the heavens upon the earth. the coldest day it flows somewhere, and the snow Nature confounds her summer distinction at this melts around every tree. This field of winter rye, season. The heavens seem to be nearer the earth. which sprouted late last fall, and now speedily dis- The elements are less reserved and distinct. Water Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, solves the snow, is where the fire is very thinly cov- turns to ice, rain to snow. The day is but a ered. We feel warmed by it. In the winter, warmth Scandinavian night. The winter is an arctic summer.

(continued) 17 Name Date Class

★★★★★★★★American Literature Readings 2 ★ ★★ ★

How much more living is the life that is in nature, From Transcendentalism: A Reader, edited by Joel Myerson. Oxford the furred life which still survives the stinging nights, University Press, copyright © 2000. and, from amidst fields and woods covered with UNIT frost and snow, sees the sun rise.

2 READER RESPONSE Directions: Answer the following questions on the lines below. 1. According to Thoreau, what good comes of a cold wind?

3. CRITICAL THINKING What similarities do you see in the works of Chief Arapooish, Emerson, and Thoreau? ill Companies, Inc.

18 Chapter 4 Resources Federalists and Republicans, 1789–1816 4

Reading Skills Activity 4 Linking Past and Present Activity 4 Determining Cause and Effect ...... 21 The President's House ...... 34

Historical Analysis Skills Activity 4 Primary Source Reading 4-1 CHAPTER Analyzing Primary Sources ...... 22 The Federalist Promise Fulfilled . . . . . 35

Differentiated Instruction Activity 4 Primary Source Reading 4-2 The Corps of Discovery Journals . . . . 23 “One of the Most Interesting Scenes” ...... 37 English Learner Activity 4 Federalists and Republicans, American Art and Music Activity 4 1789–1816 ...... 25 Francis Scott Key ...... 39

Content Vocabulary Activity 4 Interpreting Political Federalists and Republicans, Cartoons Activity 4 1789–1816 ...... 27 The Embargo Act of 1807 ...... 41

Academic Vocabulary Activity 4 Reteaching Activity 4 Federalists and Republicans, Federalists and Republicans, 1789–1816 ...... 29 1789–1816 ...... 43

Reinforcing Skills Activity 4 Enrichment Activity 4 Sequencing Events ...... 31 A Farwell Warning ...... 44

Critical Thinking Skills Activity 4 Analyzing Primary Sources ...... 32

Time Line Activity 4 The Lewis and Clark Expedition . . . . . 33

Name Date Class

★ Reading Skills Activity 4

Determining Cause and Effect

★ LEARNING THE SKILL Thinking about the causes and effects of an event in history can help you understand the reasons why the event happened and what impact the event had. Although history texts usually provide reasons why an event happens, you may have to read carefully to find these reasons. The effects of an event may not be stated in the text explicitly. You may have to infer what effects an event had. One good way to understand cause and effect is to ask “What caused this event to take place?” and “What effects did this event have?” For example, if a heading reads “The Bill of Rights,” one question you might ask is “What caused the Bill of Rights to be written?” 4

★ PRACTICING THE SKILL DIRECTIONS: The paragraph below starts with a heading that reads “The Whiskey Rebellion.” As you read, think about the causes and effects of the Whiskey Rebellion. You might use a CHAPTER simple chart to organize the causes and the effects. Or you might underline the causes of the war in the paragraph and circle the effects. Then answer the questions that follow. Hamilton believed the federal government had to establish its right to impose direct taxes. In 1791, at Hamilton’s urging, Congress imposed a tax on the manufacture of whiskey. The new tax enraged western farmers who grew grain and distilled whiskey. In 1794 a full-scale rebellion against the tax erupted in western Pennsylvania. Farmers terrorized tax collectors, stopped court proceedings, and robbed the mail. In August 1794 Washington sent nearly 15,000 troops to crush the Whiskey Rebellion. The huge force caused the rebels to disperse without a fight and clearly established the government’s right to impose taxes. 1. What was one cause of the Whiskey Rebellion? raw-Hill Companies, Inc. raw-Hill

2. What was one effect of the Whiskey Rebellion?

★ APPLYING THE SKILL DIRECTIONS: Use the determining cause and effect skill to explore what you have learned in this chapter. Divide into four groups. Each group should take one section from the chapter and, on a separate piece of paper, select one significant event discussed in that section and determine its causes and effects. For example, in Section 1, you might determine the cause and effect of the rise of the political parties the Federalists and the Republicans. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

21 Name Date Class

★ Historical Analysis Skills Activity 4

Analyzing Primary Sources

★ LEARNING THE SKILL A primary source is an original document created at the time an event occurred and written by someone who saw or lived through what is being described. These documents can give readers an important perspective on history, though not necessarily a complete or accurate one. When analyzing primary sources, it is important to consider the author’s personal beliefs and attitudes.

CHAPTER ★ PRACTICING THE SKILL DIRECTIONS: Read the excerpt below from a letter President Thomas Jefferson wrote in August 1803. While reading, keep in mind that Jefferson believed a republic could only survive if most of the people owned land. This belief led him to arrange the Louisiana

4 Purchase. There was debate over whether Jefferson had the authority to acquire these lands. This treaty [Louisiana] must of course be laid before both Houses [of Congress], because both have important functions to exercise respecting it....The Constitution has made no provision for our holding foreign territory, still less for incorporating foreign nations into our Union. The Executive in seizing the fugitive occurrence, which so much advances the good of their country, have done an act beyond the Constitution.... It is the case of a guardian, investing the money of his ward in purchasing an important adjacent territory; & saying to him when of age, I did this for your good...

2. Why does Jefferson compare himself to a “guardian” and the nation his “ward”?

3. Why does Jefferson mention Congress in this excerpt?

★ APPLYING THE SKILL DIRECTIONS: Find another primary source document such as one of the short excerpts in Chapter 4 or from an Internet source. Analyze the document for evidence of the author’s personal beliefs, attitudes, or bias. Write a brief essay identifying who wrote the document, when the document was written, what the document is about, and how the author’s own

beliefs are indicated through his or her writing. Be sure to document your source or provide ill Companies, Inc. a copy of the primary source for your essay.

22 Name Date Class

★ Differentiated Instruction Activity 4

The Corps of Discovery Journals

One important task assigned to Lewis and Clark was to map the Louisiana Purchase. They were also asked to describe the land’s people, animals, plants, and physical features. These observations were needed to determine the potential of the new lands for farming and trade. Members of the expedition wrote in journals. Read the following journal excerpts. Then answer the questions below. September 22, 1805

Meriwether Lewis 4 the pleasure I now felt in having tryumphed over the rockey Mountains and decending once more to a level and fertile country where there was every rational hope of finding a comfortable subsistence for myself and party can be more readily conceived than expressed, nor was the flattering prospect of the final success of the expedition less

pleasing. CHAPTER September 22, 1805 Patrick Gass The Indians belonging to this band, received us kindly, appeared pleased to see us, and gave us such provisions as they had. We were at a loss for an interpreter, none of our interpreters being able to understand them. September 23, 1805 John Ordway Some of them have fine copper kittles and different kinds of trinkets hanging about them. also they are fond of any kind of marchandize, but the blue beeds they want mostly. ... these natives have a great many horses and live well. are well dressed in Elk raw-Hill Companies, Inc. raw-Hill deer and Mountain Sheep Skins. well dressed they have but a fiew buffalow Robes. Directions: On a separate sheet of paper, answer the following questions based on the excerpt above. 1. Making Inferences How does Lewis’s entry support his role as co-leader of the expedition. 2. Making Inferences Why does Ordway discuss such items as dress, belongings, and lifestyle of the people he encountered? Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

(continued) 23 Name Date Class

★ Differentiated Instruction Activity 4 (continued)

FOR THE TEACHER Teaching Strategies for Different Learning Styles The following activities are the ways the basic lesson can be modified to accommodate students’ different learning styles: English Learners (EL) Work with students to find the misspelled words in the entries. Write the misspelled words on the board and have students help you correct them. Review the meanings of any words that are unfamiliar with students. Pair students with proficient speakers to answer the questions.

CHAPTER Advanced Learners (AL) Introduce students to Internet resources in which they can read further journal entries from September 22, 1805, to October 18, 1805. Have them write a monologue about the events described in the journals from the perspective of a Nez Perce Native American. Invite students to share their monologues with the class.

4 Below Grade Level (BL) Provide the following background information for students and ask them how it might help them to understand the journal entries better. Have students work together in pairs to paraphrase each of the journal entries. Then have them answer the questions. Background Information • After the difficulty of crossing the Rockies, the Corps of Discovery received help from the Nez Perce Native Americans.

• Lewis and Clark might have been killed by this band of the Nez Perce Indians but for the Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H influence of a woman in the tribe named Sacagawea. She had been kidnapped by a hostile tribe but was helped to escape by a group of white people and returned to her people. She convinced other members of her tribe not to harm to the explorers and later acted as an expedition guide and interpreter. • The expedition carried objects to trade and give to the Native Americans, including cloth, knives, and colored beads. On Grade Level (OL) Have students work independently to read the journal entries and the background information and then answer the questions in complete sentences. ill Companies, Inc.

24 Name Date Class

English Learner Activity 4 ★★★★★★

Federalists and Republicans, 1789–1816

★ A. PRE-READING ACTIVITY Previewing the Material Directions: Before reading the primary source from Alexander Hamilton’s letter about the national debt quoted on page 156, answer the following questions. 1. When you borrow money from friends, do you think those debts help or hinder your relationships with the lenders? 4

2. How might investors who loaned the young nation funds view its handling of Revolutionary War debts? CHAPTER

★ B. PRE-READING ACTIVITY Vocabulary Review Directions: Reviewing the words and expressions below will help you understand the reading. debt (n.): money due or owed to another excessive (adj.): too much, beyond acceptable limits raw-Hill Companies, Inc. raw-Hill blessing (n.): a good event, situation or condition powerful (adj.): having a great deal of strength or influence cement (n.): a building material that hardens like a rock; (v.) to firm or bind a relationship union (n.): a organization joining forces, such as people or nations, together necessity (n.): a basic need or requirement taxation (n.): the act of imposing payments to be made to the government oppressive (adj.): burdens which are difficult to endure spur (v.): to cause something to move faster; (n.): a small, sharp fragment industry (n.): business or business activity, commerce Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

(continued) 2525 Name Date Class

English Learner Activity 4 (continued) ★★★★★

★ C. READING COMPREHENSION ACTIVITY Understanding Details Directions: Circle the word or phrase that completes each sentence correctly according to the primary source on page 156. 1. The primary source relates to Hamilton’s (financial/foreign) policy. 2. Hamilton believes that the national debt is (excessive/within limits). 3. Hamilton thinks the national debt could become a national (burden/blessing). CHAPTER 4. Hamilton suggests that the national debt might actually help (divide/cement together) the union. 5. Hamilton argues that having a national debt to repay will create the need for (taxation/tax cuts). 4 6. Hamilton feels his policy would (decrease/increase) business.

★ D. WORD BUILDING ACTIVITY

Word Meanings

Directions: Circle the word in the row that has a different meaning than the other two. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 1. debt invest loan 2. oppressive burdensome comfortable 3. slow down spur discourage 4. industry commerce agriculture 5. firm loosen cement 6. union separation division 7. limited fair excessive 8. desirable necessity required ill Companies, Inc.

26 Name Date Class

★ Content Vocabulary Activity 4

Federalists and Republicans, 1789–1816

DIRECTIONS: Unscramble the terms in the left column. Choose the content vocabulary word or term that best completes each description in the right column. Write the letter of the correct term in the space provided. Then answer the questions at the bottom of the page.

A. iimsaaarrgn 1. a person living in a country who is not yet a citizen

B. oauelsptrc 2. the Supreme Court’s power to decide whether laws passed by Congress are constitutional 4 C. dobn 3. government note that is repaid with interest

D. stmo-drvfaeo nnoiat 4. government ban on trade with other countries 5. loyalty and devotion to a nation E. slaintmoani CHAPTER 6. group of advisers to the president

F. leani 7. policy between countries ensuring fair trading practices

G. entidiso 8. person who risks money in hopes of a financial profit H. bromgea 9. incitement to rebellion

I. nactebi 10. philosophy that agriculture and owning land is the backbone of the economy

raw-Hill Companies, Inc. raw-Hill J. clauidji wveeri

11. Explain the difference between enumerated powers and implied powers in the Constitution. What issue in the late 1700s sparked a heated debate about such powers?

Name Date Class

Academic Vocabulary Activity 4 ★★★★★

Federalists and Republicans, 1789–1816

Key Words

revenue radical constitutional overseas creditor neutral license enable

★ A. WORD MEANING ACTIVITY 4 Crossword Puzzle Directions: Use the clues to fill in the crossword puzzle with the correct words from Chapter 4.

1 CHAPTER 2 Across 3. Someone with nontraditional beliefs 3 4 6. Incoming money 7. To empower or make possible Down 5 1. Not on one side or the other; 6 impartial 2. Person or business that lends raw-Hill Companies, Inc. raw-Hill money 4. Permit given by an official body 5. Across the ocean; abroad 7 Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

(continued) 29 Name Date Class

Academic Vocabulary Activity 4 (continued) ★★★★

★ B. WORD STUDY ACTIVITY Analogies Remember: A word analogy is like an equation that represents the relationship between words. To solve an analogy, it is necessary to find the relationship and then choose a word that repeats or completes the same relationship. Analogies are written and read as follows: country: France :: city: Paris country is to France as city is to Paris In this analogy, the relationship is that the second word is an example of the first. Other

CHAPTER common relationships in analogies are synonyms, antonyms, definitions, characteristics, and sizes.

Directions: Fill in the blanks with the words that best complete the analogies. 1. creditor : loan : : taxation : ______4 2. hawk : dove : : ______: moderate 3. ticket : movie : : ______: hunting 4. local : national : : native : ______

TEST YOUR KNOWLEDGE Directions: Choose the best definition for each word listed. 1. neutral Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H A. biased B. positive C. impartial 2. radical A. traditional B. extreme C. moderate 3. overseas A. foreign B. supervise C. travel 4. license A. smuggle B. ticket C. permit 5. creditor A. lender B. money C. debt 6. enable A. ability B. empower C. forbid ill Companies, Inc.

30 Name Date Class

★ Reinforcing Skills Activity 4

Sequencing Events ★ LEARNING THE SKILL Flowcharts can help you see the sequence of a series of events so you can better understand how the events are related. To read a flowchart, first look at the title or caption to find out the purpose of the chart. Then read the sentences or labels within each section of the chart. Look for numbers or arrows to show you the sequence or direction of movement between events. ★ PRACTICING THE SKILL

DIRECTIONS: Study the flowchart below listing the events of the election of 1800. Then 4 answer the questions that follow on a separate sheet of paper.

The Election of 1800 CHAPTER President John Adams faces Thomas Jefferson and his vice-presidential candidate, Aaron Burr, in a closely contested election.

Electoral College gives 73 votes each to Jefferson and Burr, creating a tie for the office of president, and placing Adams in position for vice- president.

House of Representatives votes to break the Electoral College tie. The House vote is also a tie between Jefferson and Burr.

Jefferson promises to uphold the Federalist financial system to gain a vote raw-Hill Companies, Inc. raw-Hill and win the presidency.

Federalists step down and uphold the Constitution in a peaceful transfer of power.

The Twelfth Amendment is adopted, providing for separate presidential and vice-presidential ballots.

1. How do you know the sequence of events in the flowchart? 2. How did Jefferson and his vice-presidential candidate Burr end up in a tie for president? 3. What is the result of the Federalist decision to step down after Jefferson is elected? 4. What is the relationship between the Twelfth Amendment and the election of 1800? ★ APPLYING THE SKILL Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, DIRECTIONS: Think of a simple process that you understand well; for example, making a peanut butter and jelly sandwich or walking from home to school. Create a flowchart to show the sequence of steps in that process.

31 Name Date Class

Critical Thinking Skills Activity 4 Analyzing Primary Sources

LEARNING THE SKILL Original records of events made by people who saw or lived through what is being described are called primary sources. Examples include legal documents, letters, autobiographies, diaries, and photos. Studying such sources can help you gain an accurate understanding of an event, although you may not necessarily get a complete picture. Two eyewitnesses of an event, for example, might report the incident differently. You must consider the reliability of primary sources. Use the following guidelines to help you interpret a primary source: • Examine the source’s origin to determine if it is a primary source. CHAPTER • Analyze the data and summarize the main ideas. • Consider the author’s personal beliefs and attitudes. • Interpret the material in your own words.

4 PRACTICING THE SKILL DIRECTIONS: Read the introduction and excerpt below from the Treaty of Greenville (1795), in which twelve Native American nations agreed to cede to the United States large tracts of land in the Northwest Territory. Then answer the questions that follow. To prevent any misunderstanding about the Indian lands relinquished [released] by the United States in the fourth article, it is now explicitly declared, that the meaning of that relinquishment is

this: the Indian tribes who have a right to those lands, are quietly to enjoy them, hunting, planting, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H and dwelling thereon, so long as they please, without any molestation [disturbance] from the United States; but when those tribes, or any of them, shall be disposed to sell their lands, or any part of them, they are to be sold only to the United States; and until such sale, the United States will protect all the said Indian tribes in the quiet enjoyment of their lands against all citizens of the United States, and against all other white persons who intrude upon the same. And the said Indian tribes again acknowledge themselves to be under the protection of the said United States, and no other power whatever.

1. How do you know the Treaty of Greenville is a primary source?

2. What are the main ideas of the excerpt? Summarize them in your own words. ill Companies, Inc.

3. Do you think this excerpt gives an accurate picture of relations between the U.S. government and Native Americans in 1795? Explain.

32 Name Date Class

★ Time Line Activity 4

The Lewis and Clark Expedition

In March 1804, Lewis and Clark attended ceremonies in St. Louis that formally transferred the Louisiana Territory from France to the United States. Two months later, Lewis and Clark, along with nearly four dozen other men, set off from St. Louis on their expedition to explore the western territory. They traveled in a large keelboat up the Missouri River. In August, the first official council between representatives of the United States and western Native Americans occurred north of present-day Omaha, Nebraska. In November, Captains Lewis and Clark hired a French Canadian fur trader named Charbonneau and his wife, Saca- gawea, as interpreters and guides. Sacagawea helped guide the expedition to her people, the Shoshones, who lived at the headwaters of the Missouri. 4 In April 1805, the captains dispatched a large keelboat and about a dozen men back down- river. The boat was filled with Indian artifacts, animal skins and skeletons, and live animals. These specimens were intended for Thomas Jefferson. The shipment reached Jefferson in August

at the same time that Lewis was ascending the final ridge toward the Continental Divide. When CHAPTER he reached the summit, he expected to find a vast plain, but instead saw only more mountains. In September, the exhausted and starved expedition emerged from the mountains and was befriended by the Nez Percé, who fed them salmon and taught them how to make new canoes. In November, Lewis and Clark arrived at the Pacific coast. They had traveled over 4,000 miles. After wintering in Oregon, the homesick group began the journey home in March 1806. In July, the group stopped near present-day Billings, Montana, where Clark inscribed his name and the date on a rock. In September, the weary expedition arrived in St. Louis. DIRECTIONS: Use the information to complete a time line about the Lewis and Clark expedition. raw-Hill Companies, Inc. raw-Hill

33 Name Date Class

and Present Ac Linking Past tivity 4

The President’s House

As plans for a new capital The year 2000 marked the T H E N city proceeded, the government N O W 200th anniversary of the White held a competition to choose a House. It has served as the builder for the “President’s home of every president except House” at 1600 Pennsylvania Avenue. Nine architects George Washington. The building has undergone submitted plans. The winner was Irish-born architect many renovations. By 1948 the building was badly in James Hoban. He modeled the design on the meeting need of repair. Through most of his term, Harry

CHAPTER place of the Irish Parliament in Dublin, Ireland. Truman lived across the street while the interior was Construction began in 1792, with the laying of the rebuilt. In the 1960s, Jacqueline Kennedy restored the cornerstone. Although George Washington watched interior in the original styles of the 1800s. Through the the construction, he never lived there. John Adams building’s many changes, however, the original exte- was the first to occupy the White House. His family rior stone walls have remained the same. 4 moved in a few months before his term ended in Today the president’s home has 6 floors, 7 stair- 1800. Only 6 rooms of the building were finished. cases, 132 rooms, 32 bathrooms, 28 fireplaces, 147 Abigail Adams had to dry the family’s laundry in the windows, 412 doors, and 3 elevators. Five rooms on East Room, because the swampy land around the the first floor are open for public tours. The State building did not provide a good drying yard. Dining Room can serve 140 dinner guests. Theodore In 1814, during the War of 1812, the British burned Roosevelt once hung a moose head over the fireplace. the White House, gutting the interior. Hoban rebuilt it The Red Room, draped in red satin, was Dolly

according to the original design. This time, the stone Madison’s music room. The Blue Room, furnished by Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H walls were painted white. James Monroe, holds the White House Christmas tree during the holiday season. Thomas Jefferson had the walls of the Green Room covered in green silk. The East Room is the largest room in the White House. Theodore Roosevelt held wrestling matches there. Public tours of the White House are available for groups of 10 or more people. Requests must be submitted through one’s Member of Congress. The president’s family lives on the second floor. The family can now enjoy a private bowling alley, swimming pool, and movie theater.

First or main floor of the White House

CRITICAL THINKING ill Companies, Inc. Directions: Answer the questions below on a separate sheet of paper. 1. Evaluating Information Do you think that allowing the public to tour the White House is a good practice? Explain. 2. Sequencing Events Using the dates in the reading, create a time line of the history of the “President’s House.” 3. Making Inferences What functions does the White House serve?

34 Name Date Class

Primary Source Reading 4-1 ★★★★★★

The Federalist Promise Fulfilled Reader’s Dictionary ★ About the Selection abridging: limiting As expressed in the Preamble to the compensation: payment Constitution, the purposes of a federal gov- redress: correction ernment are to “. . . form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the amendments listing rights that would pro- Blessings of Liberty to ourselves and our 4 tect individuals and states from federal Posterity. . . .” Despite these noble goals, power—the Bill of Rights. opponents of the Federalist Party were afraid that a federal government would harm individual, regional, and state liberties. One way GUIDED READING Federalists responded to this fear, and ulti- As you read, think about what life would CHAPTER mately procured the necessary votes to ratify be like without these protections. Then the Constitution, was to promise to add answer the questions that follow.

★★

Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. raw-Hill Companies, Inc. raw-Hill Amendment II A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. Amendment III No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law. Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Amendment V No person shall be held for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of

(continued) 35 Name Date Class

Primary Source Reading 4-1 (continued) ★★★★★

life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his

CHAPTER favor, and to have the Assistance of Counsel for his defense. Amendment VII In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules 4 of the common law. Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H Amendment X The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

READER RESPONSE Directions: Answer the following questions on a separate sheet of paper. 1. According to the Bill of Rights, what is the reason for not infringing the right to bear arms? 2. What are the acceptable conditions for issuing a warrant for arrest or search? 3. When can a person be held for a capital or infamous crime without an indictment from a grand jury? 4. What are the rights of the accused? ill Companies, Inc. 5. Critical Thinking Which amendments give rights in general to the states and the people?

36 Name Date Class

Primary Source Reading 4-2 ★★★★★★

“One of the Most Reader’s Dictionary Interesting Scenes” auspicious: a good beginning or sign ★ About the Selection benevolent: good epochs: times Margaret Bayard Smith heard Thomas eradicate: get rid of Jefferson deliver his inaugural address. e’re: before Although recently married to a man liberal: generous Jefferson hired to edit a Republican newspaper, Smith had been raised on negative 4 images of Republicans. Her father was a passionate Federalist. Jefferson, however, sister-in-law. It tells of hearing Jefferson’s did not fit these images. After Smith met address to the nation. Jefferson, she considered him dignified,

refined, and a proper gentleman. Margaret CHAPTER and her husband became leading figures in GUIDED READING Washington social life during Jefferson’s As you read, note the effect Jefferson’s administrations. The excerpt below is speech had on Smith and others. Then from a letter to Susan B. Smith, Margaret’s answer the questions that follow.

★★

et me write to you my dear Susan, e’re that glow of enthusiasm has fled, Lwhich now animates my feelings; let me congratulate not only you, but all my fellow citizens, on an event which will have so auspicious an influence on their political welfare. I have this morning witnessed one of the most inter- raw-Hill Companies, Inc. raw-Hill esting scenes, a free people can ever witness. The changes of administration and in every age have most generally been epochs of confusion, villainy and bloodshed, in this our happy country take place without any species of dis- traction, or disorder. This day, has one of the most amiable and worthy men taken that seat to which he is called by the voice of his country. I cannot describe the agitation I felt, while I looked on around on the various multi- tude and while I listened to an address, containing principles the most correct, sentiments the most liberal, and wishes the most benevolent, conveyed in the most appropriate and elegant language, and in a manner mild as it was firm. If doubts of the integrity and talents of Mr. Jefferson ever existed in the minds of any one, methinks this address must forever eradicate them. The Senate chamber was so crowded that I believe not another creature could enter. On one side of the house the Senate sat, the other was resigned by the representatives to the ladies. . . . It has been conjectured by several

Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, gentlemen whom I’ve asked, that there were near a thousand persons within the walls. The speech was delivered in so low a tone that few heard it.

(continued) 37 Name Date Class

Primary Source Reading 4-2 (continued) ★★★★★

Mr. Jefferson had given your Brother a copy early in the morning, so that on coming out of the house, the paper was distributed immediately. Since then there has been a constant succession of persons coming for the papers.

Source: The Power of Words, Documents in American History: Volume I: To 1877. New York: HarperCollins College Publishers, 1996.

READER RESPONSE Directions: Answer the following questions on the lines below. CHAPTER 1. According to Smith, how is the way that America passes on governmental power different from other countries? 4

3. What impresses Smith about the content of Jefferson’s address?

4. What doubts about Jefferson does she think his address will wipe out?

5. Critical Thinking What similarities and differences are there between Jefferson’s inauguration and presidential inaugurations today? ill Companies, Inc.

38 Name Date Class

★ American Art and Music Activity 4

✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯Francis Scott Key ✯✯✯✯✯✯✯✯✯✯

rancis Scott Key was born into a Heaven.” Actor Ferdinand Durang was the wealthy family in Maryland on August first person to perform the song publicly, but F 1, 1779. Francis studied law in college, the decision to set Key’s words to this tune and by 1805 he had established a well- may have been made by Key, or Durang, or known law practice in Georgetown, a sub- Judge Nicholson. The result was that Key’s urb of Washington, D.C. Although Francis poem became a popular patriotic song Scott Key was a deeply religious man and almost overnight. opposed the War of 1812 on religious After the war ended, Key had a successful

grounds, he was a devoted patriot and career in the law. He served as the United 4 briefly served in the military in 1813. States Attorney for Washington, D.C. from In September of 1814, the British captured 1833 to 1841. He died in 1843. Bridges in a close friend of Key’s named William Baltimore and Washington, DC are named Beanes. Key was asked to help recover for him, and a monument was built in his

Beanes. President Madison made a ship honor in San Francisco’s Golden Gate Park. CHAPTER available for the rescue. Accompanied by The flag that flew over Fort McHenry dur- Colonel John Skinner, a U.S. government ing the bombardment was donated to the agent who worked with foreign govern- Smithsonian Institute in 1912. It measures ments to free war prisoners, Key boarded about 30 x 42 feet, and each star is about 2 the British ship that held his friend in feet across. Congress declared Key’s work Baltimore’s Chesapeake Bay. the official National Anthem in 1931. British officers agreed to free Beanes, but One reason Key’s work is so well-known only after the British had completed their is because it is sung at sporting events. This attack on Fort McHenry in Baltimore. Under tradition began at a World Series baseball guard of British sailors, Key and his friend game in 1918. With American troops partici- witnessed the 25-hour-long bombing of Fort pating in World War I in Europe, patriotic McHenry. Shortly before dawn on feelings were high. A brass band started September 14, the firing ceased. Through the playing the song, and spectators rose to their raw-Hill Companies, Inc. raw-Hill clearing smoke, Key saw that the American feet and began singing. Players on the field flag at Fort McHenry—the “star-spangled stood at attention and saluted the flag. This banner” he would later refer to—was still was repeated at each World Series game that flying. The British had not succeeded in year, and the custom remains to this day. destroying the fort. After coming ashore that day, Key checked himself into a hotel and finished the words to a poem that he had begun compos- ing on the boat. He showed his work to Joseph Nicholson, a Baltimore judge. At the judge’s direction, handbills with Key’s words were printed up, and on September 20 the “Defence of Fort McHenry” was published in a Baltimore newspaper. Key wrote four stanzas describing the event, but only Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, the first one is widely known to most Americans. Key’s words were then set to an old English tune called “To Anacreon in (continued) 39 Name Date Class

★ American Art and Music Activity 4 (continued)

THE STAR-SPANGLED BANNER [first stanza] Oh, say can you see by the dawn’s early light What so proudly we hailed at the twilight’s last gleaming? Whose broad stripes and bright stars thru the perilous fight, O’er the ramparts we watched were so gallantly streaming? And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O’er the land of the free and the home of the brave? CHAPTER

1. Why did Key initially oppose the War of 1812?

4 2. On what condition did the British agree to free Beanes?

3. Why did the British cease fire on Fort McHenry?

4. Making Inferences Give at least two reasons why Francis Scott Key may have been asked to help free William Beanes.

5. Drawing Conclusions How does the American flag become a symbol for the United States through Key’s poem? ill Companies, Inc.

40 Name Date Class

INTERPRETING POLITICAL CARTOONS Activity 5

THE EMBARGO ACT OF 1807

By 1807 the United States found itself in the middle of a dispute between the French and the British. United States ships bound for Europe were often stopped by the British, French, or both. Jefferson hoped to keep the United States neutral. He convinced Congress to pass the Embargo Act of 1807, which made it illegal for United States merchants to import or export goods. Although the embargo hurt both Britain and France, it did more damage at home. New England felt the greatest blow because its economy depended on trade with foreign countries. In this tense environment, the Embargo Act became the subject of many cartoons, pro and con. 4

DIRECTIONS: The cartoon on this page takes a strong stand on the Embargo Act. Study the cartoon, and then answer the questions that follow. CHAPTER raw-Hill Companies, Inc. raw-Hill

Collection of the New York Historical Society, New York.

(continued) 41 Name Date Class

ANALYZING THE CARTOON ACTIVITY 4 (continued) 1. What in this cartoon represents the Embargo Act?

2. What does the man with the barrel represent? What is he trying to do?

3. To which country does the ship belong? How do you know this? What is the ship waiting for? CHAPTER

CRITICAL THINKING 4 4. Analyzing Information Americans had fun playing with the letters of the world embargo. What is the meaning of the statement of the smuggler,” Oh! This cursed Ograbme!”?

6. Drawing Conclusions Like the smuggler in the cartoon, play with the words “Embargo Act.” Create any words or statements that use the letters in “Embargo Act” and might be the caption to a cartoon about the act. You can use any letters more than once. You do not need to use all the letters.

7. Evaluating Information According to this cartoon, the Embargo Act ill Companies, Inc. worked. How well did it work? Support your answer with facts and reasons.

42 Name Date Class

★ Reteaching Activity 4

Federalists and Republicans, 1789–1816

The new U.S. government faced the challenge of organizing itself. National debate continued over financial, judicial, diplomatic, and domestic policies. DIRECTIONS: The following events or acts occurred during the terms of the first four presidents. Write the numbers under the appropriate president and identify the main American individual(s) or group(s) directly involved in that event. An example is provided.

GEORGE WASHINGTON 1. Enacted the unpopular Alien and Sedition Acts 4 16. Congress, Jeffferson, Hamil- 2. ton, Knox, Randolph British invaded the capital; burned the White House and Capitol. 3. Marbury v. Madison strengthened authority of Supreme Court. 4. Federalists and Democratic-Republicans—the first political CHAPTER parties—formed, dividing the country regionally. 5. Declared war on Britain; goal was to conquer Canada 6. Judiciary Act of 1801; appointed “midnight judges”

JOHN ADAMS 7. Pinckney’s Treaty gained the right to navigate the Mississippi. 8. “Corps of Discovery” extended U.S. claim to Oregon Territory. 9. National anthem penned from the deck of a British ship. 10. Bill of Rights amendments to the Constitution were ratified. THOMAS JEFFERSON raw-Hill Companies, Inc. raw-Hill 11. Louisiana Purchase doubled the size of the United States. 12. XYZ Affair ultimately led to the Quasi-War with France. 13. Assembled Native American confederacy, which collapsed after his death at the battle of the Thames River 14. Proposed a national bank that could provide national currency, collect taxes, and regulate trade JAMES MADISON 15. Promoted agrarianism as leader of the Democratic- Republicans 16. Created the Departments of State, Treasury, and War, and the Office of the Attorney General; established federal court system 17. Future president who emerged as a national hero at Battle of New Orleans

43 Name Date Class

★ Enrichment Activity 4 ★ ★

A Farewell Warning

George Washington’s Farewell Address, office. In his address, he issued warnings carefully prepared with the aid of Alexander to the American people, including several Hamilton, was published in September dealing with the country’s relations with 1796, a few months before Washington left foreign powers. DIRECTIONS: Read the following excerpt from Washington’s Farewell Address. Then answer the questions that follow. ★★ CHAPTER . . . [I]nveterate antipathies against particular nations and passionate attachments for others should be excluded; and that in place of them just and amicable feelings towards all should be cultivated. . . . So likewise a passionate attachment of one Nation for another produces a variety of evils.—Sympathy for the favorite nation, facilitating the illusion of an imaginary common interest in cases where no real common interest exists, and infusing into one the enmities of the other, betrays the former into a partici- 4 pation in the quarrels and wars of the latter, without adequate inducement or justification. . . . The unity of Government which constitutes you one people, is also now dear to you.—It is justly so;— for it is a main Pillar in the edifice of your real independence; the support of your tranquility at home; your peace abroad; of your safety; of your prosperity; of that very Liberty, which you so highly prize.— But as it is easy to foresee, that from different causes, and from different quarters, much pains will be taken, many artifices employed, to weaken in your minds the conviction of this truth;— as this is the point in your political fortress against which the batteries of internal and external enemies will be most constantly and actively (though often covertly and insidiously) directed, it is of infinite moment, that you should properly Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H estimate the immense value of your national Union to your collective and individual happiness. ★★

Questions to Consider

1. What is Washington’s message to the American people in this excerpt?

2. How does the excerpt show the influence of Alexander Hamilton?

3. How might foreign powers pose a threat to the United States if this warning is not heeded? ill Companies, Inc.

4. GO A STEP FURTHER ➤ George Washington was a leader. On a separate sheet of paper, describe the characteristics of strong leadership. Give specific examples of how Washington demonstrated these characteristics. Think of a person today that demonstrates these same characteristics and is considered a leader. Write a paragraph describing this person’s leadership abilities.

44 Chapter 4 Section Resources

Guided Reading Activity 4-1 46 Guided Reading Activity 4-2 47 Guided Reading Activity 4-3 48 Guided Reading Activity 4-4 49 SECTIONS

45 Name Date Class

★ Guided Reading Activity 4-1

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your textbook to fill in the blanks. I. Creating a New Government A. Washington and Congress’s task was to take the words of the Constitution and turn them into . B. was chosen as the first secretary of state. C. The states that the people have other rights that are not listed in the Bill of Rights. D. James Madison suggested that the federal government raise most of its money by taxing from other countries. E. The required all importers to pay five percent of the value of their cargo when they landed it in the United States. F. Alexander Hamilton believed the government needed the ability to . SECTION G. Southerners believed that moving the nation’s capital from to the would help to offset the strength of the Northern states in Congress.

4-1 H. Enumerated powers are specifically mentioned in the . Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H I. The federal government’s willingness to use troops against its own worried many people. II. The Rise of Political Parties A. By the mid-term elections of 1794, the factions within had become the nation’s first political parties. B. Hamilton’s supporters called themselves , while the supporters of Madison and Jefferson took the name . C. Hamilton believed that was dangerous to liberty. D. Jefferson believed that the strength of the United States was its independent . E. Jefferson also believed that the wealthy would corrupt the government and threaten

the rights and liberties of . ill Companies, Inc.

46 Name Date Class

★ Guided Reading Activity 4-2

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section and answer the questions below. Refer to your textbook to write the answers. 1. Why did Republicans support the French Revolution?

2. Where were the French colonies that the United States was required to defend through the Treaty of 1778? 3. How did Washington attempt to avoid war with Great Britain in 1793?

4. Why was the British grant of most-favored nation status important for American merchants?

5. What benefit for the Americans came out of Pinckney’s Treaty?

6. Where was the most rapidly growing region in the United States in the 1780s? 4-2

7. What were the general elements of the Treaty of Greenville? SECTION 8. Who were the two candidates in the first openly contested election for president? raw-Hill Companies, Inc. raw-Hill 9. What was the French response to Jay’s Treaty?

10. What were the terms of the Convention of 1800?

11. What was taken away from citizens by the Alien and Sedition Acts?

47 Name Date Class

★ Guided Reading Activity 4-3

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to supply the details that support or explain each main idea.

★ Main Idea: Thomas Jefferson, believing that Washington and Adams had acted too much like royalty, tried to create a less formal style for the presidency. 1. Detail: Instead of overturning all of the policies, Jefferson sought to integrate them with his own Republican ideas. 2. Detail: A strong believer in , Jefferson hoped to limit the scope of federal power.

★ Main Idea: The Supreme Court’s power was strengthened during Jefferson’s administration. 3. Detail: One of the first acts of Congress after Jefferson took office was to repeal the , thereby doing away with President Adams’s new judges. 4. Detail: The impeachment of Justice Chase established that judges could only be SECTION removed for , not simply because Congress disagreed with their decisions. 5. Detail: The decision strengthened the Supreme 4-3

★ Main Idea: Jefferson believed that a republic could survive only if most of the people owned their own land. This belief led him to support the idea of expanding the country farther west. 6. Detail: In 1803, Napoleon offered to sell all of the to the United States. 7. Detail: In 1806, Zebulon Pike gave Americans their first detailed description of as well as . 8. Detail: The not only increased American knowledge of the Louisiana Territory, it also gave the United States a claim to the Oregon Territory.

★ Main Idea: During his second term in office, the president was concerned with keeping the United States out of the war between Britain and France. ill Companies, Inc. 9. Detail: British regulations known as the declared that all ships going to Europe needed British licenses and would be searched for contraband. 10. Detail: The British practice of stopping American ships to seize sailors was known as . 11. Detail: Following an attack which left three Americans dead, Congress passed the , which halted all trade between the United States and Europe. 48 Name Date Class

★ Guided Reading Activity 4-4

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your textbook. Then use the information under the correct subheading to help you write each answer. I. The Decision for War A. What was the leading concern facing Madison when he became president?

B. What was the effect of the non-importation act passed by Congress in 1811?

C. Why did Americans in the South and West want war?

D. What sparked Native American resistance in the West?

E. How was the vote in Congress split when President Madison asked for a declaration of war in 1812?

II. The Invasion of Canada 4-4 A. What problems faced the United States when war was declared on Britain in 1812? SECTION B. What were the three places where the United States attacked Canada?

C. What was the result of Commodore Oliver Perry’s victory over the British fleet in raw-Hill Companies, Inc. raw-Hill 1813?

III. The War Ends A. What event allowed the British to send more troops to fight against the United States?

B. Why did the British abandon their plan to continue their attack at Lake Champlain?

C. How did the Federalist Party come to an end?

Chapter 5 Resources Growth and Division, 1816–1832 5

Reading Skills Activity 5 Time Line Activity 5 Formulating Questions ...... 53 Inventions of the 1800s ...... 65

Historical Analysis Skills Activity 5 Linking Past and Present Activity 5 CHAPTER Reading a Map ...... 54 Public Transportation ...... 66

Differentiated Instruction Activity 5 Primary Source Reading 5-1 Hidden Meaning in African Revolution in Technology ...... 67 American Spirituals ...... 55 Primary Source Reading 5-2 English Learner Activity 5 Why We Need a Protective Tariff . . . .69 Growth and Division, 1816–1832 ...... 57 American Art and Music Activity 5 Josua Johnson ...... 71 Content Vocabulary Activity 5 Growth and Division, Interpreting Political Cartoons 1816–1832 ...... 59 Activity 5 Disputes Over Slavery ...... 73 Academic Vocabulary Activity 5 Growth and Division, Reteaching Activity 5 1816–1832 ...... 61 Growth and Division, 1816–1832 ...... 75 Reinforcing Skills Activity 5 Interpreting a Line Graph ...... 63 Enrichment Activity 5 The Monroe Doctrine ...... 76 Critical Thinking Skills Activity 5 Analyzing Information ...... 64

Name Date Class

★ Reading Skills Activity 5

Formulating Questions

★ PRACTICING THE SKILL DIRECTIONS: The paragraph below starts with the heading “Roads and Turnpikes.” Examples of questions you might ask using the heading are: “What road played a role in the transportation revolution?” “When was the road built?” “Who traveled along this road?” and “Why CHAPTER was the road important?” Read the paragraph below. Then note the places where these example questions are answered. As early as 1806, the nation took the first steps toward the building of a transportation revolution when Congress funded the building of a major east-west highway, the National Road. In 1811, laborers started the roadbed westward from the Potomac River at Cumberland, Maryland. By 1818 the roadway reached Wheeling, Virginia (now West Virginia) on the Ohio River. Conestoga wagons drawn by teams of oxen or mules carried migrating pioneers west on this road, while livestock and wagonloads of farm produce traveled the opposite way, toward the markets of the east. 1. What road played a role in the transportation revolution? raw-Hill Companies, Inc. raw-Hill 2. When was the road built?

3. Who traveled along this road? Why was it important?

★ APPLYING THE SKILL DIRECTIONS: Use the formulating questions skill to explore what you have learned in this chapter. Divide into four groups. Each group should take one section from the chapter and, on a separate sheet of paper, use the headings in the section to formulate questions. For example, in Section 2, “Early Industry,” one heading reads “A New System of Production.” One question you might ask is “What was new about the production system?” When you have come up with your list of questions, go through the text with your group and find the answers. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

53 Name Date Class

★ Historical Analysis Skills Activity 5

Reading a Map

★ LEARNING THE SKILL Maps are visual tools that help you understand information. Comparing two maps of the same area from different periods in time can help you understand changes over time. You might see how political boundaries change over time, where new roads have been built, or where new cities have developed. When reading maps, pay close attention to the map titles, keys, and labels. These will give you important information that will help you understand the map. CHAPTER ★ PRACTICING THE SKILL DIRECTIONS: Refer to your textbook and the map below. Then answer the questions that follow on a separate sheet of paper. 5

Claimed by U.S. and Great Britain 1820 OREGON MAINE COUNTRY VT. UNORGANIZED MICHIGAN N.H. TERRITORY MASS. TERRITORY N.Y. R.I. PA. CONN. OHIO IND. N.J. ILL. DEL. MEXICO VA. MD. MO. KY. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 36˚ 30 N N.C. Missouri Compromise Line TENN. 1821 ARK. TERR. S.C. MISS. ALA. GA.

LA. FLORIDA TERRITORY

1. What information does this map show? 2. Which two states entered the Union as a result of the Missouri Compromise? When? 3. What boundary line was selected as part of the Missouri Compromise? 4. Which territory was open to slavery? Where was the extension of slavery prohibited? 5. How does the map help you better understand the impact of the Missouri Compromise and the growing sectional crisis of the 1820s? ill Companies, Inc. ★ APPLYING THE SKILL DIRECTIONS: Use library print resources or the Internet to find a historic map of your town or a nearby town. Compare the historic map to a present-day map of your town or a nearby town. What differences do you see between the two maps? Look for changes in roads, political boundaries, settlement patterns, and land features.

54 Name Date Class

★ Differentiated Instruction Activity 5

Hidden Meaning in African American Spirituals One way enslaved African Americans were able to cope with the horrors of slavery was through song. These songs, which incorporated Christian themes and African musical styles, are called spirituals. Spirituals were a way for enslaved African Americans to celebrate religious values, as well as a way to communicate their desire for freedom from slavery. You may be familiar with African American spirituals such as Go Down, Moses. This song refers to a bible story about the time when the Jews were enslaved in Egypt by Pharaoh. Moses led the Jewish people out of Egypt and slavery. Harriet Tubman led enslaved African Americans to freedom by using the secret network called the Underground Railroad. She 5 was called the “Moses of her people.” Read the following excerpt of the lyrics from Go Down, Moses.

When Israel was in Egypt’s Land

Let my people go. CHAPTER Oppressed so hard they could not stand Let my people go. Go Down, Moses, way down in Egypt’s land Tell old Pharaoh, let my people go. No more shall they in bondage toil Let my people go. Let them come out with Egypt’s spoil Let my people go raw-Hill Companies, Inc. raw-Hill Directions: On a separate sheet of paper, answer the following questions based on the excerpt above.

1. Making Inferences Why do you think enslaved Africans Americans chose to communicate through song?

(continued) 55 Name Date Class

★ Differentiated Instruction Activity 5 (continued)

FOR THE TEACHER Teaching Strategies for Different Learning Styles The following activities are the ways the basic lesson can be modified to accommodate students’ different learning styles: English Learners (EL) Review the following words from the song with students: oppressed, bondage, toil, and spoil. Write the words on the board and help students use the context of the song to develop definitions. Pair English learners with proficient speakers to answer the questions that follow the song. Advanced Learners (AL) Ask students to work independently to research other African CHAPTER American spirituals. Have them analyze how their song may relate to the experience of enslavement and write a few paragraphs on their findings. Below Grade Level (BL) Have students use a Venn diagram or a chart to compare and contrast the figures of Moses and Harriet Tubman similar to the one shown below. 5

Encourage students to find similarities and differences between the two figures. Start them off by pointing out that both figures were leaders who led enslaved people to freedom. Have students work together in pairs to complete the diagram. Then have them use the graphic organizer to answer the questions

On Grade Level (OL) Have students work independently to study the song, read and analyze the background information, and answer the questions in complete sentences. ill Companies, Inc.

56 Name Date Class

★ English Learner Activity 5

Growth and Division, 1816–1832

★ A. PRE-READING ACTIVITY

Previewing the Material Directions: Before reading the primary source quoted from A New England Girlhood on page 199, answer the following questions. 1. The passage presents the thoughts of an 11-year-old girl who grew up on a farm and then went to work in a factory when her family needed money. What do you think she would have felt like leaving her old life behind for factory work? 5 CHAPTER

2. The author said “Oh, that I had wings!” while looking out the window of the factory. What do you think she meant by this expression?

★ raw-Hill Companies, Inc. raw-Hill B. PRE-READING ACTIVITY

Vocabulary Review Directions: Reviewing the words and expressions below will help you understand the reading. sometimes (adv.): not always; now and then confinement (n.): to be kept in one location mill (n.): a building with machines for making things (in this case textiles); a factory wearisome (adj.): tiring, boring weather (n.): the conditions of the sky relating to rain, snow, heat, cold, etc. lean (v.): to bend over or recline against something window (n) an opening in a building usually covered with glass Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, unceasing (adj.): without stopping clash (n.): a great noise stifled (adj.): cut off from expression; silenced (continued) 57 Name Date Class

★ English Learner Activity 5 (continued)

★ C. READING COMPREHENSION ACTIVITY

Understanding Details Directions: Circle the word or phrase that completes each sentence correctly according to the quotation on page 199. 1. The author was a factory (owner/worker). 2. She did not like staying in the factory because it was (boring/too hot). 3. She would lean out of the factory window in (June/January).

CHAPTER 4. From the words “unceasing clash,” you can infer that the factory was (quiet/noisy). 5. The author said “Oh, that I had wings!” because she wanted to (be free/fly on an air- plane).

★ 5 D. WORD BUILDING ACTIVITY

Word Meanings Directions: Circle the word in each row that has a different meaning than the other two. 1. restricting confinement freedom 2. clash silence noise

3. choked stifled expressed Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 4. unceasing unstopping halting 5. exciting interesting wearisome 6. mill factory mall 7. straighten bend lean ill Companies, Inc.

58 Name Date Class

★ Content Vocabulary Activity 5

Growth and Division, 1816–1832

DIRECTIONS: Choose the term that best completes each sentence. Write the correct term in the space provided. Then answer the questions at the bottom of the page.

corrupt bargain strike cotton gin favorite sons interchangeable parts protective tariff labor union mudslinging revenue tariffs free enterprise system

1. An organization of workers that represents its members’ interests, or a , often supports a , or work stoppage 5 to force employers to meet demands.

2. Eli Whitney invented the , a machine that combed seeds out of cotton bolls. He also popularized the concept of producing large quantities of uniform

pieces that could replace other identical pieces, known as . CHAPTER

3. John Quincy Adams and Henry Clay were accused of an illegitimate agreement known as a .

4. In 1816 Congress passed a , which was designed to raise prices on imports to protect American manufacturers. This tax was unlike earlier , which provided income for the federal government.

5. The four candidates in the election of 1824 were all , men who enjoyed the support of leaders from their own state and region.

6. The campaign of 1828 descended into , or attempts to damage raw-Hill Companies, Inc. raw-Hill each candidate’s reputation with insults and criticism. 7. The encouraged industrialization because companies in competition with each other are often willing to experiment with new technologies. 8. Write a paragraph describing an enslaved person’s workday on the two main types of farms in the South—small farms or plantations, and large plantations. Use the following terms in your description: yeoman farmer, planter, task system, gang system, and driver. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

Name Date Class

Academic Vocabulary Activity 5 ★★★★★

Growth and Division, 1816–1832

KEY WORDS

interpret extraction ambiguous finalize annual controversy transportation ignorance

★

A. WORD MEANING ACTIVITY 5 Synonyms or Antonyms Words that have similar meanings are synonyms; words that have opposite meanings are antonyms. Locate and find are synonyms; legal and illegal are antonyms. CHAPTER Directions: Label the following pairs of words as synonyms (S) or antonyms (A). 1. ambiguous/clear 2. ignorance/knowledge 3. controversy/agreement 4. finalize/complete 5. interpret/explain 6. transportation/stationary 7. extraction/removal

(continued) 61 Name Date Class

Academic Vocabulary Activity 5 (continued) ★★★★★

B. WORD FAMILY ACTIVITY

Word Form Chart Remember: A noun is a word that names a person, place, thing, or idea. Examples include president and democracy. A verb is a word that is used to describe an action, experience, or state of being. Examples include govern, attempt, and seem. An adjective is a word that describes a noun, such as historical. Directions: Fill in the chart below by providing the missing word forms. CHAPTER Noun Verb Adjective 1. controversy ------2. interpret

5 3. transportation 4. ------ambiguous 5. extraction 6. finalize 7. ignorance

TEST YOUR KNOWLEDGE Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H Directions: Choose the best definition for each word listed. 1. She gave a very ambiguous answer and did not receive any credit on the exam. A. vague B. meaningful C. incorrect 2. The invention of the cotton gin made the extraction of the seeds efficient and increased production. A. planting B. processing C. removal 3. Technological advances in transportation made migration to the western territories faster and easier. A. communication B. ways of moving C. equipment 4. The publication of the foundation’s annual report kept them up-to-date on changes in their programs. A. monthly B. quarterly C. yearly Directions: Choose the word that means the opposite of the word given. ill Companies, Inc. 5. ignorance A. opinion B. knowledge C. unawareness 6. finalize A. settle B. complete C. begin 7. controversy A. agreement B. misunderstanding C. compromise 8. interpret A. explain B. translate C. misread 62 Name Date Class

★ Reinforcing Skills Activity 5

Reading a Line Graph

★ LEARNING THE SKILL Line graphs can help you see changes in number over time. The x-axis runs along the bottom of the graph and is commonly used to show a period of time. The y-axis runs up the side of the graph and usually displays the quantity. To read a line graph, read the title first to determine its purpose. Then read the labels on both axes and the key to determine the meaning of each line.

★ PRACTICING THE SKILL 5 DIRECTIONS: Study the line graph below. Then answer the questions that follow on separate piece of paper.

Urban and Rural Populations in the United States, 1810–1870

30 Rural Population 25 CHAPTER Urban Population 20 15 10 5 Millions of People 0 1810 1820 1830 1840 1850 1860 1870 Year Source: Historical Statistics of the United States: Colonial Times to 1970

1. What information does this graph compare? 2. What information do you find on the horizontal axis? 3. What information do you find on the vertical axis? 4. What trends do you see when you read the graph?

raw-Hill Companies, Inc. raw-Hill 5. What two phenomena from the chapter help explain the population changes shown in the graph?

★ APPLYING THE SKILL DIRECTIONS: Use the following population data to create a line graph on a separate sheet of paper. What population trends does your graph show?

Year Total Poplulation Enslaved Persons Population (in millions) (in millions) 1800 5.3 0.9 1810 7.2 1.2 1820 9.6 1.5 Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, 1830 12.9 2.0 1840 17.1 2.5 1850 23.2 3.2 63 Name Date Class

Critical Thinking Skills Activity 5 Analyzing Information

LEARNING THE SKILL Analyzing information involves breaking it into meaningful parts so that it can be understood, allowing you to form an opinion about it. The ability to analyze information helps you establish positions on issues that can affect your life. For example, you need to analyze a candidate’s statements to determine whether or not to vote for him or her. Use the following guidelines to help you analyze information: • Identify the topic that is being discussed. • Examine how the information is organized and determine the main points. CHAPTER • Summarize the information in your own words, then form an opinion about it based on your understanding of the topic.

PRACTICING THE SKILL 5 DIRECTIONS: Read the excerpt below from James Monroe’s speech to Congress on December 2, 1823. Then answer the questions that follow. We owe it, therefore, to candor and to the amicable [friendly] relations existing between the United States and those [European] powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety. With the existing colonies or dependencies of any European power we have not interfered and shall not interfere. But with the governments who have declared their independence and maintain it, and whose independence we have, on great consideration and on just principles, acknowledged, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H we could not view any interposition [interference] for the purpose of oppressing them or controlling in any other manner their destiny by any European power in any other light than as the manifestation of an unfriendly disposition toward the United States.

1. What is the subject of the excerpt?

2. What are the main points in the excerpt?

3. What do you notice about the organization of the passage? ill Companies, Inc.

4. Summarize the passage in your own words, and then write your opinion regarding it.

64 Name Date Class

★ Time Line Activity 5

Inventions of the 1800s

The Industrial Revolution sparked the creation of numerous inventions that affected every area of life in the 1800s. Many of these products and ideas from almost 200 years ago evolved into modern conveniences that we still use today. DIRECTIONS: Use the information on the time line to place the inventions in one of the four categories listed below. Some inventions can be placed in more than one category. Then choose two inventions from the time line and explain how these inventions continue to benefit us today. Write your answer on a separate sheet of paper. 5

1827 photographs 1829 typewriter 1831 matches produced on metal plate 1830 sewing machine 1832 telegraph CHAPTER 1824 toy balloon

1816 kaleidoscope

1800 1810 1820 1830 1840 1850

1810 tin can 1839 electric clock; bicycle 1849 safety pin

1800 battery 1844 wood-pulp 1850 gas burner by paper Bunsen raw-Hill Companies, Inc. raw-Hill

Industrial Revolution Inventions Improved Communications New Sources of Heat/Energy

65 Name Date Class

and Present Ac Linking Past tivity 5

Public Transportation

Along with improvements in As cities grew, streetcars that T H E N transporting goods, the trans- N O W ran on rails down the middle of portation revolution of the early city streets caused congestion. 1800s brought the development Today’s light rail systems avoid of public transportation. Public transportation is a this problem. A light rail system is similar to streetcars, system for transporting people that operates on an except that the tracks run alongside the road. The cars established route and schedule. Before an organized are powered by either an overhead wire or an electri-

CHAPTER system developed, people hired horse-drawn car- fied third rail. riages, called hackneys, for short distances. For longer Another way to avoid congested city streets was to distances, they hired stagecoaches. build public transportation overhead. However, ele- The first public transportation system was the vated systems, or els, are noisy and their underlying omnibus, a short horse-drawn stage line. Started in structures impede street traffic. A better solution was 5 France in 1826, the first omnibus service in the U.S. to build underground. The first U.S. subway opened in opened in New York City in 1829. Omnibuses were Boston in 1897. Subways serve many major U.S. cities slow and uncomfortable to ride on the uneven cob- today. blestone streets. The development of motorized vehicles in the early In 1832 the omnibus was put on rails. Still pulled 20th century led to the use of gasoline-powered pub- by horse, these new streetcars were called horsecars. lic buses. They offered more flexibility than fixed-rail The rails reduced friction, making the car easier for systems.

horses to pull and offering a smoother and faster ride. Cars have overshadowed public mass transit in the Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H Andrew Hallidie, an American, invented cable cars. United States. Henry Ford’s assembly lines of the early The cars were pulled along as they gripped a moving 1900s made cars affordable for average Americans. By cable. The first cable car service opened in San 1927 this country had one motor vehicle for every five Francisco in 1873. Cable cars were faster than horse- people. In addition to supporting public transportation, cars. Plus, they avoided the mess that horses caused. the U.S. government has supported private vehicle The first electric streetcar, or trolley, opened in transportation. Between 1945 and 1980, 75 percent of Richmond, Virginia in 1888. Cars moved by government spending on transportation went to high- means of an overhead electric wire. ways, and only 1 percent went to buses, trolleys, and Americans quickly embraced this new subways. As a result, public transportation systems in form of transportation. It could reach the U.S. fall well short of European systems, which are the amazing speed of 20 miles per greatly subsidized by government. hour.

CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper. ill Companies, Inc. 1. Identifying Main Ideas List the innovations in public transportation through 1888 and describe the advantages each had over the previous form of transportation. 2. Comparing and Contrasting What are the advantages and disadvantages of traveling by car rather than by public transportation today? 3. Problems and Solutions What improvements could be made to public transportation that would encourage more Americans to use it?

66 Name Date Class

Primary Source Reading 5-1 ★★★★★★

Revolution in Technology Reader’s Dictionary ★ About the Selection circumnavigate: to sail around H. Freeland was eight years old when he packet: small boat saw the first trip of one of the modern era’s rustic: person living in rural, or countryside, areas technological wonders: Fulton’s paddle tapered: thinner at one end wheel steamboat, the Clermont. Rivers such as the Ohio and the Mississippi served as both the excitement and fear that techno- superhighways for the steamboat traffic logical advances often cause. that made possible the boom in westward 5 settlement in the first half of the 1800s. Fulton already had built a working subma- GUIDED READING rine, complete with torpedoes. He also had As you read, think about why Fulton’s success as a gun maker, jeweler, and invention would frighten people. Then painter. Freeland’s account below reveals answer the questions that follow. CHAPTER

★★

t was in the early autumn of the year 1807 that a knot of villagers was gath- Iered on a high bluff just opposite Poughkeepsie, on the west bank of the Hudson, attracted by the appearance of a strange, dark looking craft, which was slowly making its way up river. Some imagined it to be a sea monster, while others did not hesitate to express their belief that it was a sign of the approaching judgment. What seemed strange in the vessel was the substitu- tion of lofty and straight black smoke-pipers rising from the deck, instead of raw-Hill Companies, Inc. raw-Hill the gracefully tapered masts that commonly stood on the vessels navigating the stream, and, in place of the spars and rigging, the curious play of the working beam and pistons and the slow turning and splashing of the huge and naked paddle wheels met the astonished gaze. The dense clouds of smoke, as they rose wave upon wave, added still more to the wonderment of the rustics. On her return the curiosity she excited was scarcely less intense. The whole country talked of nothing but the sea monster belching forth fire and smoke. The fishermen became terrified and rowed homewards, and they saw nothing but destruction devastating their fishing grounds, while the wreaths of black vapor and the rushing noise of the paddlewheels, foaming with the stirred up waters, produced great excitement among the boatmen. . . . From that time, Robert Fulton Esq. became known and respected as the author and builder of the first steam packet from which we plainly see the rapid improvement in commerce and civilization. . . . Except in finer finish and Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, greater size, there is no difference between it and the splendid steamships now crossing the Atlantic. Who can doubt that Fulton saw the meeting of all

(continued) 67 Name Date Class

Primary Source Reading 5-1 (continued) ★★★★★

nations upon his boats, gathering together in unity and harmony, that the “freedom of the seas would be the happiness of the earth”? Who can doubt that Fulton saw the world circumnavigated by steam, and that his invention was carrying the messages of freedom to every land, that no man could tell all its benefits, or describe all its wonders? What a wonderful achievement! What a splendid triumph!

Source: Eyewitness to America. New York: Pantheon Books, 1997. CHAPTER READER RESPONSE Directions: Answer the following questions on the lines below. 1. What about the Clermont causes wonderment among the spectators? 5

3. According to Freeland’s, what will be the effect of the steamboat among nations?

4. Critical Thinking What is Freeland’s point of view about the Clermont? Explain. ill Companies, Inc.

68 Name Date Class

Primary Source Reading 5-2 ★★★★★★

Why We Need a Reader’s Dictionary Protective Tariff manufactory: factory ★ About the Selection eminence: hill Before the War of 1812, the United States was dependent on other countries, especially Great Britain, for manufactured goods. The war cut off the supply of British will happen to American factories without goods and helped stimulate American man- such protection. 5 ufacturing. After the war, when the British again began offering inexpensive manufactured goods, the new American companies GUIDED READING cried out for protection against European As you read, identify ways in which each

competition. The following newspaper group of people in the community bene- CHAPTER editorial from the Niles Weekly Register sup- fited from the Waltham factory’s presence. ports a protective tariff and predicts what Then answer the questions that follow.

★★

he Waltham manufactory is the largest and probably the most prosperous Tin the United States. . . . When foreign . . . writers tell us, your country is not fit for manufactures, we can with pride tell them—look at Waltham; that manufactures are injurious to morals and agriculture—look at Waltham and its neighborhood. . . . It would give me much pleasure to seat myself on an eminence near raw-Hill Companies, Inc. raw-Hill Waltham with some honest anti-tariffite and for one day watch the motions of all the in-comers and out-goers at the village and factory; to take a note of what they brought in and took out; to ask the passing farmer what he took to market, the price he obtained, and what he brought home in exchange; to ask the fond mother who had been to see her children whether their habits were industrious, frugal, moral, and how much of their earnings went to the comforts of their aged parents. I would ask one of the worthy mercantile proprietors what effect it had on his commercial pursuits. And I would cheerfully agree to give up all my tariff doctrines if the answers of all would not be as I could wish. If my anti-tariff friend would not be convinced, I would put him this case. Suppose this fine factory should be destroyed by fire and the proprietors should not rebuild it. We will suppose ourselves sitting on this same hill one year after the [factory was] in ruins, and the same farmer, the same mother,

Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, and the same merchant should all join us, and we should join in the conversation, comparing the past with the present, the farmer’s market, the mother’s children, the merchant’s business.

(continued) 69 Name Date Class

Primary Source Reading 5-2 (continued) ★★★★★

Reader, I need not detail our remarks to you, for you will imagine them all. You know there is not one of the group that would not look at the unem- ployed waterfall, the ruins of the factory, and say, “There it stood. Things were not so when the factory was going.” Suppose we come down to the village. It is quiet—a few people seen about the taverns and retail stores, houses decay- ing, children ragged, old people begging. “What is the matter? It was not so last year.” “Oh no! but the factory is burnt!” This answer would break from every mouth, and I am much mistaken if any anti-tariff man could stand the scene unconvinced.

CHAPTER Every man of this description ought to go to Waltham, or some other manufactory, and imagine to himself the difference between a factory at work and a factory burnt. This is the mode of settling questions of political economy and national policy. What Waltham is on a large scale, every manufacturing establishment is on a small one. . . . When [people] see the practical

5 difference between a factory stopped and a factory active, the nation will cease to be divided and Congress indifferent.

Source: Niles Weekly Register; June 23, 1821.

READER RESPONSE

Directions: Answer the following questions on the lines below. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 1. How does the author try to persuade tariff opponents to support a protective tariff?

2. How would the entire town be affected if the factory were to close?

3. According to the editorial, what is the proper method for settling questions of economics and national policy?

4. Critical Thinking Why might an autoworker employed by an American manufacturer ill Companies, Inc. today favor a protective tariff? Why might American consumers oppose such a tariff?

70 Name Date Class

★ American Art and Music Activity 5

✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯Joshua Johnston ✯✯✯✯✯✯✯✯✯✯

oshua Johnston (or Johnson) was the Baltimore society, and the artist was profes- first African American to become a pro- sionally quite successful. J fessional painter and to make his living Johnston’s art can best be described as as an artist. Johnston thought of him- portraits done in a folk art style. Early self as a “self-taught” genius who learned American folk art was subjective; that is, it about art by observing nature and all that centered on the subject it represented. Folk was going on around him in his daily life. artists would alter the sizes and shapes of Not much is known about Johnston’s their subjects for the sake of emphasis and life, which is not unusual for early African impact. 5 American artists since many were held as However, it was more the style than the enslaved persons. However, historians subject that defined early folk art. While folk do know that Joshua Johnston was of artists like Johnston were probably familiar West Indian ancestry and that he lived in with the more realistic style of art popular at Baltimore, Maryland. Also, by the time the time, they chose a style more primitive. CHAPTER he began painting portraits in the 1790s, This style has come to be called folk art. he was both a free man (no one knows for Often, figures painted or sculpted in the sure if he was ever enslaved or not) and a folk art style were anatomically incorrect or property owner. Johnston’s portrait subjects the subject was made more simple than it included the leading white families of actually was. Even the more sophisticated raw-Hill Companies, Inc. raw-Hill k Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, National Gallery of Art, Washington, DC/SuperStoc National Gallery of Art,Washington, The Westwood Children (1807) is typical of Johnston’s style and charm (continued) 71 Name Date Class

★ American Art and Music Activity 5 (continued)

folk artist was not restricted to representing in careful detail. In fact, it is sometimes the the world as our eyes would see it, but details of Johnston’s portraits that first rather interpreted what was seen in a very catch our attention, rather than the subject abstract or stylized way. The result was folk of the painting! art, a style that represented the way in Johnston attempted to give the picture a which an individual artist saw the world. sense of space, light, and depth by painting The charming portrait The Westwood shadows cast from a window in the back- Children, painted in 1807 and now in the ground and by showing angles in the room collection of the National Gallery of Art in in which the children stand. His style, Washington, D.C., is a typical example of though not spatially or anatomically cor-

CHAPTER Johnston’s style. The three Westwood chil- rect, is nevertheless very pleasing to the dren all stand in a line facing the viewer. eye, and the children are represented as Their bodies are stiff and out of proportion happy and loving. It is no wonder that to their large heads. On their adultlike faces Johnston enjoyed so much popularity as a are frozen expressions. portrait artist. 5 Like many folk artists, Johnston gave In the 1830s, Joshua Johnston’s career an extraordinary amount of attention to the began to wane and not much more is details of his paintings. For example, coat known about the last years of his life. It is buttons, ruffled collars, a basketful of fresh unfortunate that there are few historical flowers, and a strange little black dog records to help us learn more about this holding a bird in its mouth are each painted African American artist. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 1. How did Joshua Johnston learn about art?

2. Why was early American folk art considered subjective?

3. Why is Johnston’s The Westwood Children a good example of American folk art?

✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯ Critical Thinking ill Companies, Inc.

Answer the following questions on a separate sheet of paper.

4. Synthesizing Information In what ways was folk art different from art done in a more realistic style?

5. Drawing Conclusions Why might people have found folk art appealing? Do you? Explain your answer.

72 Name Date Class

INTERPRETING POLITICAL CARTOONS Activity 5

DISPUTES OVER SLAVERY

The cartoon below, which was published in 1835, illustrates the growing disputes over the issue of slavery. The main figure, a Southern judge, sentences a white abolitionist to death by hanging. Directions: Study the cartoon below, and then answer the questions that follow. 5 CHAPTER raw-Hill Companies, Inc. raw-Hill

Sentence passed upon one for supporting that clause of our Declaration viz. All men are born free & equal. "Strip him to the skin! Give him a coat of Tar & Feathers!! Hang him by the neck, between the Heavens and the Earth!!! as a beacon to warn the Northern Fanatics of their danger!!!!" Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

(continued) 73 Name Date Class

ANALYZING THE CARTOON (continued) 1. Why is the judge pictured sitting on bales of cotton and tobacco?

2. Why does the judge have a foot on the Constitution?

3. Why is the judge shown with a donkey’s ears and carrying a whip? CHAPTER

4. Who are the “Northern fanatics” mentioned in the caption of the 5 cartoon?

6. Analyzing Information Why is the cartoon titled “Southern Ideas of Liberty”?

7. Drawing Conclusions Is this cartoon more sympathetic to the South, or to abolitionists? Explain. ill Companies, Inc.

74 Name Date Class

★ Reteaching Activity 5

Growth and Division, 1816–1832

National pride soared after the War of 1812. However, that sense of unity soon faded. The North embraced the Industrial Revolution, while the South concentrated on agriculture. These regional distinctions widened the growing rift between Northern and Southern states. DIRECTIONS: Complete the chart below. Briefly compare how changes in transportation, industrial development, and the labor force affected the North and the South differently.

Sectional Differences 5 Development The North The South 1. Transportation a. b. CHAPTER

2. Industrial Revolution a. b.

3. Labor Force a. b. raw-Hill Companies, Inc. raw-Hill

4. Critical Thinking Just as the Industrial Revolution transformed the labor force and society of the 1800s, the Information Revolution transformed the labor force and society of the 1900s and beyond. Name two major ways in which the Information Revolution has changed the labor force of American—and world—culture. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

75 Name Date Class

★ Enrichment Activity 5 ★ ★

The Monroe Doctrine

In the early 1820s, the United States States had little power to enforce it if was still a young, weak nation. President necessary. Nevertheless, the act symbolized Monroe’s decision to issue the Monroe America’s assertion of an important role in Doctrine was daring, because the United world affairs.

DIRECTIONS: Read the excerpt below from the Monroe Doctrine. Then answer the questions that follow on a separate sheet of paper. CHAPTER ★★

. . . [T ]he occasion has been judged proper for asserting, as principle in which the rights and interests of the United States are involved, that the American continents, by the free and independent condition 5 which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European power. . . . The citizens of the United States cherish sentiments the most friendly in favor of the liberty and happiness of their fellowmen on [the European] side of the Atlantic. In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport with our policy so to do. It is only when our rights are invaded or seriously menaced that we resent injuries or make preparation for our defense. . . . With the existing colonies or dependencies of any European power we have not interfered and shall not interfere. But with the governments who had declared their independence and maintain it, and whose Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H independence we have on great consideration and on just principles, acknowledged, we could not view any interposition for the purpose of oppressing them, or controlling in any other manner their destiny, by any European power in any other light than as the manifestation of an unfriendly disposition toward the United States. . . . ★★

Questions to Consider

1. What does President Monroe say about American involvement in European affairs? 2. What does the doctrine say about European colonization in the Americas? 3. What are the four foreign policy points made by the Monroe Doctrine? 4. GO A STEP FURTHER ➤ Based on this document, predict the likely position the United States would take if Great Britain sent troops to settle a border dispute between ill Companies, Inc. Argentina and Chile. Would the U.S. reaction be any different if, instead of sending troops, Britain offered to negotiate a peaceful settlement of the dispute? Explain.

76 Chapter 5 Section Resources

Guided Reading Activity 5-1 78 Guided Reading Activity 5-2 79 Guided Reading Activity 5-3 80 Guided Reading Activity 5-4 81 SECTIONS

77 Name Date Class

★ Guided Reading Activity 5-1

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best complete the sentence. Refer to your textbook to fill in the blanks. 1. The time of national pride after the War of 1812 was called by a Boston newspaper. 2. The War of 1812 had taught Republican leaders that a stronger was advantageous. 3. Without a to regulate currency, prices rose rapidly during the War of 1812. 4. The Tariff of 1816 was intended to protect by taxing imports in order to drive up prices. 5. President Madison vetoed Calhoun’s , arguing that spending money to improve transportation was not expressly granted in the Constitution. 6. The decision helped establish the Supreme Court as the nation’s SECTION final court of appeal. 7. In Gibbons v. Ogden, Justice Marshall ruled that anything crossing state boundaries came under .

5-1 8. Throughout the early 1800s, many fugitives fled to . Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 9. The , or Creek people who had retreated to Florida as American settlers seized their lands, used Florida as a base to stage raids against American settlements in . 10. In 1819, Spain handed over all of to the United States, and also finalized the western border of the . 11. By 1824, Spain’s empire had been reduced to three islands: Cuba, Santo Domingo, and . 12. The Quadruple Alliance was an effort to suppress movements against in Europe. 13. President declared in 1823 that the American continents were “henceforth not to be considered as subjects for future colonization by any European

powers.” ill Companies, Inc.

78 Name Date Class

★ Guided Reading Activity 5-2

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your textbook to fill in the blanks. I. A Revolution in Transportation A. The was a striking example of a revolution in transportation that swept through the Northern states in the early 1800s. B. Conestoga wagons carrying migrating pioneers traveled west on the . C. The made river travel more reliable and upstream travel easier. II. A New System of Production A. In the , manufacturing shifted from hand tools to large, complex machines. B. Companies that were in competition with each other were willing to experiment with new to make goods cheaper and to transport them faster. C. introduced mass production of cotton cloth to the United States. D. Eli Whitney popularized the concept of .

E. Samuel F.B. Morse began work on the in 1832. 5-2 F. By 1840, over percent of the total population could read. G. Women in publishing generally came from the young Republic’s growing

. SECTION H. The industrial boom created a new kind of laborer, the . I. During the late 1820s and the early 1830s, about 300,000 men and women belonged to some form of . raw-Hill Companies, Inc. raw-Hill III. Life in the North A. Until the late 1800s, employed more people and produced more than any other kind of work. B. Farming was more important in the South than in the North because the South had few and less . Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

79 Name Date Class

★ Guided Reading Activity 5-3

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to your textbook to write the answers. 1. What were the major cash crops of the South?

2. How did the cotton gin affect cotton production between 1792 and 1801?

3. How did the cotton gin affect the demand for slave labor? 4. What were the three large cities in the South? 5. In 1860, what percentage of the nation’s total manufacturing took place in the South? 6. What was the title of a person who held 20 or more enslaved people? 7. Who was near the bottom of the social ladder in the South and made up less than 10 percent of the white population? SECTION 8. What percentage of African Americans in the South were enslaved in 1850? 9. Under what system were enslaved persons organized into work groups that labored from sunup to sundown—plowing, planting, cultivating, or picking?

12. What was the central element of religious services held by enslaved African Americans? 13. How did enslaved men and women oppose the lifestyle forced on them? ill Companies, Inc.

80 Name Date Class

★ Guided Reading Activity 5-4

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section and answer the questions below. Refer to your textbook to write the answers. 1. Why did Missouri’s application for statehood raise tensions in 1819?

2. Who proposed a resolution that prohibited slaveholders from bringing new slaves into Missouri? 3. How was the crisis over Missouri resolved? 4. What legislation held out the hope that pairing the admission of free and slave states together would quiet the dispute over the expansion of slavery? 5. What controversy threatened final approval of Missouri’s admission to the Union?

6. How did Henry Clay engineer the second solution to the Missouri problem?

7. Who were the “favorite sons,” and what were their states? 5-4

8. What was the American System? SECTION

9. Why did the presidential election of 1824 need to be decided by the House of Representatives? raw-Hill Companies, Inc. raw-Hill 10. What was the “corrupt bargain”? 11. What two new political parties resulted from the election of 1824?

12. How did the rebuffs Adams suffered from Congress affect his performance in the election of 1828? 13. What is mudslinging? Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

Chapter 6 Resources The Spirit of Reform, 1828–1845 6

Reading Skills Activity 6 Linking Past and Present Activity 6 Formulating Questions ...... 85 The “Five Civilized Tribes” ...... 98

Historical Analysis Skills Activity 6 Primary Source Reading 6-1 CHAPTER Sequencing Events ...... 86 Northern Oppression ...... 99

Differentiated Instruction Activity 6 Primary Source Reading 6-2 The New Wave of Immigrants ...... 87 Women’s Wrongs ...... 101

English Learner Activity 6 American Art and Music Activity 6 The Spirit of Reform, 1828–1845 . . . . 89 Edward Hicks ...... 103

Content Vocabulary Activity 6 Interpreting Political The Spirit of Reform, 1828–1845 . . . . 91 Cartoons Activity 6 Andrew Jackson and the Second Academic Vocabulary Activity 6 Bank of the United States ...... 105 The Spirit of Reform, 1828–1845 . . . . 93 Reteaching Activity 6 Reinforcing Skills Activity 6 The Spirit of Reform, 1828–1845 . . . 107 Sequencing Events ...... 95 Enrichment Activity 6 Critical Thinking Skills Activity 6 Removal of Native Americans ...... 109 Determining Cause and Effect ...... 96

Time Line Activity 6 Reforming Society ...... 97

Name Date Class

★ Reading Skills Activity 6

Formulating Questions

★ LEARNING THE SKILL To be an effective reader, you need to ask questions while you are reading. Think about the things you would like to know about the topic. Authors usually try to provide answers to typical questions in the text, so you will often find answers to your questions by continuing your reading. If, however, you have questions unanswered by the text, discuss the topic with fellow class members or your teacher. If you think of questions as you are reading, you will remember what you read and increase your understanding of the topic. 6 One good way to formulate questions about the text is to add a who, what, where, when, or why to text headings. For example, if a heading reads “Manifest Destiny and Crisis,” one question you might ask would be “What does ‘manifest destiny’ mean?”

★ PRACTICING THE SKILL CHAPTER DIRECTIONS: The paragraph below starts with a heading that reads “The Abolitionist Movement.” Examples of questions you might ask using the heading are “What was the abolitionist movement?” “When did the abolitionist movement occur?” and “What was important about the abolitionist movement?” Read the paragraph below. Then note the places in the text where these example questions are answered. Of all the reform movements that began in the early 1800s, the movement calling for abolition, or the immediate end to slavery, was the most divisive. By pitting North against South, it polarized the nation and helped bring about the Civil War. 1. What was the abolitionist movement? raw-Hill Companies, Inc. raw-Hill 2. When did the abolitionist movement occur?

3. What was important about the abolitionist movement?

★ APPLYING THE SKILL DIRECTIONS: Use the questioning skill to explore what you have learned in this chapter. Divide into five groups. Each group should take one section from the chapter and, on a separate sheet of paper, use the headings in the section to formulate questions. For example, in Section 1, “Jacksonian America,” one heading reads “The Nullification Crisis.” One question you might ask is “What was the nullification crisis about?” Another question might be “Who was involved in the nullifiation crisis?” Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, When you have come up with your list of questions, go through the text with your group and find the answers. If you cannot find answers to your questions, use the unanswered questions to discuss the section with each other, or ask your teacher to help you find the answers to these questions. 85 Name Date Class

★ Historical Analysis Skills Activity 6

Sequencing Events

★ LEARNING THE SKILL Historians need to place historical events into correct chronological sequence in order to place events in context. Authors use various words to show you the order of events, or chronological sequence, in time. These words include first, second, next, immediately, then, since, later, before, after, and last. Dates and times also are signals that show you when an event occurred in relation to other events. Graphs and time lines also help you sequence events in relation to each other. All of these tools provide

CHAPTER clues you can use in your reading to understand how events unfolded.

★ PRACTICING THE SKILL DIRECTIONS: Read the following paragraphs about one of the new religious groups that

6 emerged during the Second Great Awakening. Underline the signal words that show you the chronological order of events. Then answer the following questions. Joseph Smith began preaching Mormon ideas in 1830 after claiming to be called to restore the Christian Church to its original form. Smith published the Book of Mormon that year . . . After enduring harassment in Ohio, Missouri, and elsewhere, Mormons moved to Commerce, Illinois, in 1839. They bought the town, renamed it Nauvoo, and began building their community. The group prospered, with Nauvoo growing to about 15,000 people by 1844. Persecution contin- Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H ued, however, and that same year, local residents murdered Smith. Brigham Young then became the leader of the Church. The Mormons left Illinois and trekked westward to the Utah territory. 1. When did Joseph Smith publish the Book of Mormon? 2. Which happened first: the move to Utah or to Illinois? 3. What had happened to the Mormons in Nauvoo by 1844? 4. When did Brigham Young become the Mormon leader? 5. Which happened first: the publication of the Book of Mormon or the purchase of Nauvoo, Illinois?

★ APPLYING THE SKILL DIRECTIONS: Work with a partner to sequence the events described in Sections 3 and 4 of Chapter 6. Divide the two sections between you and identify the key events relating to the reform movements. Look for signal words that indicate the correct order of events. Then cre- ill Companies, Inc. ate a time line to help you keep track of the events in relation to each other. Share your completed time lines with your classmates.

86 Name Date Class

★ Differentiated Instruction Activity 6

The New Wave of Immigrants Millions of immigrants came to the United States in search of a better life during the 1800s. The biggest group came between 1815 and 1860. During this time, over 5 million people arrived. Daniel Guiney left Ireland and moved to the United States in 1850. Later, he wrote to family members describing his new home. Read the excerpt from his letter below. Then answer the questions that follow. “We mean to let you know our situation at present. . . We arrived here about five o’clock in the afternoon of yesterday, fourteen of us together, where we were received with the greatest kindness of respectability. . . When we came to the house we could not state to you how we were treated. We had potatoes, meat, butter, bread, and tea for dinner. . . If you were to see Denis Reen 6 when Daniel Danihy dressed him with clothes suitable for this country, you would think him to be a boss or steward, so that we have scarcely words to state to you how happy we felt at present.” Directions: Answer the following questions based on the excerpt above.

1. Making Inferences Based on the quote above, how was Daniel feeling about being in CHAPTER the United States? raw-Hill Companies, Inc. raw-Hill

87 Name Date Class

★DifferentiatedDifferentiated Instruction Instruction Activity Activity 66 (contin-(continued)

FOR THE TEACHER Teaching Strategies for Different Learning Styles The following activities are the ways the basic lesson can be modified to accommodate students’ different learning styles: English Learners (EL) Review the term inference with the students. Say it as you write it. Define the term and provide examples of it that are relevant to students’ own experience, such as making inferences when reading a story to predict the ending. Pair English Learners with more proficient speakers to answer the questions.

CHAPTER Advanced Learners (AL) Immigrants played a direct role in changing the United States. Have students research different groups of immigrants. Their findings should include reasons why they left their home countries and how they were treated in the United States. Below Grade Level (BL) Ask students to read a few sentences from the selection. Have them

6 work in pairs to make inferences about the text. Discuss those inferences together as a group. Have them continue reading together, making additional inferences, and taking notes as they move through the selection. Then have them use their notes to answer the questions. On Grade Level (OL) Have students read the quote and answer the questions independently in complete sentences. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H ill Companies, Inc.

88 Name Date Class

English Learner Activity 6 ★★★★★★

The Spirit of Reform, 1828–1845

★ A. PRE-READING ACTIVITY Previewing the Material

Directions: Before reading the primary source from The First Forty Years of Washington Society on page 222, answer the following questions. 1. What do you think it would be like to attend a presidential inauguration? 6 CHAPTER 2. The passage presents the thoughts of a woman who attended Andrew Jackson’s inauguration. What kind of crowd do you think would have attended the inauguration of a soldier and fighter like Jackson?

★ B. PRE-READING ACTIVITY Vocabulary Review

raw-Hill Companies, Inc. raw-Hill Directions: Reviewing the words and expressions below will help you understand the reading. majesty (n.): magnificence or splendor disappeared (v.): passed from view rabble (n.): crowd that is difficult to control mob (n.): a noisy, disorderly crowd of people; (v.) to swarm or rush romping (v.): running and jumping literally (adv.): according to the exact words suffocated (v.): had difficulty breathing eagerness (n.): having a strong desire or enthusiasm retreat (n.): an act or process of leaving usually a dangerous situation struggle (n.): a difficult task requiring great effort or energy

Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, refreshments (n.): food or drink that refreshes levee (n.): a reception usually in honor of a person en masse (adv.): as a group or in a mass of people or things (continued) 89 Name Date Class

English Learner Activity 6 (continued) ★★★★★

★ C. READING COMPREHENSION ACTIVITY Understanding Details Directions: Circle the word or phrase that completes each sentence correctly according to the reading on page 222. 1. The writer expected the inauguration of a president to have a (lively/peaceful) atmosphere. 2. The crowd actually behaved in a fairly (dignified/rude) manner. 3. The people were (eager/unenthusiastic) to meet the president.

CHAPTER 4. Only invited people were expected to (attend/leave) the inauguration. 5. The writer was (surprised/pleased) by the behavior of the crowd. 6. The president believed that the people should (rule/follow).

6 ★ D. WORD BUILDING ACTIVITY Word Meanings Directions: Circle the word in each row that has a different meaning than the other two. 1. rabble team mob 2. struggle endure accept

3. visible vanish disappear Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 4. splendor ordinary majesty 5. romp slow-moving lively 6. advance retreat withdraw 7. rest relax refreshments 8. literal figurative poetic 9. levee riverbed reception 10. suffocate breathe smother 11. eagerness enthusiasm boredom

Nouns and Verbs Directions: In each sentence below use context to decide whether the underlined word is a noun (N) or a verb (V). ill Companies, Inc. 1. ______The crowd struggled to reach the refreshments. 2. ______The reception had turned into a mob. 3. ______The struggle to shake hands with the hero was undignified. 4. ______The soldier retreated through the open doorway.

90 Name Date Class

★ Content Vocabulary Activity 6

The Spirit of Reform, 1828–1845

DIRECTIONS: Circle the term that best completes each sentence. Then answer the question at the bottom of the page. 1. A (benevolent, utopian) society is focused on spreading the word of God and combating social problems. 2. In the 1830s, the idea of (emancipation, abolition) called for the immediate ending of slavery. 3. (Transcendentalism, Romanticism) is a philosophy emphasizing imagination and 6 emotions. 4. Those who advocated (temperance, penitence) called for moderation in or abstinence from the consumption of alcohol.

5. William Lloyd Garrison believed the only solution to slavery was immediate CHAPTER (emancipation, liberation), or the freeing of enslaved persons. 6. Many reformers in the mid-1800s desired to create a perfect society known as a (benevolent society, utopia). 7. (Transcendentalism, Romanticism) emphasized the relationship between humans and nature. 8. In the 1800s, states that did not support the federal government would threaten to (nullify, secede from) the union. 9. New immigrants to America often faced hostility and hatred known as (racism, raw-Hill Companies, Inc. raw-Hill nativism). 10. Many early antislavery groups supported the theory of (gradualism, legalism), which called for a slow, measured approach to ending slavery. 11. (Nullification, Abolition) is the theory that states have the right to declare a federal law invalid. 12. A (reformatory, penitentiary) was a prison whose purpose was to reform prisoners. 13. Use the following terms to explain how Andrew Jackson, the people’s president, worked to involve more ordinary citizens in government and make the political system more democratic: spoils system, caucus system, suffrage, national nominating convention. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

Name Date Class

Academic Vocabulary Activity 6 ★★★★★★

The Spirit of Reform, 1828–1845

Key Words

evident philosopher imposition exposure institution compensate predominantly demonstration

★ A. WORD MEANING ACTIVITY 6 Vocabulary in Context Directions: Using context clues, choose the best definition for each underlined word.

1. People who supported nullification felt it was evident that since the states had created CHAPTER the Union, they could declare federal laws to be unconstitutional. A. uncertain B. clear C. ambiguous 2. Early abolitionists favored a gradual approach and planned to compensate slaveholders for their financial losses. A. punish B. support C. pay 3. Slavery has often been called the South’s “peculiar institution,” vital to their way of life. A. establishment B. policy C. tradition 4. During the 1800s, the United States received a huge flood of new immigrants, predominantly from Ireland and Germany.

raw-Hill Companies, Inc. raw-Hill A. forcefully B. mainly C. rarely 5. Many Cherokee died of disease, hunger, and exposure from the cold on the “Trail of Tears.” A. sheltered B. inexperience C. unprotected 6. The reform spirit of the Great Awakening influenced writers and philosophers of the period, such as the transcendentalists. A. thinkers B. artists C. followers Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

(continued) 93 Name Date Class

Academic Vocabulary Activity 6 (continued) ★★★★

7. Some immigrants felt it was an imposition to require children, who could be family wage earners, to attend public schools. A. advantage B. improvement C. burden 8. Marches and protests can be powerful demonstrations of support for a cause. A. expressions B. disputes C. misunderstandings

TEST YOUR KNOWLEDGE Directions: Use your knowledge of the underlined words to complete the following

CHAPTER statements. 1. When something is evident, it is A. taken away B. clear C. ignored 2. Philosophers are people who 6 A. think B. work C. paint 3. A pine forest is predominantly, or composed of pine trees. A. rarely B. unlikely C. mostly

NOUN VERB

4. compensate

5. demonstration

6. institute

7. exposure

8. impose ill Companies, Inc.

94 Name Date Class

★ Reinforcing Skills Activity 6

Sequencing Events

★ LEARNING THE SKILL Sequencing events involves placing a series of connected series in the correct order in which they occurred. Understanding the sequence of events involves identifying when the events occurred in relation to each other. Look for “clue words” such as later, since, then, meanwhile, first, next, until, finally, since, and dates when key events happened. To identify the sequence of events, first identify the main events. Next, decide which event occurred first. Then, look for the next event that occurred as a result of the first event. Look for logical relationships between the events. 6

★ PRACTICING THE SKILL DIRECTIONS: For the statements below about Jackson’s Native American policy, complete the chart to determine the sequence of events. The numbers do not necessarily indicate the order in which the events occurred. CHAPTER

First Event Second Event Third Event

1. In 1832, the Cherokee hired lawyers to sue the state of Georgia in order not to be relocated. raw-Hill Companies, Inc. raw-Hill 2. Until 1838, most Cherokee resisted the government’s offers of land. Then, despite the fact that they had won in court, the government sent in the army to force the Cherokee from their homes. 3. In 1830, Andrew Jackson pushed through Congress the Indian Removal Act, which provided money to relocate Native Americans. ★ APPLYING THE SKILL DIRECTIONS: Read the section of your textbook that describes Jackson’s battles with the national bank. Create a sequence of events chart on a separate sheet of paper to clarify the order of events. Use the chart to create a time line of these events. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

95 Name Date Class

Critical Thinking Skills Activity 6 Determining Cause and Effect

LEARNING THE SKILL Much of history is the explanation of the causes and results of events. Any person, condition, or event that makes something happen is called a cause. What happens as a result is an effect. Cause-and-effect relationships explain why things happen and how actions produce other actions. Cause-and-effect relationships can be simple or complex. Sometimes several different causes produce a single effect. At other times, one cause can produce several effects. Use the following guidelines to help you determine cause and effect: • Identify two or more events. CHAPTER • Ask questions about why the events occurred. • Look for vocabulary cues to help decide whether one event caused the other. Words or phrases such as because, as a result of, for this reason, therefore, thus, as a consequence, brought about, led to, produced, and if . . . then indicate cause-and-

6 effect relationships. • Look for relationships between the events, such as “He overslept, and then he was late for work.” • Identify the outcomes of the events.

PRACTICING THE SKILL DIRECTIONS: For each statement that follows, identify the cause and the effect. If the state- Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H ment does not illustrate a cause-and-effect relationship, write “None.” 1. Because Shakers did not believe in marriage or having children, their communities could grow only by making converts. Cause: Effect: 2. The Shakers’ insistence on total equality between the sexes was a consequence of their belief that God was both male and female. Cause: Effect: 3. As a result of the Shakers’ desire to live “simply,” the furniture and other products they made lacked ornamentation. Cause: ill Companies, Inc. Effect: 4. Shaker men and women were not allowed to shake hands with one another or even pass on the stairs. Cause: Effect:

96 Name Date Class

★ Time Line Activity 6

Reforming Society

DIRECTIONS: Use the information on the time line and information from the textbook to fill in the blanks below.

1831 The Liberator is 1845 Frederick Douglass 1852 First mandatory published for the first publishes his autobiography. school attendance law 1837 Mt. Holyoke time. Seminary opens. 1849 Amelia Bloomer begins women’s dress reform. 6

1830 1840 1850 1860

1833 American 1837 Horace Mann 1843 Dorothea Dix 1851 Maine and Illinois prohibit Temperance Union is begins education reports on prison liquor sales and distribution. CHAPTER founded. reforms. conditions. 1851 A juvenile reformatory is founded.

One of the first influential abolitionist leaders was William Lloyd Garrison, who began publishing the abolitionist paper (1) in Boston in 1831. Many African Americans also used their influence to fight slavery. Frederick Douglass was one such leader. In (2) he published his autobiography, including details about his life as a slave. raw-Hill Companies, Inc. raw-Hill Women’s rights expanded during this time. In 1837 Mary Lyon opened the doors to (3) , the first institution of higher education for women. In (4) Amelia Bloomer began crusading for women’s dress reform because many styles of the day were restrictive and cumbersome. The term “bloomers” originated with her. Women also promoted social changes. Dorothea Dix was so appalled after seeing a prisoner’s living conditions that she began speaking out for better treatment in prisons and asylums. In (5) she presented a report on these conditions to the Massa- chusetts legislature. Mary Carpenter fought to reform juveniles, rather than imprison them. In 1851 she founded the first (6) .

Other moral reforms included the fight for the prohibition of liquor, or “temperance.”

Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, The American Temperance Union was founded in (7) . And in 1851 (8) and (9) passed laws prohibiting the sale or distribution of liquor. 97 Name Date Class

and Present Ac Linking Past tivity 6

The “Five Civilized Tribes”

By the 1830s, the Cherokee, Many descendents of these T H E N Chickasaw, Choctaw, Creek, and N O W five groups still live in Oklahoma. Seminole Native Americans had Some members, however, had lived in close contact with white escaped the forced move and settlers for more than a hundred years. They had fled to other areas of the Southeast. Their descendents adopted many aspects of white culture. Because now live in Florida, North Carolina, and Mississippi. whites considered their own ways more “civilized,” Government policy toward Native Americans has

CHAPTER they referred to these groups as the five civilized varied greatly over the years. At times, it treats Native tribes. Yet adopting white culture did not save these American nations as separate and independent cul- Native Americans from the land-hungry settlers. tures. At other times, it passes laws to pressure Native White encroachment had been forcing Native Americans into assimilating into the mainstream cul- Americans from their lands since the early 1800s. The ture. Since 1975, the general policy has been to allow 6 Indian Removal Act of 1830, however, gave it a push. Native American groups to govern themselves. This law required Native Americans to give up their Today Native Americans continue to work for the lands and move west. At the time, the five groups right to control their own affairs and to preserve their occupied rich lands in the Southeast. They were cultures. They are seeking to control the extraction of forced to move beyond the Mississippi River to Indian resources from their lands. They are trying to guard Territory, in what is now Oklahoma. their hunting and fishing rights. Some are suing to Through the winter of 1838–1839, soldiers forced regain lost lands or payment for them.

13,000 to 17,000 Cherokee on a western march Another goal of many Native Americans is to throw Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H through freezing temperatures with inadequate food. off popular stereotypes of them. For some, the Thousands of Cherokee died. The Cherokee called the use of Native American names journey the Trail of Tears. The other groups experi- and mascots for sports teams enced similar suffering in their journeys. is offensive. Headdresses In Oklahoma, each of the five groups formed a and face paints are part of nation. They cleared land for farms, built schools, and Native American religious set up governments. rituals, and Native In exchange for giving up their land for a fraction Americans consider of its worth, the federal government pledged to the mimicry of them uphold their rights to Indian Territory. Yet this protec- by sports teams as tion broke down after the Civil War. The groups had disrespectful. fought for the Confederacy. Partly as punishment, Congress took away much of their land.

CRITICAL THINKING ill Companies, Inc. Directions: Answer the questions below on a separate sheet of paper. 1. Determining Cause and Effect In what ways might assimilation harm Native Americans? 2. Drawing Conclusions Many Native Americans are calling for the return of ancestral remains and artifacts currently on display in museums. Why do you think this is so? 3. Analyzing Information White settlers forced Native Americans onto small, remote lands. How do you think this affected the Native Americans’ ability to thrive?

98 Name Date Class

Primary Source Reading 6-1 ★★★★★★

Northern Oppression Reader’s Dictionary ★ About the Selection interrogatories: questions Because of the institution of slavery, the pall: a covering that darkens oppression of African Americans is mostly tendril: thread-like growth that certain plants, associated with the pre-Civil War South. such as grapes, use for support However, African Americans also experi- wantonness: cruel or immoral behavior enced oppression and racism in the North, especially during periodic riots, such as the

one which occurred in Philadelphia in 6 August 1842. Several people were killed, many more injured, and numerous buildings effects on the African Americans who suf- leveled. State troops finally restored order. fered during the riot. Such riots often occurred during hard times, and 1842 was a year of severe economic CHAPTER depression. The letter below, written by an GUIDED READING anonymous African American to the white As you read, identify the author’s moods abolitionist Henry C. Wright and published and feelings caused by the riot. Then in the Liberator, emphasizes the psychological answer the questions that follow.

★★

am every way disqualified for making proper answers to your interrogatories Iin reference to one of the most ferocious and bloody-spirited mobs that ever cursed a Christian community. I know not where to begin, nor where raw-Hill Companies, Inc. raw-Hill nor how to end, in a detail of the wantonness, brutality and murderous spirit of the actors in the late riots; nor of the apathy and inhumanity of the whole community, in regard to the matter. Press, church, magistrates, clergymen and devils are against us. The measure of our suffering is full. “Man’s inhumanity to man,” indeed makes countless millions mourn. From the most painful and minute investigation into the feelings, views and acts of this community, in regard to us, I am convinced of our utter and complete nothingness in public estimation. I feel that my life, and those tendrils of my heart, dearer than life to me, would find no change in death, but a glorious riddance of life, weighed down and crushed by a despotism whose sway makes hell of earth—we the tormented, our persecutors the tormentors. But I must stop. I am sick, miserably sick. Every thing around me is as dark as the grave. Here and there, the bright countenance of a true friend is to be seen. Save that, nothing redeeming, nothing hopeful. Despair, as black as the Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, pall of death, hangs over us, and the bloody will is in the heart of the community to destroy us.

(continued) 99 Name Date Class

Primary Source Reading 6-1 (continued) ★★★★★

To attempt to reply to your letter, now, is impracticable. “I have no feeling—Scarce conscious is what I wish.” Yet never forget my gratitude to you, and all the dear, true and faithful friends in the sacred cause of human freedom.

Source: A Documentary History of the Negro People in the United States. New York: The Citadel Press, 1951.

READER RESPONSE

CHAPTER Directions: Answer the following questions on the lines below. 1. According to the author, what is the general public’s view of African Americans? 6

3. Why does the author have to stop his letter?

4. Critical Thinking Why do you think the author puts “Christian” in italics in the opening paragraph?

5. Critical Thinking What portion of this letter supports the statement that for evil to hap-

pen in the world, it is necessary for good people to not try to stop it? ill Companies, Inc.

100 Name Date Class

Primary Source Reading 6-2 ★★★★★★

Women’s Wrongs Reader’s Dictionary ★ About the Selection arrogating: claiming without justification Lucretia Mott and Elizabeth Cady passive: not resisting Stanton were two leading women’s rights advocates of the 1800s. Like many other advocates of their day, they were also active abolitionists, yet they could not participate Jones of Salem, editor of the Anti-Slavery in the 1840 World Anti-Slavery Convention Bugle and ardent suffragette, delivered the in London because they were women. 6 major address of the convention, excerpts Angered at such treatment and inspired by from which appear below. the Declaration of Independence and the ideals of Jacksonian democracy, Mott and Stanton organized the first women’s rights GUIDED READING convention in Seneca Falls, New York, in As you read, identify who Jones blames CHAPTER 1848. Two years later, the second conven- for the lack of women’s rights. Then answer tion took place in Salem, Ohio. J. Elizabeth the questions that follow.

★★

here is not, perhaps, in the wide field of reform, any one subject so diffi- Tcult to discuss as that of Woman’s Rights. I use the term “Woman’s Rights,” because it is a technical phrase. I like not the expression. It is not Woman’s Rights of which I design to speak, but of Woman’s Wrongs. I shall claim nothing for ourselves because of our sex—I shall demand the recognition of no

raw-Hill Companies, Inc. raw-Hill rights on the ground of our womanhood. In the contest which is now being waged in behalf of the enslaved colored man in this land, I have yet to hear the first word in favor of his rights as a colored man; the great point which is sought to be established is this, that the colored man is a human being, and as such, entitled to the free exercise of all the rights which belong to humanity. And we should demand our recognition as equal members of the human family. . . . But tho’ woman has no rights peculiar to her sex—none which belong to her because she is a woman; yet she has wrongs, great wrongs, which are peculiar to her—wrongs political, wrongs social, aye, and wrongs religious. . . . [But woman] appears not before the world as a sufferer. Her very name is associated with happiness and hope, with freedom and love and beauty. . . . Hence, when we speak of the injustice that is done her, of the disabilities under which she labors, we are met with incredulity, perchance with sneers and sarcasm. . . . Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, . . . I am very far from arrogating any degree of perfection for my own sex. Neither do I believe that men are any more to blame for the present

(continued) 101 Name Date Class

Primary Source Reading 6-2 (continued) ★★★★★

degraded condition of woman, than the women are themselves. I cannot tell how it was in the beginning, but at the present time, there is on the part of a majority of women a passive yielding up of all their rights, a desire, I might say, to lose their individuality, and merge their existence into that of their husbands. It is feminine to feel dependent, to need protection; it is poetical to be like the clinging vine, unable to sustain one’s self; it is very romantic to be weak and helpless, and have the gallantry and chivalry of man extended to us! We have not acted as though we were rational and accountable beings; we have tried to step aside from the battle-field of life, and rid ourselves of the

CHAPTER responsibilities of an individual existence. Under such circumstances, it is no wonder that man has taken the power into his own hands. . . . I say the fact that woman does not know that she is robbed of her rights, shows the extent of her enslavement; it shows that a long train of abuses and usurpations has completed the work of degradation—has blinded her to

6 a sense of justice and of equal rights.

Source: The Salem, Ohio 1850 Women’s Rights Convention Proceedings, compiled and edited by Robert W. Audretsch. Salem Area Bicentennial Committee and Salem Public Library, 1976.

READER RESPONSE

2. According to Jones, what is the basis of the “contest” being fought for the enslaved African American male?

3. Who does Jones blame for the “present degraded condition of woman”?

4. Critical Thinking What argument does Jones make to explain why many woman do not ill Companies, Inc. believe they are denied equal rights?

102 Name Date Class

★ American Art and Music Activity 6

✯✯✯✯✯✯✯✯✯✯✯✯ Edward Hicks ✯✯✯✯✯✯✯✯✯✯

ost people don’t recognize the painting signs, probably for local businesses name Edward Hicks, but they do and farms. His experience as a sign painter M recognize his artwork. can easily be seen in one of his later paint- Reproductions of this artist’s most famous ings, The Falls of Niagara. This painting, done painting, titled Peaceable Kingdom, can often in 1825, includes great attention to detail, as be found in stores today, in the form of seen in the intricate inscription that sur- notecards, calendars, bookmarks, posters, rounds the main scene. The inscription is and even wrapping paper! This painting has taken from a poem written in 1818 that tells 6 been popular for decades, and for good rea- about a journey to Niagara Falls. son. It is art with a timeless message to As in all of his paintings, Hicks uses a which many people can relate. clear folk art style that is both naive and full Edward Hicks was born in 1780 and later of fantasy. A large part of what makes

became a Quaker minister in Bucks County, Hicks’s work so appealing is due to his CHAPTER Pennsylvania. Along the way, he also chose to close attention to detail. For example, while devote some of his time and artistic talents to The Falls of Niagara is primarily a landscape raw-Hill Companies, Inc. raw-Hill Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, Lambert/Archive Photos

Peaceable Kingdom (1834), one of nearly 60 versions.

103 Name Date Class

★ American Art and Music Activity 6 (continued)

of the famous waterfalls, it includes some of the wild animals is actually based on the sub- remarkable details: a beaver perched on a fallen ject of an earlier painting titled Peaceable Kingdom log nibbling on a branch of wood; a moose of the Branch by an English artist. watching the falls behind him, with its head The second subject in Peaceable Kingdom and turned; and a very small figure of a person in the its many variations is a group of colonial men background with raised arms, as if worshiping and Native Americans who stand in the back- the magnificence of the water before him. ground, probably negotiating a treaty. This sec- While the subjects of Hicks’s paintings are ond theme is taken from a painting by Benjamin mostly limited to American nature scenes, views West called Penn’s Treaty With the Indians. Hicks of Pennsylvania farms, and religious images, his was a great admirer of William Penn, charming style comes through as likable, famil- Pennsylvania’s founding father. Hicks felt that CHAPTER iar, and cheerful. This could not be more true of Penn was devoted to bringing about the fulfill- Hicks’s most famous painting, Peaceable Kingdom. ment of the peaceful coexistence of humankind. Peaceable Kingdom was painted in 1834. Hicks It seemed natural to a Quaker minister such as actually painted many variations of this same Hicks to include this spirit of peace in his paint-

6 painting, and today nearly 60 versions are ings. known! Almost all of these paintings include two While both subjects, or themes, of Hicks’s subjects in particular: wild animals and children Peaceable Kingdom are borrowed from other in the foreground, and a group of people in the sources, Hicks uses his own imagination to cre- background. ate a magical quality in his work. This quality is The wild animals shown in Peaceable evident not only in his subject matter, but in Kingdom include the ox, the lion, and the lamb. Hicks’s use of color and details, such as the spots They are all lovingly attended to by three chil- on the leopard’s skin. Peaceable Kingdom is a skill- dren. The children appear to have a magical rela- ful blend of Edward Hicks’s artistic talent with Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H tionship with the animals. In fact, Hicks’s theme his religious vocation.

1. What attracted many people to Hicks’s folk style?

2. What is the title of Hicks’s most famous piece of work? Describe this painting.

3. Describe the two subjects in most versions of Hicks’s Peaceable Kingdom.

✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯

Critical Thinking ill Companies, Inc.

4. Synthesizing Information How was Peaceable Kingdom a joining of Hicks’s talents and his beliefs?

5. Drawing Conclusions In what ways do Hicks’s paintings provide insights into American history?

104 Name Date Class

INTERPRETING POLITICAL CARTOONS Activity 6

ANDREW JACKSON AND THE SECOND BANK OF THE UNITED STATES

Andrew Jackson’s veto of the charter of the Second Bank of the United States set off a firestorm of protest. Many newspapers, especially in the East, vigorously opposed Jackson’s action. It is no coinci- dence that those newspapers happened to be owned by some of the wealthiest people in the

United States who benefited most from the Bank. 6 Thus, while there are few cartoons from this period supporting Andrew Jackson’s battle against the Second Bank of the United States, there are many criticizing him. On this page are two cartoons commenting on Jackson and the Bank. CHAPTER

Directions: Study the cartoons, and then answer the questions that follow.

Collection of the New York Historical Society, New York. (continued) 105 Name Date Class

ANALYZING THE CARTOONS ACTIVITY 6 (continued) 1. The two cartoons on the previous page focus on the same person, Andrew Jackson. How does each cartoon portray Jackson in order to express its support or criticism of his actions against the Second Bank of the United States? Bottom cartoon:

Top cartoon: CHAPTER

2. How does the bottom cartoon use size to make its statement? What other symbols does it use? 6

3. What symbols does the top cartoon use? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H CRITICAL THINKING 4. Drawing Conclusions Why would the top cartoon stir more emo- tion in Jackson’s day than it does today?

5. Making Inferences Which cartoon do you think was more popular in the West? In the East? Which was more popular among farmers? Which was more popular among lawyers? ill Companies, Inc.

6. Detecting Bias Working in small groups, find some modern examples of cartoons that show pro and con opinions of the same person. Present these cartoons to the class, and have the class decide which pair of cartoons is most effective.

106 Name Date Class

★ Reteaching Activity 6

The Spirit of Reform, 1828–1845

Reform was the watchword of the Jacksonian era. Andrew Jackson sought to reform politics by reaching out to the ordinary citizen. Ordinary Americans responded by seeking to apply the truths stated in the Declaration of Independence to all aspects of national life. This generation of reformers left its stamp on religion, philosophy, literature, education, and civil rights. Later generations adopted this spirit of reform, which continues to this day. DIRECTIONS: Each individual or group listed below represents a reform movement. Identify each individual or group, and then indicate the nature of the reform they promoted and/or the goal they sought to achieve.

1. Ralph Waldo Emerson: 6

2. The Shakers: CHAPTER

3. Dorothea Dix:

4. American Temperance Union:

5. Horace Mann:

6. Emma Willard: raw-Hill Companies, Inc. raw-Hill 7. Elizabeth Cady Stanton:

8. William Lloyd Garrison:

9. Frederick Douglass:

10. Critical Thinking Name at least one specific reform currently being sought on a national, state, or local level. Briefly explain its stated goal(s). Consider the areas of education, civil rights, the environment, religion, substance abuse, mental health, and government. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

107

Name Date Class

★ Enrichment Activity 6 ★ ★

Removal of Native Americans

American democracy in the Age of In 1830 Jackson passed the Indian Removal Jackson did not extend to Native Americans. Act. This act provided government money The conquest of their lands and their near and support for the states to relocate Native expulsion from the eastern United States to Americans. The Cherokee of Georgia make room for white settlement went on resisted relocation. They hired lawyers and unabated during the 1820s and 1830s. Not sued the state of Georgia. In 1832 their case, all Americans agreed with Jackson’s treat- Worcester v. Georgia, went to the Supreme ment of Native Americans, but most did. Court. 6 DIRECTIONS: Read the following description of President Andrew Jackson’s clash with Chief Justice John Marshall over the forced removal of the Cherokees from Georgia in the 1830s. Then read Andrew Jackson’s viewpoint and historian Robert Remini’s defense of Jackson. Answer the questions that follow. CHAPTER ★★

“Marshall has made his decision—now let him enforce it” was President Jackson’s rebuff to the Chief Justice’s strongly worded majority opinion in the 1832 Worcester v. Georgia case. Marshall’s opinion went far beyond freeing the plaintiff, Samuel Worcester, a white missionary and United State postmaster who openly sympathized with the Cherokees and who was jailed for not getting permission from the state of Georgia to stay in Cherokee territory. Marshall: The Cherokee nation . . . is a distinct community, occupying its own territory, with boundaries accurately described, in which the laws of Georgia can have no force, and which the citizens of Georgia have no right to enter but with the assent of the Cherokee themselves or in conformity with treaties and with the acts of Congress. . . . The acts of Georgia are repugnant to the Constitution, laws, and treaties of the United States.” raw-Hill Companies, Inc. raw-Hill From Bill Severn’s John Marshall—The Man Who Made the Court Supreme, David McKay, 1969. Jackson: I have long viewed treaties with the Indians an absurdity, not to be reconciled to the principles of our Government. . . . The Indians live within the Territory of the United States and are subject to its sovereignty. . . . Remini: Jackson’s commitment to the principle of removal resulted primarily from his concern for the integrity and safety of the American nation. It was not greed or racism that motivated him. He was not intent on genocide. He was not involved in a gigantic land grab for the benefit of his Tennessee cronies— or anyone else. . . . He [had come] to the unshakable conclusion that the only policy that benefited both peoples, . . . was removal. The extinction of the Indian, in his mind, was inevitable unless removal was offi- cially adopted by the American government. From Robert V. Remini’s The Life of Andrew Jackson, Harper & Row, 1988.

(continued) 109 Name Date Class

★ Enrichment Activity 6 (continued)

Questions to Consider

1. Do you think Jackson’s attitude and Remini’s defense are justified? Explain your reasoning.

2. Assuming that Remini’s defense of Jackson is justified, in what way is Marshall’s viewpoint and Jackson’s viewpoint alike? CHAPTER

3. Assuming that Remini is incorrect in his defense of Jackson, how are Marshall and Jackson’s viewpoints toward Native Americans different? 6

4. GO A STEP FURTHER ➤ After President Jackson refused to enforce the Supreme Court’s order, the Cherokee were left virtually defenseless. In 1835 they were coerced into sign- ing the Treaty of New Echota and began their disastrous “Trail of Tears” march to the West. Imagine you are a Cherokee teenager. Describe how you felt about your family’s

800-mile, midwinter journey from your home in Georgia across Tennessee, Kentucky, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H Illinois, and Missouri, to what is now Oklahoma. ill Companies, Inc.

110 Chapter 6 Section Resources

Guided Reading Activity 6-1 112 Guided Reading Activity 6-2 113 Guided Reading Activity 6-3 114 Guided Reading Activity 6-4 115 SECTIONS

111 Name Date Class

★ Guided Reading Activity 6-1

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to supply the details that support or explain each main idea.

★ Main Idea: Beginning in the early 1800s, the nation witnessed a growth of democracy as government became more inclusive and ordinary citizens became a greater political force. 1. Detail: In the presidential election of 1828, won the support of new voters, many of whom resided on the frontier. 2. Detail: More than earlier presidents, Jackson felt that the should rule in a democracy.

★ Main Idea: Early in Jackson’s presidency, he faced a crisis that centered on South Carolina but also highlighted the growing rift between the nation’s Northern and Southern regions. 3. Detail: John C. Calhoun put forth the idea of , which argued that states had the right to declare a federal law not valid. 4. Detail: In 1833 Congress passed the , authorizing the president to SECTION use the military to enforce acts of Congress.

★ Main Idea: Andrew Jackson’s commitment to expanding democracy did not benefit Native Americans. 6-1

5. Detail: In his inaugural address, Jackson declared his intention to move all Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H to the Great Plains. 6. Detail: In Worcester v. Georgia, Chief Justice John Marshall sided with the and ordered state officials to honor their property rights.

★ Main Idea: One of the most contentious developments of Jackson’s presidency was his campaign against the Second Bank of the United States. 7. Detail: To prevent the state banks from lending too much money, the Bank of the United States regularly collected and asked state banks to redeem them for gold and silver. 8. Detail: Jackson took his reelection as a directive from the people to .

★ Main Idea: By the mid-1830s, the Whig Party had emerged to oppose Jackson.

9. Detail: The Whigs advocated a stronger to support industrial and ill Companies, Inc. commercial development. 10. Detail: The Whigs hoped to defeat the Democrats in the election of 1840, so they nomi- nated , a war hero famous for his role in the Battle of Tippecanoe.

112 Name Date Class

★ Guided Reading Activity 6-2

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your textbook. Then use the information under the correct subheading to help you write each answer. I. The New Wave of Immigrants A. How many immigrants came to the U.S. between 1815 and 1860?

B. What was the nationality of the largest wave of immigrants?

C. What is nativism?

D. Who founded the American Party?

II. A Religious Revival A. What religious group traveled to Utah to escape persecution?

B. What did founders of utopian communities conclude about society? 6-2

C. What caused the number of Shakers to decline? SECTION III. Cultural Renaissance A. Where did romanticism originate? raw-Hill Companies, Inc. raw-Hill B. What did transcendentalism urge people to do?

C. What did Henry David Thoreau believe that individuals had to fight against?

D. Who is the best-remembered female poet of the era?

113 Name Date Class

★ Guided Reading Activity 6-3

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best complete the sentence. Refer to your textbook to fill in the blanks. 1. The of the mid-1800s stemmed in large part from the revival of religious fervor. 2. , a prominent minister, insisted that the nation’s citizenry should take charge of building a better society. 3. One striking feature of the reform movement was the overwhelming presence of . 4. A number of reformers argued that no social vice caused more crime, disorder, and poverty than the excessive use of . 5. New reformers energized the temperance campaign, and in 1851 Maine passed the first state law. 6. Underlying the prison reform movement was a belief in prisoners SECTION rather than merely locking them up. 7. New prisons, called , were intended to be places where individuals would work to achieve remorse.

6-3 8. In the early 1800s, many reformers began to push for a system of , Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H or government-funded schools open to all citizens. 9. One of the leaders of the public education movement was Massachusetts legislator . 10. In 1852 Massachusetts passed the first school attendance law. 11. The development of and other work centers separated the home from the workplace. 12. The idea that women should be homemakers and take responsibility for developing their children’s characters evolved into a set of ideas known as . 13. Margaret Fuller believed that if men and women were treated equally, it would end in society. 14. The Seneca Falls Convention marked the beginning of an organized

. ill Companies, Inc.

114 Name Date Class

★ Guided Reading Activity 6-4

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your textbook to fill in the blanks. I. The New Abolitionists A. Of all the reform movements that began in the early 1800s, the movement to end was the most divisive. B. Gradualism included three steps: stopping enslaved people from being brought into the country, phasing out enslavement in the and , and ending enslavement in the Lower South. C. In December 1816, antislavery reformers founded the to move African Americans to Africa. D. argued that enslaved African Americans should be freed immediately, without gradual measures or compensation to former slaveholders. E. In his pamphlet Appeal to the Colored Citizens of the World, advocated violence and rebellion as the only way to end enslavement.

F. William Lloyd Garrison published the Liberator and founded the . 6-4 G. The most prominent African American figure in the abolitionist movement was .

II. The Response to Abolitionism SECTION A. One reason that some Northerners opposed abolitionism was their fear of losing money that owed to Northern banks. B. Some Northerners resented Southern , who kidnapped African raw-Hill Companies, Inc. raw-Hill Americans in the North. C. While the North was building cities and factories, the South remained mostly . D. Southerners demanded the of abolitionist material as a condition for remaining in the Union. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

115

Chapter 7 Resources Manifest Destiny, 1820–1848 7

Reading Skills Activity 7 Linking Past and Present Activity 7 Formulating Questions ...... 119 Life on the Oregon Trail ...... 132

Historical Analysis Skills Activity 7 Primary Source Reading 7-1 CHAPTER Reading a Special Purpose Map . . . . 120 Plea from Pawnee Chief Sharitarish ...... 133 Differentiated Instruction Activity 7 Persuading People to Go West . . . . . 121 Primary Source Reading 7-2 Courage Beyond His Years ...... 135 English Learner Activity 7 Manifest Destiny, 1820–1848 ...... 123 American Art and Music Activity 7 Nathaniel Currier and Content Vocabulary Activity 7 James Ives ...... 137 Manifest Destiny, 1820–1848 ...... 125 Interpreting Political Academic Vocabulary Activity 7 Cartoons Activity 7 Manifest Destiny, 1820–1848 ...... 127 Native Americans and a Nation of Reinforcing Skills Activity 7 Immigrants ...... 139 Understanding Latitude and Reteaching Activity 7 Longitude ...... 129 Manifest Destiny, 1820–1848 ...... 141

Critical Thinking Skills Activity 7 Enrichment Activity 7 Identifying the Main Idea ...... 130 “Young America” ...... 142 Time Line Activity 7 Manifest Destiny ...... 131

117

Name Date Class

★ Reading Skills Activity 7

Formulating Questions

★ LEARNING THE SKILL To be an effective reader, you need to ask questions while you are reading. Think about the things you would like to know about the topic. Authors usually try to provide answers to typical questions in the text, so you will often find answers to your questions by continuing your reading. If, however, you have questions unanswered by the text, discuss the topic with fellow class members or your teacher. If you think of questions as you are reading, you will remember what you read and increase your understanding of the topic. One good way to formulate questions about the text is to add a who, what, where, when, or why to text headings. For example, if a heading reads “Settling New Lands,” one question 7 you might ask would be “Who settled new lands?”

★ PRACTICING THE SKILL

DIRECTIONS: The paragraph below starts with a heading that reads “Mexican Independence CHAPTER and the Borderlands.” Examples of questions you might ask using the heading are “When did Mexico win its independence?” “Who had been in control of Mexico?” and “Where were the borderlands?”

Read the paragraph below. Then note the places in the text where these example questions are answered. In 1821, after more than a decade of fighting, Mexico won its independence from Spain. During the decades that followed, Mexico experienced great turmoil and political chaos. The far northern territories of California, New Mexico and Texas remained part of Mexico, although their great distance from Mexico City allowed for considerable political independence. As the young Mexican republic struggled to establish a stable national government, it neglected its northern borderlands. raw-Hill Companies, Inc. raw-Hill 1. When did Mexico win its independence?

2. Who had been in control of Mexico?

3. Where were the borderlands?

★ APPLYING THE SKILL DIRECTIONS: Use the formulating questions skill to explore what you have learned in this chapter. Divide into four groups. Each group should take one section from the chapter and, on a separate sheet of paper, use the headings in the section to formulate questions. For example, in Section 1, “The Western Pioneers,” one heading reads, “Western Migration.” One question you might ask is, “Who led the western migration?” Another question might be, “When did the western migration take place?” Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, When you have come up with your list of questions, go through the text with your group and find the answers. If you cannot find answers to your questions, use the unanswered questions to discuss the section with each other, or ask your teacher to help you find the answers to these questions. 119 Name Date Class

★ Historical Analysis Skills Activity 7

Reading a Special Purpose Map

★ LEARNING THE SKILL Maps can be valuable tools for the study of history. Topographic maps reveal many things like national boundaries and the physical characteristics of land. Special purpose thematic maps provide information about immigration and voting patterns and the location of population centers. Do not be intimidated by even the most complicated looking maps. Ask questions such as “What type of map is this?” and “What is the purpose of this map?” Examine them carefully and they will open their secrets to you. CHAPTER ★ PRACTICING THE SKILL DIRECTIONS: In Chapter 7, you read about the overland trails that emigrants took to settle the western territories. Refer to your textbook and the Overland Trails map on page 256 to

7 answer the following questions. 1. What information does this map provide?

2. Through which present-day states did the Oregon Trail pass?

4. Which trail would you travel from Santa Fe in the New Mexico territory to Los Angeles?

★ APPLYING THE SKILL DIRECTIONS: Trails have been replaced by roads, especially state and interstate highways. Using a paper map and/or Internet sources, find the highway that is nearest to your school. On a separate sheet of paper, write the name and number of this highway, and list some of the cities or towns this highway passes through. What conclusions can you draw about the highway and the towns? ill Companies, Inc.

120 Name Date Class

★ Differentiated Instruction Activity 7

Persuading People to Go West

Settlers went west for many reasons. To help those settlers planning to move to either Oregon or California, Landford Hastings wrote the guidebook for the region. Review the information that is stated on the cover of his guidebook, illustrated here, and in the section “About the Author.” Then answer the questions below. LANSFORD W. HASTINGS AND THE EMIGRANTS’ GUIDE TO OREGON AND CALIFORNIA 7 About the Author • Lansford Hastings was a lawyer, an adventurer, and a promoter. CHAPTER • Hastings wanted California to be taken from Mexico. • Some people believed that Hastings had ambitions to be California’s first governor. • Hastings’s book, published in 1845, described a new and shorter route west. • Hastings’s knowledge of his suggested route was inaccurate.

raw-Hill Companies, Inc. raw-Hill • Hastings proposed a “cutoff” that he said would save 350 to 400 miles on the trip to California. Following the route led to many deaths.

Directions: On a separate sheet of paper, use the information from the cover illustration and facts about the author to answer the following questions: 1. Detecting Bias What is Hastings’s bias toward his subject matter? 2. Detecting Bias Rank the six bulleted points about the author according to whether they help you discover bias. Assign 1 to the point that seems most useful in discovering bias; Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, assign 6 to the point that seems least useful. Be prepared to explain the reasons for your ranking.

(continued) 121 Name Date Class

★ Differentiated Instruction Activity 7 (continued)

FOR THE TEACHER Teaching Strategies for Different Learning Styles The following activities are ways the basic lesson can be modified to accommodate students’ different learning styles: English Learners (EL) Review the term bias with students. Say it as you write it. Define the term and provide examples of it that are relevant to students’ own experience, such as developing a bias toward certain stores or brands, or against a television show. Pair students with proficient speakers to answer the questions. Advanced Learners (AL) Hastings played a direct role in the tragedy that befell the Donner CHAPTER Expedition. Have students research what happened. Their findings should include information about the cutoff, as well as notes that Hastings left for the travelers. Below Grade Level (BL) Ask students to copy the two-column chart below and use it to question or analyze each bulleted point about the author. To help students get started, pro- 7 vide an example of one response in the second column. Suggested answers are in italics.

Lansford Hastings was a lawyer, Was he reckless? Did he tell the truth? an adventurer, and a promoter. Hastings wanted California to be taken Why? How would Hastings gain? from Mexico.

Some people believed that Hastings had Is that why he wrote his book? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H ambitions to be California’s first governor. Hastings’s book described a new and How did Hastings know about the route? shorter route west. Was his knowledge accurate? Hastings’s knowledge of his suggested Did he deliberately lie about the route? route was inaccurate. Why did he publish inaccurate information?

Hastings proposed a “cutoff” that he said Was Hastings aware of how dangerous his would save 350 to 400 miles on the trip to advice was? California. Following the route led to many deaths.

On Grade Level (OL) Have students work independently to study the cover illustration, read and analyze the information about the author, and answer the questions in complete sentences. ill Companies, Inc.

122 Name Date Class

English Learner Activity 7 ★★★★★★

Manifest Destiny, 1820–1848

★ A. PRE-READING ACTIVITY Previewing the Material Directions: Before reading the primary source by John L. O’Sullivan from the United States Democratic Review on page 255, answer the following questions. 1. This passage presents ideas that inspired the concept of “Manifest Destiny.” John L. O’Sullivan had hopes and dreams for the future of a new country. What ideas do you

think would be important to create a “nation of progress?” 7 CHAPTER

2. John L. O’Sullivan said that “for this blessed mission…has America been chosen.” Explain what you think he meant by this. Who chose America? For what had America been chosen?

★ B. PRE-READING ACTIVITY raw-Hill Companies, Inc. raw-Hill Vocabulary Review Directions: Review the words and expressions below to help you understand the reading. conscience (n.): one’s sense of right and wrong destiny (n.): fate, or the influence of uncontrollable forces on the course of events enfranchisement (n.): the right of citizen’s to vote; suffrage hierarch (n.): a religious leader in a position of authority oligarch (n.): a member of a government in which a small group exercises control especially for corrupt and selfish purposes principle (n.): a standard or guide to behavior progress (n.): advancement; (v.) to move ahead pursuit (n.): a hunt; an activity that one engages as a career or occupation smite (v.): to kill or severely injure Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, tyranny (n.): a dictatorship enforced by power or terror universal (adj.): available to all members of a society

(continued) 123 Name Date Class

English Learner Activity 7 (continued) ★★★★★

★ C. READING COMPREHENSION ACTIVITY Understanding Details Directions: Circle the word that completes each sentence correctly according to the reading. 1. John O’Sullivan expresses (hope/doubt) about the destiny of America. 2. The early days of the nation are compared to a (party/birth). 3. The idea of universal enfranchisement applies to all (citizens/landholders). 4. The theme of (celebration/freedom) is reinforced through repetition. CHAPTER 5. O’Sullivan states that the purpose of the new nation is (blessed, uncertain). 6. The idea of (killing tyranny/fulfilling a mission) is used symbolically in the passage. 7. A nation of (progress/failure) would be certain to grow and succeed. 7 ★ D. WORD BUILDING ACTIVITY Word Meanings Directions: Circle the word in each row that has a different meaning than the other two. 1. widespread universal local 2. enfranchisement citizenship dependence

3. commoner dictator oligarch Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 4. accident destiny future 5. hierarch laborer nobility 6. comfort smite hit 7. pursuit search retreat 8. belief principle circumstance ill Companies, Inc.

124 Name Date Class

★ Content Vocabulary Activity 7

Manifest Destiny, 1820–1848

DIRECTIONS: Write true or false on the line before each definition. If the definition is false, write the correct term at the end of the statement. Then answer the questions at the bottom of the page. 1. A squatter traveled overland to the West, finding his own way with the help of guidebooks written by earlier emigrants.

2. An envoy is a person delegated to represent one country to another. 7 3. Persons of mixed European and Native American ancestry were known as

vaqueros.

4. An overlander settled on public land under government regulation with the CHAPTER hopes of acquiring the title to the land.

5. Incorporating a territory within the domain of a country is referred to as annexation.

6. Empresarios were Spanish-speaking inhabitants of Texas.

7. To cede means to give up something by treaty.

8. The Mexican government transferred control or secularized the missions from the religious to the civil government in 1834. raw-Hill Companies, Inc. raw-Hill

9. The cowboys, or rancheros, were the Spanish horsemen whose jobs centered around cattle ranching in the Southwest.

125

Name Date Class

Academic Vocabulary Activity 7 ★★★★★★

Manifest Destiny, 1820–1848

Key Words

civil guarantee resolution convention reinforcement secure convert ultimately

★

A. WORD MEANING ACTIVITY 7 Vocabulary in Context DIRECTIONS: Fill in each blank with the correct academic vocabulary word from the chart above. Make appropriate changes for verb tense.

1. American missionaries hoped to Native Americans in CHAPTER Oregon Country. 2. In 1834, Mexican missions came under control and were no longer ruled by religious institutions. 3. In order to discuss their differences with the Mexican government, settlers in Texas came together in two . 4. Settlers in Texas revolted against Mexican rule. 5. The small force fighting at the Alamo needed the help of additional troops, but the call for went unanswered. 6. When they discovered the Mexican troops had fled Santa Fe, U.S. troops raw-Hill Companies, Inc. raw-Hill the city. 7. In 1845, Congress passed the that admitted Texas to the Union. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

(continued) 127 Name Date Class

Academic Vocabulary Activity 7 (continued) ★★★★

TEST YOUR KNOWLEDGE Directions: Choose the word which means the same as the underlined word. 1. When something is guaranteed, it is A. promised B. taken away C. debated 2. If an area has been secured by an army, it is CHAPTER A. the site of a fort B. under their control C. open for invasion 3.

7 At a convention, people can A. assemble to discuss ideas B. travel to new lands C. challenge their leaders 4. A person who wants to convert someone seeks A. direction

B. answers Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H C. change 5. When an event ultimately occurs, it happens A. finally B. without end C. quickly 6. One in need of reinforcement might require A. obstacles B. assistance C. leadership 7. Missions came under civil rule, or A. religious

B. popular ill Companies, Inc. C. governmental 8. One would expect a resolution to be A. open to interpretation B. a final judgment C. incomplete

128 Name Date Class

★ Reinforcing Skills Activity 7

Understanding Latitude and Longitude

★ LEARNING THE SKILL To find a location on a map, you can use the lines of latitude and longitude. Latitude lines (or parallels) are imaginary horizontal lines that circle the earth’s sur- face east to west. Longitude lines (or meridians) are imaginary lines that run verti- cally from the north to the south. Latitude and longitude lines are numbered in degrees. To determine the latitude and longitude of a location on a map—also known as the grid address or coordinates—find the point where the latitude lines and longitude lines intersect. 7

★ PRACTICING THE SKILL DIRECTIONS: Use the map below to answer the following questions.

1. How many degrees of latitude 110˚W 105˚W 100˚W 95˚W 90˚W CHAPTER

separate Mexico City from N u Texas R e i c Austin, Texas? o e Austin 30˚N G s 30˚N ra R N n iv de e San Antonio r W E 2. What city lies closest to the coordinates 29°N and 98°W? S Gulf 25˚N 25˚N MEXICO of Mexico 3. Does Mexico City lie north or south of the 20th parallel? What are the city’s approximate 20˚N 20˚N coordinates? Mexico City raw-Hill Companies, Inc. raw-Hill

15˚N PACIFIC 15˚N ★ APPLYING THE SKILL OCEAN 0 250 500 miles DIRECTIONS: Use an atlas to find the approximate latitude and longitude 0 250 500 kilometers of your hometown, as well as that of 10˚N 10˚N two other cities.

129 Name Date Class

Critical Thinking Skills Activity 7 Identifying the Main Idea

LEARNING THE SKILL To be a good reader, you need to be able to identify the main idea or the broad general theme of a paragraph in the text. This is the key concept or the most important piece of information that the author wants you to know. Generally, the author expresses this main idea clearly somewhere either at the beginning, middle, or end of the paragraph. This is known as the topic sentence. The details support the main idea by telling you what, how, where, why, when, or how much. Identifying the main idea and the supporting details and the relationship between them helps you to understand the points the author is trying to express. CHAPTER

PRACTICING THE SKILL DIRECTIONS: Read the excerpt below from a speech delivered in the U.S. Senate by Thomas Corwin on February 11, 1847, in opposition to the Mexican-American War. Identify the main 7 idea of the speech, and write it on the line below. Then read the statements that follow, and decide if each is a detail that supports the main idea. Place a D before each detail that supports the main idea. Place an X if the statement does not support the main idea. There is one topic connected with this subject which I tremble when I approach. . . . I allude to the question of slavery. Opposition to its further extension, it must be obvious to everyone, is a deeply rooted determination with men of all parties in what we call the nonslaveholding states. . . . These people only say we will not, cannot consent that you shall carry slavery where it does not already exist. . . . That is their language; that is their determination. How is it in the South? Can it be Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H expected that they should expend in common their blood and their treasure in the acquisition of immense territory, and then willingly forgo [give up] the right to carry thither [to that place] their slaves, and inhabit the conquered country if they please to do so? Sir, I know the feelings and opinions of the South too well to calculate on this. . . . I believe . . . that there is equal obstinacy [stubbornness] on both sides of this fearful question.

The main idea of Thomas Corwin’s speech is

1. Men in non-slaveholding states oppose the further extension of slavery.

2. Southerners will expect to take their slaves with them into new territory.

3. Blood and treasure will be sacrificed in the acquisition of immense territory. ill Companies, Inc.

4. Both sides of the debate are equally stubborn in their beliefs.

5. Only the Mexican War will settle the question of slavery for all territories.

130 Name Date Class

★ Time Line Activity 7

Manifest Destiny

DIRECTIONS: Read the events on the time line and the information below. Then imagine that 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.

1830 1840 1850 1860 CHAPTER

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.

1845 Lansford Hastings publishes 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 an inspiration for many of the later travelers. However, their deaths at the hands of Native raw-Hill Companies, Inc. raw-Hill Americans represented one of the greatest fears of early settlers. • John Frémont and Lansford Hastings were two of many travelers who published guidebooks about the trails west. Many of these guidebooks contained inaccuracies, which caused delays and even death. • 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 minds en route and headed for Oregon instead. Reasons For: Reasons Against: Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

131 Name Date Class

and Present Ac Linking Past tivity 7

Life on the Oregon Trail

The Oregon Trail covered Completion of the transconti- T H E N 2,000 miles from Independence, N O W nental railroad in 1869 marked Missouri, to the Pacific the end of the glory years of the Northwest. The trail generally Oregon Trail. Now highways followed the Platte River to its headwaters. It then have replaced footpaths. Travelers can make the trip crossed the mountains into southern Idaho, where it by car from Independence, Missouri, to Portland, split. One fork took gold-seekers to California. The Oregon, in about 30 hours. By plane, the trip takes

CHAPTER other followed the Snake River to the rich farmland only about 41⁄2 hours. around Oregon’s Columbia River. Ruts from wagon wheels still exist in places along The great migration began in 1843 when about a the Oregon Trail. Historical societies and preservation thousand people made the six-month journey. Over groups are working to preserve the old wagon ruts as the next 25 years, more than a half million people well as other historic landmarks along the trail. Parks 7 traveled the Oregon Trail. One in 10 died along the have been established to safeguard the natural envi- way. Native American attacks were not the main ronment of the trail and historical structures, such as cause. In fact, most encounters were friendly. The forts and emigrant graves. groups bartered for food and supplies. The greater Using maps and guidebooks published by preserva- threats were cholera, harsh weather, river crossings, tion groups, people today make treks along portions wagon accidents, and accidental shootings. of the Oregon Trail to gain a sense of the emigrant Most emigrants started their journey in early experience. Tourists visit sites like Fort Laramie in

spring, when the grasses were tall enough to feed the Wyoming, a welcome stop for emigrants along the Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H livestock and the mountain passes could be reached trail. Private companies offer covered-wagon vacations, before winter. As a result, the trail was quite crowded. including overnight camping, chuck-wagon cookouts, By 1849 fuel for campfires was hard to find. Most and historical reenactments. By traversing parts of the trees had been burned. The emigrants resorted to Oregon Trail, on foot or by modern-day covered burning buffalo dung, which burned well and without wagon, people can relive history. odor. Instead of unwieldy Conestoga wagons, the emigrants used smaller prairie schooners—wagons with billowing white covers that, at a distance, resembled sailing ships on a sea of grass. Oxen or mules pulled the wagons. Oxen were slow and mules were obsti- nate, but both were more durable than horses.

CRITICAL THINKING Directions: Answer the questions below on a separate sheet of paper. ill Companies, Inc. 1. Drawing Conclusions How do you think the migration of so many people along the same trail affected the livelihood of the Native Americans who lived in the area? 2. Making Inferences What problems did the weather likely cause emigrants on the trail? 3. Analyzing Information What are some arguments for and against preserving historical sites like the Oregon Trail?

132 Name Date Class

Primary Source Reading 7-1 ★★★★★★

Plea from Pawnee Chief Reader’s Dictionary Sharitarish intercourse: conversation, exchange ★ About the Selection In 1822 a group of sixteen Native Americans met with President James Monroe. The Pawnee chief Sharitarish of a religious and cultural tradition that made a moving speech to Monroe. In his would be affected by this westward spread. speech, Sharitarish seems to know that the 7 rich Pawnee culture will end, but he wants to keep it alive as long as possible. He GUIDED READING sensed that the westward spread of whites As you read, identify the plea Sharitarish would alter or destroy Native American makes to President Monroe. Then answer

culture. The buffalo hunt was one example the questions that follow. CHAPTER

★★

y Great Father [President Monroe]—I am going to speak the truth. The MGreat Spirit looks down upon us, and I call Him to witness all that may pass between us on this occasion. . . . I am indebted to my father here who invited me from home, under whose wings I have been protected. Yes, my Great Father, I have traveled with your chief . . . but there is still another Great Father, to whom I am very much indebted—it is the Father of us all. Him who made us and placed us on this earth. I feel grateful to the Great Spirit for strengthening my heart for such an undertaking, and for preserving raw-Hill Companies, Inc. raw-Hill the life which he gave me. The Great Spirit made us all—he made my skin red, and yours white. He placed us on this earth, and he intended that we should live differently from each other. . . . I believe there are no people, of any color, on this earth, who do not believe in the Great Spirit—in rewards and in punishments. We worship him, but we worship him not as you do. We differ from you in appearance and manners, as well as in our customs, and we differ from you in our religion . . . but still my Great Father, we love the Great Spirit—we acknowledge his supreme power—our peace, our health, and our happiness depend upon him; and our lives belong to him—he made us, and he can destroy us. My Great Father—Some of your good chiefs, or as they are called, Missionaries, have proposed to send some of their good people among us to change our habits, to make us work, and live like the white people. I will not tell a lie, I am going to tell the truth. You love your country; you love your

Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, people; you love the manner in which they live; and you think your people brave. I am like you, my Great Father, I love my country; I love my people; I love the manner in which we live, and think myself and my warriors brave;

(continued) 133 Name Date Class

Primary Source Reading 7-1 (continued) ★★★★★

spare me then, my Father, let me enjoy my country, and pursue the buffaloe, and the beaver, and the other wild animals of our wilderness, and I will trade the skins with your people. I have grown up and lived this long without work; I am in hopes you will suffer me to die without it. We have yet plenty of buffaloe, beaver, deer, and other wild animals; we have also an abundance of horses. We have everything we want. We have plenty of land, if you will keep your people off of it. It is too soon, my Great Father, to send those good men among us. We are not starving yet. We wish you to permit us to enjoy the chase, until the game

CHAPTER of our country is exhausted . . . before you make us toil, and interrupt our happiness. Let me continue to live as I have done, and after I have passed to the Good or Evil Spirit from the wilderness of my present life, the subsistence of my children may become so precarious, as to need and embrace the offered assistance of those good people.

7 There was a time when we did not know the whites. Our wants were then fewer than they are now. They were always within our control. We had then seen nothing which we could not get. But since our intercourse with the whites, who have caused such a destruction of our game, our situation is changed.

Source: Our Hearts Fell to the Ground: Plains Indian Views of How the West Was Lost. New York: Bedford Books of St. Martin’s Press, 1996. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H READER RESPONSE Directions: Answer the following questions on the lines below. 1. According to Sharitarish, what changes do the missionaries want to bring about?

2. What does Sharitarish request that Monroe do with the Pawnee land?

3. According to Sharitarish, when will be the correct time to send the missionaries to the Pawnee? ill Companies, Inc.

4. Critical Thinking What reasons does Sharitarish cite to President Monroe for respecting the Pawnee way of life?

134 Name Date Class

Primary Source Reading 7-2 ★★★★★★

Courage Beyond His Years Moses and two other men were left to guard the wagons and cargo as the rest of ★ About the Selection the party crossed the mountains. Later, the During the 1840s, wagon trains of emi- two older guards also decided to go over grants journeyed thousands of miles along the mountains on foot, but the trip was too several east-west trails to settle in the west- hard for Moses and he volunteered to ern lands. Difficulties faced on the journey remain alone. Amazingly, everyone in the included injury, disease, broken equipment, group survived the winter and arrived lack of food and water, attacks by Native safely at their destination.

Americans, and crossing the mountains in 7 the West. Seventeen-year-old Moses GUIDED READING Schallenberger was part of a group that As you read, note how Moses’s mood headed west in May 1844. He kept a diary changes during these winter months. Then of his experiences. Because of snowfall,

answer the questions that follow. CHAPTER

★★

here seemed little danger to me in undertaking this. Game seemed to be Tabundant. . . . The Indians in the vicinity were poorly clad, and I therefore felt no anxiety in regard to them, as they probably would stay further south as long as cold weather lasted. . . . The morning after the separation of our party, we set about making a cabin. . . . We cut saplings. . . . These we formed into a rude house, and we covered it with rawhides and pine brush. On the evening of the day we finished our little house it began to snow. . . . A week passed, and instead of any snow going off more came. . . . It kept on snowing contin-

raw-Hill Companies, Inc. raw-Hill ually . . . and we began to fear that we would perish in the snow. . . . We determined to start for California on foot. We did not say much at the parting. The feeling of loneliness that came over me as the . . . men turned away I cannot express, though it will never be forgotten. . . . As soon [as] I was able to crawl around next morning, I put on my snow-shoes, and, taking my rifle, scoured the country thoroughly for foxes. The result was . . . plenty of tracks, no fox. Discouraged and sick at heart, I came in . . . and my eyes fell upon some steel traps that Captain Stevens had left behind in his wagon. . . . My spirits began to rise immediately. . . . That night I went to bed with a lighter heart, and was able to get some sleep. As soon as daylight came I went out to inspect the traps. . . . To my great delight I found in one of them a starved coyote. . . . I ate his meat, but it was horrible. . . . For three days that was all I had to eat. On the third night I caught two foxes. I roasted one of them, and the meat . . . was delicious. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill, I never really suffered for something to eat, but was in almost continual anxiety for fear the supply would give out. My only hope was that the supply

(continued) 135 Name Date Class

Primary Source Reading 7-2 (continued) ★★★★★

of foxes would not become exhausted. . . . I had just coffee enough for one cup, and that I saved for Christmas. The daily struggle and the uncertainty under which I labored were very wearing. I was always worried and anxious, not about myself alone, but in regard to those who had gone forward. . . . Fortunately, I had plenty of books, Dr. Townsend having brought out quite a library. . . . I used often to read aloud, for I longed for some sound to break the oppressive stillness. At night I built large fires and read by the light of the pine knots as late as possible. . . . I thought the snow would never leave the ground, and the few months I had

CHAPTER been living here seemed like years. One evening, a little before sunset . . . I could distinguish the figure of a man moving toward me. . . . I recognized the familiar face of Dennis Martin. My feelings can be better imagined than described.

7 Source: Pioneer Children on the Journey West. Boulder: Westview Press, 1995.

READER RESPONSE Directions: Answer the following questions on the lines below. 1. What was the first thing the guards did after the rest of their group left? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H

2. For whom is Moses always worried and anxious?

3. What lifts Moses’s spirits?

4. Why does Moses read aloud? ill Companies, Inc. 5. Critical Thinking What do you think was the most difficult thing for Moses to face?

136 Name Date Class

★ American Art and Music Activity 7

✯✯✯✯✯✯ Nathaniel Currier and James Ives ✯✯✯✯✯✯

ven if you haven’t seen an example of ing in lithographic printing. Of all these com- their work, you’ve probably heard their panies, the firm of Currier and Ives drew the E names—Currier and Ives. Nathaniel most business, and the most attention. Currier (1813-1888) and James Ives (1824-1895) The firm of Currier and Ives was started in were two of America’s most popular lithogra- 1835 by Nathaniel Currier. In 1852, he brought phers. A lithograph is a type of graphic art in James Ives into the firm as a bookkeeper. Five

which an image is drawn on a flat plate of years later, in 1857, the famous partnership 7 stone or metal (litho comes from the Greek was formed and grew to become one of the word meaning stone) and then printed. best-known American printing firms. Beginning around the 1850s, Currier and Ives catered to the interests and tastes of America’s growing middle class. CHAPTER Supplying middle-income Americans with inexpensive images of familiar scenes became the mainstay of their business. Their lithographic prints, produced in great numbers, were printed in a New York City shop. The prints were then hand colored in assembly-line fashion and sold by vendors on city street

corners and in general store

London/SuperStock Private Collection/Bridgeman Art Library, Art Collection/Bridgeman Private raw-Hill Companies, Inc. raw-Hill all across the country.

Maple Sugaring, American Forest Scene reproductions of well-known paintings and illustrations became widely used in popular magazines and other printed materials. As America’s appetite for these printed materials grew, so did the need for high quality visuals. In the past, copper engravings were the means by which these visuals were produced. But steel and wood engraving, as well as lithography, became the popular methods for the mass production of printed

were hand-colored lithographs, produced by Museum of the City of NewYork/Art Resource NY the thousands by several companies specializ- Life on the Prairie, Fighting Fire with Fire (continued) 137 ★ American Art and Music Activity 7 (continued)

A Currier and Ives’ lithograph sold for as Sometimes, paintings by famous artists little as 25 cents, thus putting art well within were copied by the staff designers and then the reach of any interested person. While the reproduced for the mass market. prints varied a great deal in quality, they did Over a span of 50 years, Currier and Ives succeed in capturing the spirit of American life issued more than 7,000 prints, some of which and times during the Victorian Age. are still being copied today! Both Nathaniel Most of the designs for the prints were Currier and James Ives remained active in the done by staff artists, some of whom became firm until the 1880s. After that, their sons kept well known later in their careers. One of the the business going until 1907. While even the more sought-after subjects was that of best of their work could not be classified as fine American frontier life. Americans living in art, the lithographs produced by the duo of the eastern part of the country were fascinated Currier and Ives present a picture of American

CHAPTER by the frontier, and waited eagerly for new life, in all of its variety, excitement, and color, Currier and Ives’ prints on the subject. that has remained popular to this day.

1. What is a lithograph? 7

2. How was the partnership between Currier and Ives formed? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 3. Why were Currier and Ives’ prints so popular with Americans of all different incomes?

Critical Thinking ✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯

4. Making Inferences If the prints produced by Currier and Ives reflected America’s styles, tastes, and interests, what might some topics for their prints have been? Why? ill Companies, Inc.

5. Synthesizing Information In what ways do Currier and Ives’ prints represent a historical record of the nineteenth century? How accurate would this information be to historians?

I138 Name Date Class

INTERPRETING POLITICAL CARTOONS Activity 7

NATIVE AMERICANS AND A NATION OF IMMIGRANTS

At times throughout its history, the United States has welcomed people from foreign lands, and at times it has shunned them. In the 1900s, as new waves of immigrants reached the United States, there was increasing opposition to immigration. This political cartoonist takes many opportunities to use satire to comment on the situation. The long presence of Native Americans in the Americas was one element of that satire. 7 Directions: Study the cartoon below, and then answer the questions that follow. CHAPTER raw-Hill Companies, Inc. raw-Hill

(continued) 139 Name Date Class

ANALYZING THE CARTOON ACTIVITY 7 (continued) 1. Who are the people grouped on the left of the cartoon?

2. What is the meaning of the comment made by the person on the right?

3. In the cartoon, the artist uses many devices to convey the emotions of his message. Answer the following questions about each person or

CHAPTER group of people pictured in the cartoon: (a) What are the emotions of the person or people? (b) How does the cartoonist show this? Emotions How Shown A. Group of three people 7 on the left

B. Person in middle

CRITICAL THINKING 4. Analyzing Information One of the ways cartoonists use humor to send their messages is through the use of irony. Irony is a statement that is obviously the opposite of reality. How is irony used in this cartoon?

5. Comparing and Contrasting How is the Native American in this cartoon similar to the Sioux, Cheyenne, and Arapaho groups who negotiated the Treaty of Fort Laramie in 1851? How is he different? ill Companies, Inc.

6. Synthesizing Information Create a new set of ironic statements by the characters. Use any or all of the people shown in the cartoon.

140 Name Date Class

★ Reteaching Activity 7

Manifest Destiny, 1820–1848

Fertile farmland, a profitable fur trade, and the lure of Pacific trade routes to Asia drew settlers to the West. Manifest Destiny—the idea that God had given the continent to Americans and wanted them to settle western land—became a popular belief. The nation fought a war with Mexico and disputed with Britain over the Oregon territory. DIRECTIONS: Complete the map to show which areas of the current contiguous United States were contested during this time period. Color the area disputed with Great Britain red and the area disputed with Mexico blue. Then answer the questions that follow.

Territorial Expansion of the United States 7 130°W 110°W 100°W 90°W 80°W 50°N WA CANADA N MT ND ME W OR MN VT E NH MA ID CHAPTER WI ° S SD NY RI 40 N WY MI CT IA PA NJ NV NE UT IL IN OH DE CO WV MD PACIFIC CA KS VA OCEAN MO KY NC ATLANTIC AZ TN OK OCEAN NM SC AR 30°N MS AL GA Area disputed with LA Great Britain TX

Area disputed with FL Mexico MEXICO Gulf of Mexico raw-Hill Companies, Inc. raw-Hill

1. Describe how the United States and Great Britain settled the dispute over the Oregon territory.

2. A. Describe how the war with Mexico was resolved.

B. What did the United States pay to Mexico?

3. Critical Thinking How did Mexico’s National Colonization Act set the stage for

141 Name Date Class

★ Enrichment Activity 7 ★ ★

“Young America”

The idea of Manifest Destiny bound icy goal of playing a leading role in world together the domestic goal of the American affairs. To many Americans, their nation people to expand their nation from the was bursting with energy and potential. Atlantic to the Pacific with the foreign pol- They called this spirit “Young America.”

DIRECTIONS: Below are three excerpts that appeared in American newspapers in 1844 and 1845. Read the excerpts, and then answer the questions that follow on a separate sheet of paper.

CHAPTER ★★ From the Boston Times, December 11, 1844: The spirit of Young America . . . will not be satisfied with what has been attained, but plumes its young wings for a higher and more glorious flight. The hopes of America, the hopes of Humanity must rest on

7 this spirit. . . . The steam is up, the young overpowering spirit of the Country will press onward. It would be as easy to stay the swelling of the ocean with a grain of sand upon its shore, as to stop the advancement of this truly democratic and omnipotent spirit of the age.

From the United States Journal, May 3, 1845: There is a new spirit abroad in the land, young, restless, vigorous and omnipotent. . . . It sprang from the warm sympathies and high hopes of youthful life, and will dare to take antiquity by the beard, and tear the cloak from hoary-headed hypocrisy. Too young to be corrupt . . . it is Young America, awakened to a sense of her own intellectual greatness by her soaring spirit. It stands in strength, the voice of the majority. . . . It Copyright © Glencoe/McGraw-Hill, a division of The McGraw-H 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 face of the once proud Mistress of the Ocean, bid her, if she dare, “Cry havoc, and let slip the dogs of war.”

From the Albany Argus, July 26, 1845: It is frequently asked why are those western people so peculiarly colossal in their notions of things and the prospects of our nation. Does not this inspiration spring from their extraordinary country? Their mighty rivers, their vast sea-like lakes, their noble and boundless prairies, and their magnificent forests afford objects which fill the mind to its utmost capacity and dilate the heart with greatness. To live in such a splendid country . . . expands a man’s views of everything in this world. . . . Here everything is to be done—schools are to established, governments instituted. . . . These things fill their lives with great enter- prises, perilous risks and dazzling rewards. From Manifest Destiny and Mission in American History by Fredrick Mark. Copyright © 1970. Alfred A. Knopf ★★

Questions to Consider ill Companies, Inc.

1. What attitudes do the writers of these three articles have in common? 2. What in the attitude and content of the articles might some Americans find objectionable? 3. Describe the type of person who would have written about America with such confidence. 4. GO A STEP FURTHER ➤ Write a letter to the editor that you will send to all three papers rebutting the tone of their articles.

142 Chapter 7 Section Resources

Guided Reading Activity 7-1 ...... 144 Guided Reading Activity 7-2 ...... 145 Guided Reading Activity 7-3 ...... 146 Guided Reading Activity 7-4 ...... 147

143 Name Date Class

★ Guided Reading Activity 7-1

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to your textbook to write the answers. 1. Where did more Americans live by the time the Civil War began?

2. Why did Americans head west?

3. What was Manifest Destiny?

4. Who were squatters?

5. What did the Preemption Act of 1830 guarantee?

6. How did Cyrus McCormick change American farming? SECTION

7. Why did latecomers to the Midwest set their sights on California and Oregon?

9. How did trailblazers and mountain men such as Kit Carson and Jim Bridger make their livings?

10. What were the names of the east-to-west passages that played a vital role in western settlement?

11. How long did the typical trip west take?

12. What did Native Americans give to emigrants of the West? 13. What were the elements of the Treaty of Fort Laramie? ill Companies, Inc.

14. What did Brigham Young do after the murder of Joseph Smith?

144 Name Date Class

★ Guided Reading Activity 7-2

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best complete the sentence. Refer to your textbook to fill in the blanks. 1. In 1821, Mexico won its independence from . 2. The far northern territories of California, New Mexico, and remained part of Mexico. 3. The northern territories were sparsely populated by and settlers. 4. The purpose of missions was to spread the and to Native Americans. 5. Many Mexicans believed that a republic should not maintain state-supported . 6. Mission lands ended up in the hands of . 7. , or ranch owners, owned sprawling tracts of land in California. 8. had suffered high mortality rates under Spanish rule. 9. Unlike American women, married Hispanic women retained control over their own and could appeal to the court system to resolve legal issues. 7-2 10. Pueblos and Hispanic settlers in New Mexico became dissatisfied with the after the military was unable to provide protection against attacks from Navajos and Apaches.

11. In 1837, Pueblos and Hispanic settlers rebelled, killing the unpopular SECTION and 16 other government officials. 12. The governor of California granted 50,000 acres of land to , who built a trading post and cattle ranch.

raw-Hill Companies, Inc. raw-Hill 13. The first stop for Americans reaching California was 14. William Becknell opened the , a major trade route. 15. California and New Mexico remained Mexican for twenty-five years after Mexican independence. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

145 Name Date Class

★ Guided Reading Activity 7-3

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section and answer the questions below. Refer to your textbook to write the answers. 1. By 1821 where had the Spanish-speaking inhabitants of Texas already established settlements?

2. Why did Mexico decide to invite Americans and other foreigners to settle in the Texas region?

3. What were the elements of the National Colonization Act?

4. Why did many Mexicans distrust the new settlers?

5. Why did Benjamin Edwards lead a rebellion against Mexican authority?

6. How did Mexico change its immigration policy in response to Edwards’s call for SECTION revolution?

7. Why did Mexico’s taxes on goods imported from foreign countries infuriate

8. Who denounced Mexico’s Constitution of 1824 and made himself dictator?

9. What problems did the Mexican army face because of Mexico City?

10. Where did the Texan army enjoy its first taste of victory?

11. What happened at the Alamo?

12. What was the result for the Americans at the battle at Goliad?

13. When did Santa Anna make his critical mistake?

14. What were some unresolved questions facing the South after the Civil War? ill Companies, Inc.

15. What is annexation?

16. Why did many Northern members of Congress oppose admitting Texas to the Union?

146 Name Date Class

★ Guided Reading Activity 7-4

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to supply the details that support or explain each main idea.

★ Main Idea: In 1844, James K. Polk was elected president and promised to annex Texas and Oregon and buy California from Mexico. 1. Detail: Problems facing the annexation of Texas by the United States included the issue of ______and the fact that Mexico still considered Texas to be Mexican territory. 2. Detail: In his campaign in favor of annexing Texas, President Tyler blundered when he included in his supporting documents a letter written by Secretary of State ______. 3. Detail: The Democratic candidate for president, James K. Polk, promised to annex Texas, along with the contested ______territory in the Northwest. 4. Detail: In 1845 Mexico said Texas’s southwestern border was the ______, but Texans and the United States said the border was the ______.

★ Main Idea: Hostilities over the southwestern boundary of Texas led to war with Mexico. 5. Detail: Many ______opposed the war with Mexico as yet another plot to extend slavery. 7-4 6. Detail: To implement the war with Mexico, Congress authorized the president to call for ______volunteers. Almost ______answered the call. SECTION 7. Detail: Polk, seeing Zachary Taylor as a potential rival in the 1848 election, eased him out of the war by placing ______in command of the last Mexican campaign.

raw-Hill Companies, Inc. raw-Hill 8. Detail: In the ______, Mexico gave the United States more than 500,000 square miles of territory—what are now the states of California, Utah, and Nevada, as well as parts of New Mexico, Arizona, Colorado, and Wyoming. Copyright © Glencoe/McGraw-Hill, a division of The McG a division of Copyright © Glencoe/McGraw-Hill,

147

Answer Key ★★★★★★★★★ ★★★

GEOGRAPHY AND HISTORY ACTIVITY 2 4. Jackson thought that a central bank was unconstitutional, violated the states’ right 1. Grama grass, which grew in abundance, to regulate their own banks, and gave too was the perfect food for sheep. The sheep much wealth to the manufacturing inter- were better adapted to mountainous ter- ests in the Northeast. rain than cattle. 5. A central bank oversees the banking sys- 2. The Spanish brought both grapes and tem, regulates the money supply, and citrus fruits. The many vineyards in affects the cost and availability of loans California are important to the wine by affecting interest rates. industry in that state, and the citrus fruits 6. grown in California are distributed both After 1819, the Second Bank tried to stop nationally and internationally. the irresponsible lending that created the financial crisis of 1819 by making loans 3. The Spanish introduced irrigation as a harder to get. means to provide water for plants. This 7. allowed dry areas to become fertile agri- The higher cotton prices increased rev- cultural areas. enues to cotton growers and cotton mills. This increase gave the growers and own- 4. Present-day New Mexico, most of ers of the mills the money to expand their Colorado and Arizona, parts of Utah, businesses. The most important expan- Wyoming, Kansas, Oklahoma, and Texas sion was purchasing more land to culti- made up the Spanish province of New vate cotton. Thus cotton cultivation Mexico. spread westward throughout the first 5. As the population increased, there was a half of the 1800s. greater demand for beef and the other 8. Answers will vary. Danesha could be products that cattle provided. As land use saving to begin making investments, for increased, such as for housing and min- an important purchase, or to open up a ing, the amount of available open range retirement account. for herding cattle decreased. 6. A horse was needed because of the vast HISTORY SIMULATIONS AND PROBLEM area covered by the vaqueros on the open SOLVING ACTIVITY 2 range. It would have been impossible to round up the large herds by traveling on Answers to Simulation Sheet 1 Questions foot. 1. Twelve states were admitted to the Union; regional differences, particularly between ECONOMICS AND HISTORY ACTIVITY 2 Northern and Southern states, began to emerge; the nation suffered through a 1. The Federal Reserve System was estab- severe economic depression; continuing lished in 1913. westward expansion brought the settlers 2. Commercial banks make loans for busi- into conflict with Native Americans as nesses to invest in creating new business- well as with Mexicans; the country fought es or expanding existing businesses. Mexico; Americans were increasingly divided over the issue of slavery. Students 3. Great Britain began to import inexpensive will be able to name more events as they cotton from India, which caused the price conduct their research. of cotton in the United States to drop by 50 percent. Many borrowers could not repay their loans, causing many banks to fail. 149 Answer Key ★★★★★★★★★ ★★★

2. The first women’s college in the United 4. In all likelihood, Chief Arapooish did not States was founded; the Erie Canal speak English and the fur trader either opened; the first U.S. passenger railroad spoke Crow or used a translator. In addi- began service; the first telegraph message tion, as each person told the narrative to was sent; the sewing machine was invent- the next person, words and meanings ed; gold was discovered in California; probably changed slightly. social reforms in the areas of education, “Nature” women’s rights, and slavery all gathered momentum; American literature flour- 1. Emerson says that he sometimes “enjoy[s] ished. Students will be able to name more a perfect exhilaration” and that he is able changes as they conduct their research. to lose awareness of himself and become a conduit of the Universal Being. AMERICAN LITERATURE READINGS 2 2. Chief Arapooish, in keeping with Native “There Is No Place Like Crow Country” American philosophy, would agree that human beings do not own the land and 1. (a) It has snowy mountains and sunny would view the settlers’ boundaries as plains; (b) all kinds of climate and good absurd. things for every season. (c) When the 3. Chief Arapooish refers to the Great Spirit summer heats scorch the prairies, you can as having put the Crow country in exactly draw up under the mountains, (d) where the right place and implies perfection. the air is sweet and cool, (e) the grasses Emerson refers to “plantations of God” fresh, and (f) the bright streams come and sanctity in nature and to his becom- tumbling out of the snow-banks. (g) There ing a “particle of God” when he goes into you can hunt the elk, the deer, and the a trancelike state while in nature. Both antelope, when their skins are fit for men obviously believe in a Divine Creator. dressing; (h) there you will find plenty of white bear and mountain sheep. (i) In the 4. Emerson’s point of view of nature agrees autumn, when your horses are fat and with Chief Arapooish’s. Both men feel strong from the mountain pastures, you awe and pleasure at nature’s beauty. can go down into the plains and hunt the buffalo, or trap beaver on the streams. (j) “A Winter Walk” And when winter comes on, you can take 1. A cold wind blows away anything that shelter in the woody bottoms along the does not have the sturdiness to withstand rivers; (k) there you will find buffalo meat it, such as contagion. What stands up for yourselves, and cotton-wood bark for against the wind “must be part of the your horses; or (l) you may winter in original frame of the universe.” Thoreau Wind River Valley, where there is salt finds breathing the cold invigorating and weed in abundance. strengthening. 2. The tone of Chief Arapooish’s speech is 2. Thoreau meant that the lives that can sur- one of love for and pleasure and pride in vive bitter cold, such as animals and his country. plants, are stronger than lives that cannot. 3. Chief Arapooish pointed out all the good A subtler meaning might be that human features of his land and the bad features beings who have withstood hardship are of the lands of his neighbors. His neigh- stronger for the hardship than those who bors’ lands did have a few good features, have had an easy life. but they were not as fine, overall, as his.

150 Answer Key ★★★★★★★★★ ★★★

3. The nature pieces of the three men are reviewing the treaty. He knows that he very much alike in that they show a rev- cannot operate separately from Congress. erence for the beauty, abundance, and Applying the Skill mystery of nature, and a gratitude toward its creator. Student essays will vary depending on the primary source used. Check to make sure stu- READING SKILLS ACTIVITY 4 dents have identified the primary source and that their essays are based on internal evidence Practicing the Skill within the document as well as their reading from the textbook. 1. Congress imposed a tax on the manufacture of whiskey in 1794. This enraged Western farmers who grew grain and dis- DIFFERENTIATED INSTRUCTION ACTIVITY 4 tilled it to make whiskey. This led to the 1. Lewis’s entry shows his relief upon lead- rebellion in western Pennsylvania. ing the group over the Rockies and his 2. One effect of the Whiskey Rebellion was concern, as a leader of the expedition, to establish the right of the federal gov- with the safety of the group and the over- ernment to impose direct taxes. all success of the mission. Applying the Skill 2. Ordway may be describing items such as dress and belongings to size up any Student answers will vary depending on the potential for trade with the group. section they examine and the issue they choose. When evaluating student work, you ENGLISH LEARNER ACTIVITY 4 might use the following example from Section 1 of Chapter 4 as a guide. A. Pre-Reading Activity The Rise of Political Parties 1. Answers will vary. Some may say helping Cause: debate over Hamilton’s financial others brings friends closer, but others program may say that loaning money can get in the way of relationships or even create Effects: Divisions within the nation on a additional tensions. regional basis. The South and West sup- 2. Answers will vary. Some may say it ported Republicans and the Northeast would it give the investors a greater stake supported the Federalists. Over time these in the country’s future as long as they are divisions deepened and led to new crises. repaid. But others may argue it might worry the creditors if the nation does not HISTORICAL ANALYSIS SKILLS ACTIVITY 4 seem stable or accept responsibility for its just debts. Practicing the Skill C. Reading Comprehension Activity 1. Jefferson concedes that the Constitution does not discuss whether the United 1. financial States can acquire foreign territory. 2. within limits 2. Jefferson believes that it is in the young 3. blessing nation’s best interests for the president to make decisions for the nation. 4. cement together 3. Jefferson acknowledges that Congress 5. taxation plays a necessary and important role in 6. increase

151 Answer Key ★★★★★★★★★ ★★★

D. Word Building Activity ACADEMIC VOCABULARY ACTIVITY 4 1. invest A. Word Meaning Activity

2. comfortable 1N E 2C 3. spur U R T E 4. agriculture 3RADI CAL4 A I I L T C 5. 5 loosen O O E 6REVE NUE 6. union E S R E 7. excessive S E 8. desirable 7E N A BLE S CONTENT VOCABULARY ACTIVITY 4 B. Word Study Activity 1. F; alien 1. revenue 2. J; judicial review 2. radical 3. C; bond 3. license 4. H; embargo 4. overseas 5. E; nationalism Test Your Knowledge 6. I; cabinet 1. C 7. D; most-favored nation 2. B 8. B; speculator 3. A 9. G; sedition 4. C 5. A 10. A; agrarianism 6. B 11. Enumerated powers are powers that belong to the federal government and are REINFORCING SKILLS ACTIVITY 4 specifically mentioned in the Constitution. Implied powers are powers Practicing the Skill not explicitly listed in the Constitution but necessary for the government to do its 1. The arrows in the flowchart indicate the job. The creation of a national bank was sequence of events. the issue that sparked debate about such 2. The Electoral College and House of powers. Representatives votes resulted in ties. 12. Interposition gave states the right to 3. The Federalist decision to step down intervene between the federal govern- results in a peaceful transfer of power. ment and the people if the government 4. The Twelfth Amendment, providing for did something unconstitutional or illegal. Nullification was the idea that states separate presidential and vice-presidential had the right to declare a federal law ballots, was written to avoid future tie invalid if it was unconstitutional. votes. Applying the Skill Flowcharts should clearly indicate the sequence.

152 Answer Key ★★★★★★★★★ ★★★

CRITICAL THINKING SKILLS ACTIVITY 4 2. Student time lines should contain the following sequence of events: 1792, con- 1. The treaty is an official document of the struction begins with the laying of the United States; thus, it is a primary source. cornerstone; 1800, President John Adams 2. Answers will vary but should focus on (a) and his family become the first residents; the rights of Native Americans to enjoy 1814, the British burn the White House the lands they retain under the treaty, (b) during the War of 1812, gutting the the pledge of the United States govern- interior; 1948, President Truman makes ment to protect those rights, and (c) the much-needed structural repairs; 1960s, promise of the Native American tribes to Jacqueline Kennedy restores the interior sell their remaining land only to the U.S. in the original styles of the 1800s; government, should they ever wish to 2000, the White House marks its 200th sell. anniversary. 3. Answers will vary, but many students 3. Students should identify symbolic as well will recognize that the language of the as practical functions that the White treaty differs sharply from the actual House serves. Some functions they might treatment Native Americans received cite are as follows: living quarters for the from the U.S. government. president, a place to work on the nation’s business, a place to entertain important LINKING PAST AND PRESENT ACTIVITY 4 guests, a symbol of democracy, a symbol of stability and prosperity to show the 1. Students can make good arguments either rest of the world, a museum reflecting the way. Allowing the public into the White country’s history in its furnishings and House can open the possibility of vandal- architecture, a place where citizens can ism, terrorism, or a direct threat to the tour and feel connected to their govern- president’s life. Still, the fact that the pub- ment. lic can tour the residence of its leader reflects openness and freedom. An argument could be made that the White House belongs to the people, and they should not be kept out.

TIME LINE ACTIVITY 4

March 1804 The August 1804 The first official April 1805 A shipment is March 1806 The expedition Louisiana Territory council between the United sent to Thomas Jefferson. begins the return journey. is transferred from States and western Native France to the U.S. Americans is held. August 1805 The shipment July 1806 Clark carves his reaches Jefferson; Lewis ascends name on a rock near the Continental Divide. Billings, Montana. 1804 1805 1806 1807

May 1804 Lewis November 1804 Lewis and November 1805 The expedition September 1806 The and Clark’s expedi- Clark hire Charbonneau and reaches the Pacific coast. expedition arrives in tion departs from Sacagawea as St. Louis. St. Louis. interpreters/guides. September 1805 The Nez Percé people befriend the expedition and provide them with food.

153 Answer Key ★★★★★★★★★ ★★★

PRIMARY SOURCE READING 4-1 AMERICAN ART AND MUSIC ACTIVITY 4

1. It is necessary to have a well-regulated 1. Key opposed the war for religious rea- militia. sons. 2. The conditions are that there be probable 2. Beanes was freed on condition that he cause, supported by an oath, and that the and the other Americans remain detained warrant specifically describes the place to onboard the British ship until the attack be searched and the person or things to on Fort McHenry was over. be seized. 3. The grand jury indictment may be waived 3. The British ceased fire because they could in military cases during war or in times of not destroy the fort. public crisis. 4. Beanes was a friend of Key, so Key pre- 4. The accused has the following rights: the sumably would want to help free Beanes right to have a speedy, public trial by an from the British. Key was also known as a impartial jury; the right to know what he successful lawyer, who would have had or she is accused of and why; the right to the negotiation skills that might help free confront witnesses against him or her; the Beanes. Also, Key was a patriotic man right to be able to bring his or her own who was willing to take action to help his witnesses to testify; the right to have a country. lawyer. 5. The flag, which survived 25 hours of 5. The Ninth and Tenth Amendments give bombing, symbolizes the strength, forti- rights in general to the states and the tude, and resilience of a young country people. and its people.

PRIMARY SOURCE READING 4-2 INTERPRETING POLITICAL CARTOONS 4 1. Transitions of government and power elsewhere are violent and disorderly, but 1. The turtle represents the Embargo Act. America passes power on in an orderly, 2. The man with the barrel is a smuggler peaceable fashion. trying to smuggle cargo to the waiting 2. His language was appropriate and ele- ship. gant, and his manner was mild but firm. 3. The Union Jack on the ship’s stern tells us 3. It had “principles the most correct, senti- it is British. It is waiting to take on the ments the most liberal, and wishes the smuggled cargo. most benevolent.” 4. The key to the meaning is understanding 4. The speech should dispel doubts about that “ograbme” is “embargo” spelled his integrity and talents. backwards. The word refers to the 5. Answers may vary. Students should note Embargo Act and the pun is that the tur- that the transitions in power from presi- tle (the Act) is grabbing the smuggler in dent to president and party to party con- its mouth. tinue to take place peacefully. Jefferson gave his inaugural address in the Senate 5. The cartoonist is in favor of the act. The chamber with only about 1,000 people evidence is that the smuggler is drawn present. Today’s inaugurations occur on unfavorably, while the other man is not. the Capitol steps and are witnessed by 6. Answers will vary. Some possibilities: thousands of spectators and millions “Bar me,” “O bar me,” “mob rage,” and more on television. “Go rob me.”

154 Answer Key ★★★★★★★★★ ★★★

7. The effectiveness of the Embargo Act is them into too close a friendship with questionable, because it stirred up domes- one nation and quarrels or war with its tic ferment and hurt the U.S. Further, the enemies. Also, Washington warned that United States ultimately was not able to Americans should remember that unity is maintain its neutrality. Answers will vary. the best way to keep the nation prosperous Make sure answers are supported by facts and free from foreign dangers. and reasons. 2. At the time, Hamilton was very opposed to the French Revolution. Following the RETEACHING ACTIVITY 4 advice in this statement would most likely have kept the United States out of any George Washington alliance with France and out of war with 4. Alexander Hamilton; Thomas Jefferson Great Britain. 7. Thomas Pinckney 3. If the warning were not heeded, foreign powers could take advantage of the disuni- 10. Congress and the states ty to get the country into civil war or into 14. Alexander Hamilton war with other nations and even to threat- 15. Thomas Jefferson en the country’s independence. 16. Congress 4. Answers will vary. Possible answers are strength of convictions, integrity, and abili- John Adams ty to make difficult decisions. Students’ 1. Federalists in Congress descriptions of modern leaders should include people who exhibit many of the 6. Federalist majority in Congress; John Adams same characteristics as Washington. 12. Charles Pinckney; Elbridge Gerry; John Marshall GUIDED READING ACTIVITY 4-1 Thomas Jefferson I. Creating a New Government 3. William Marbury; John Marshall A. an effective government 8. Meriwether Lewis; William Clark; B. Thomas Jefferson Sacagawea C. Ninth Amendment 11. Robert Livingston D. imports 18. Congress, urged by Jefferson E. Tariff of 1789 James Madison F. borrow money 2. James Madison and other government G. New York; District of Columbia officials fled H. Constitution 5. James Madison and Congress I. citizens 9. Francis Scott Key II. The Rise of Political Parties 13. Tecumseh, a Shawnee leader A. Congress 17. General Andrew Jackson B. Federalists; Democratic-Republicans C. democracy ENRICHMENT ACTIVITY 4 D. farmers 1. Students should note that Washington E. ordinary people cautioned against entanglements with foreign powers. Americans should be concerned that their passions might drag 155 Answer Key ★★★★★★★★★ ★★★

GUIDED READING ACTIVITY 4-2 9. Orders in Council 1. Many Republicans admired the fight for 10. impressment liberty. 11. Embargo Act of 1807 2. in the Caribbean GUIDED READING ACTIVITY 4-4 3. He issued a proclamation declaring the United States to be “friendly and impar- I. The Decision for War tial” towards both France and Great A. Tensions between the United States Britain. and Britain were rising. 4. because they would no longer be discrim- B. The United States refused to buy inated against when trading with Britain British goods, and the British economy 5. The treaty granted the United States the suffered as a result. right to navigate the Mississippi and to deposit goods at the port of New Orleans. C. British trade restrictions hurt Southern planters and Western farmers more 6. the area between the Appalachian than they hurt Eastern merchants. Mountains and the Mississippi River. Also, Western farmers blamed the 7. 12 Native American nations agreed to British for inciting clashes with Native give up lands in exchange for a yearly Americans. payment from the federal government. D. increasing demands of speculators 8. John Adams and Thomas Jefferson and settlers 9. The French began stopping American ships and seizing their goods if they were E. The South and West generally voted going to Britain. for war, while the Northeast did not. 10. The United States agreed to give up all II. The Invasion of Canada claims against France for damages to A. The army and navy were largely American shipping. In return, France undermanned and unequipped. released the United States from the Treaty Americans were deeply divided over of 1778. the war. Paying for the war also posed 11. their right to criticize public officials a problem. 12. It showed that power could be peacefully B. at Detroit, Niagara Falls, and the transferred, despite strong disagreements Hudson River valley between parties. C. The Americans gained control of Lake GUIDED READING ACTIVITY 4-3 Erie and recovered Detroit. 1. Federalists III. The War Ends 2. small government A. the collapse of Napoleon’s empire in 1814 3. Judiciary Act of 1801 4. criminal behavior B. Because Americans controlled the lake, the British could be surrounded. 5. Marbury v. Madison 6. Louisiana Territory C. The Federalists who met at Hartford in 1814 appeared divisive and unpatriotic, 7. Great Plains; Rocky Mountains and the party fell out of favor. 8. Corps of Discovery, or the Lewis and D. It increased the nation’s prestige over- Clark Expedition seas and generated a new spirit of patriotism and national unity. 156 Answer Key ★★★★★★★★★ ★★★

READING SKILLS ACTIVITY 5 3. The southern border of Missouri or 36° 30’ was selected as part of the Missouri Practicing the Skill Compromise. 1. The National Road was a major east-west 4. The Arkansas territory was open to slav- highway. ery and slavery was prohibited in the 2. The National Road was built from unorganized territory of the Lousiana 1811–1818. Purchase north of the boundary line. 3. Migrating pioneers used the road to trav- 5. The map clearly illustrates the sharp divi- el west; produce went east to market on sion of the country into slave and free terri- the National Road. tories during the time period and shows Applying the Skill that the Missouri Compromise was only a temporary solution to the sectional problem. Answers will vary. When evaluating student work, you may use the following questions/answers for Applying the Skill “A New System of Production” from Section 2 of Answers will vary. Make sure students are Chapter 5 as a guide. comparing similar areas or political units by A New System of Production identifying landmarks and geographical fea- 1. What was the new system of production tures common to the two maps. called? industrialization or mass production 2. What was new about the system of produc- DIFFERENTIATED INSTRUCTION ACTIVITY 5 tion? Manufacturing shifted from hand tools to complex machines; skilled arti- 1. Enslaved African Americans may have sans gave way to unskilled workers; chosen to communicate through song wares were sold nationwide or abroad because the hidden meanings of the lyrics instead of just locally. were obvious to the slaveholders and overseers. The enslaved people probably 3. When was the new system of production would have been punished for singing introduced? beginning in the 1830s songs the slaveholders and overseers 4. Who introduced the new system of produc- knew to be rebellious. tion? Samuel Slater and Frances C. Lowell 2. Harriet Tubman was called the Moses of 5. Where was the new system of production her people because she, like the biblical introduced? in the northeast; Rhode Island figure Moses, led her people out of slav- and Massachusetts to start with; where fast ery and oppression in a foreign land. moving streams could provide waterpower 6. What industries used the new production ENGLISH LEARNER ACTIVITY 5 system? textiles, lumber, shoes, wagons, and other products A. Pre-Reading Activity 1. Answers will vary. Possible answer: Lucy HISTORICAL ANALYSIS SKILLS ACTIVITY 5 probably would have felt anxious about Practicing the Skill leaving her life on the farm to begin work 1. The map shows the political boundaries at a factory. She may have felt excited as of the free and slave states and U.S. terri- well as apprehensive. tories according to the Missouri 2. Answers will vary. Possible answer: Lucy Compromise. wanted to “fly away,” or escape the factory. 2. Missouri entered the union as a slave state in 1821 and Maine entered as a free state in 1820. 157 Answer Key ★★★★★★★★★ ★★★

C. Reading Comprehension Activity ACADEMIC VOCABULARY ACTIVITY 5

1. worker A. Word Meaning Activity 2. boring 1. S 3. June 2. A 4. noisy 3. A 5. be free 4. S 5. S D. Word Building Activity 6. A 1. freedom 7. S 2. silence 8. S 3. expressed

4. halting B. Word Family Activity 5. wearisome 1. controversy (n), controversial (adj) 6. mall 2. interpretation (n), interpret (v), 7. straighten interpretive (adj) 3. transportation (n), transport (v), CONTENT VOCABULARY ACTIVITY 5 transportable (adj) 1. labor union; strike 4. ambiguity (n), ambiguous (adj) 2. cotton gin; interchangeable parts 5. extraction (n), extract (v), extractable (adj) 3. corrupt bargain 6. finalist (n), finalize (v), final (adj) 4. protective tariff 7. ignorance (n), ignore (v), ignorant (adj) 5. favorite sons 6. mudslinging Test Your Knowledge 7. free enterprise system 1. A 8. Sample answer: Ordinary farmers, or yeo- 2. C man farmers, often used the task system. In 3. B this system, enslaved persons were given a specific set of jobs to accomplish each 4. C day. On large plantations owned by 5. B planters, enslaved persons often worked under a gang system, where they were 6. C organized into work groups under the 7. A control of a driver. 8. C

158 Answer Key ★★★★★★★★★ ★★★

REINFORCING SKILLS ACTIVITY 5 4. Answers will vary but should refer to U.S. resistance to European influence in Practicing the Skill the region. 1. The graph compares urban and rural 5. Industrialization in the North swelled populations from 1810 to 1870. urban populations after 1840. However, 2. The horizontal axis shows years. the South, and the nation in general, continued to depend on agriculture, and thus 3. The vertical axis shows population the population of rural areas continued to figures in millions. remain much higher than in urban areas. 4. Both populations grew over the time period. 5. Industrialization in the North swelled Applying the Skill urban populations after 1840. However, Students should explain that the graph shows the South, and the nation in general, con- the growth in the population of enslaved per- tinued to depend on agriculture, and thus sons in the rural South, as increased demand the population of rural areas continued to for laborers by slave holders accompanied the remain much higher than in urban areas. spread of cotton plantations in the South. Applying the Skill Students should explain that the graph shows the growth in the population of enslaved per- TIME LINE ACTIVITY 5 sons in the rural South, as increased demand Improved Communications: for laborers by slaveholders accompanied the photographs, typewriter, telegraph, wood-pulp spread of cotton plantations in the South. paper CRITICAL THINKING SKILLS ACTIVITY 5 New Sources of Heat/Energy: battery, matches, gas burner 1. The subject of the excerpt is American opposition to European control or influ- Greater Convenience: ence in the Western Hemisphere. tin can, sewing machine, electric clock, wood- pulp paper, bicycle, safety pin 2. The United States would consider dangerous any attempt by a European country New Forms of Recreation/Entertainment: to influence any countries in the Western kaleidoscope, toy balloon, photographs, bicycle Hemisphere; America will not meddle Answers will vary. Students should provide with existing European colonies in the concrete ways in which the inventions they region; the United States would consider chose still benefit us today. European interference in any independent Western Hemisphere nation to be a threat. LINKING PAST AND PRESENT ACTIVITY 5 3. Opposition to European control in the region is stated, followed by a reassur- 1. The omnibus was the first form of public ance to European countries that the transportation that operated on an estab- United States would not interfere in their lished route and schedule. It allowed regional colonies. A distinction is thus people to travel without having to hire made between colonies (in which personal transportation, such as a hack- European nations have a valid interest) ney or stagecoach, which was probably and independent countries (in which beyond the means of many Americans of Europe has no legitimate interest).

159 Answer Key ★★★★★★★★★ ★★★

the time. Horsecars used rails, which PRIMARY SOURCE READING 5-1 made for a faster and smoother ride than omnibuses. Cable cars were faster than 1. The machinery, engine, smoke, and fire horsecars and avoided the mess that hors- that replaced masts and sails caused the es caused. Trolleys were very fast for the most wonderment. time, reaching speeds of 20 miles per 2. Some people thought that it was a sea hour. monster and that it was a sign of the end 2. Cars offer more flexibility than public of the world. transportation. With today’s extensive road systems, cars can take you just about 3. He believed that it would bring unity and anywhere you want to go. They also give harmony. you the freedom to travel whenever you 4. Answers may vary. His thinks it is a great want. You are not tied to a transit sched- improvement and a step in human ule. However, cars are a major source of progress. He says the Clermont has air pollution. Even gasoline-powered improved commerce and civilization, and forms of public transportation, such as is a great achievement and a triumph. buses, pollute less, because they carry more people at a time. Public transporta- PRIMARY SOURCE READING 5-2 tion also offers the convenience of not having to drive. Public transportation is 1. The author asks readers to imagine asking often faster, because some types, such as the town’s residents about the benefits of subways, are not subject to traffic snarls having the Waltham factory and the harm and are not affected by bad weather. Plus, of having it closed. you do not have to find a place to park. 2. The town would be ruined. 3. To encourage more people to use public transportation, the improvements could 3. The proper method is to compare what focus on making it more speedy, conven- life is like with and without a policy in ient, inexpensive, or pleasurable than place. driving a car. Many cities now are improving the speed of buses by offering 4. Answers may vary. Autoworkers might bus-only lanes on expressways. The U.S. believe that the tariff would protect their could provide more high-speed trains, jobs by making it harder for foreign com- such as the bullet train in Japan and the panies to sell their products in the United Metroliner between New York City and States. Consumers might object that the Washington, D.C. Wider service areas, tariff keeps prices high by discouraging more comfortable seating, and amenities competition. such as video games or food service on board could also encourage more use. AMERICAN ART AND MUSIC ACTIVITY 5 Government subsidies or innovations that reduce costs could result in lower fares. 1. Johnston was a self-taught artist who Publicity to raise public concern over pol- learned about art by observing nature and lution, along with the availability of non- all that was going on around him in his polluting forms of public transportation, daily life. could further encourage people to forgo 2. Early American folk art was centered on driving. the subject it represented. Folk artists would alter the sizes and shapes of their subjects for the sake of emphasis and impact. 160 Answer Key ★★★★★★★★★ ★★★

3. The three Westwood children all stand in 5. Southerners would not have wanted abo- a line facing the viewer. Their bodies are litionists in the South because the success stiff and out of proportion to their large of the Southern economy depended on heads. On their faces are frozen expres- slave labor. Abolitionists might lead to sions. uprisings and rebellions against the institution of slavery. 4. As opposed to the more realistic style during the colonial period of American 6. The title “Southern Ideas of Liberty” is history, folk artists often painted or a further criticism of both slavery in the sculpted figures that were anatomically South and the mistreatment of white incorrect. The subject might be made to activists working against slavery in the appear more simple than it actually was. South. Folk art represented the way in which an 7. By portraying the South as cruel and individual artist saw the world. stubborn, the cartoon is clearly more 5. Answers will vary but may note that peo- sympathetic to abolitionists. ple found folk art simple, charming, and pleasing to the eye. The answer should RETEACHING ACTIVITY 5 also include the student’s own opinion of folk art based on the picture shown. 1. a. The North initiated many of the transportation improvements, including the INTERPRETING POLITICAL CARTOONS Erie Canal, which helped bring about ACTIVITY 5 economic change. These changes included the National Road, which extended settle- 1. The judge is pictured seated on bales of ment westward; the privately funded cotton and tobacco because these were the turnpikes, which improved local traffic; important crops of Southern agriculture the steamboat, which extended the range and the foundation of the South’s econo- of trade and travel; and the start of the my. The labor force on cotton and tobacco railroad era, which helped settle the West. plantations was composed mainly of b. Lack of reference to transportation enslaved African Americans. The judge is improvements in the South implies that protecting the South’s economy by the South lagged behind the North, as it denouncing antislavery activity. did in industrialization. Riverboats trav- 2. The judge has his foot on the Constitution eled the Mississippi, but there is no men- to show that he is ignoring the argument tion of major east-west roads or turnpikes. in the Declaration of Independence that The South remained rural, another trait all people should be born free and treated that would imply lagging development in equally. transportation. 3. The donkey’s ears and the whip are fur- 2. a. The North entered the Industrial ther criticisms of the judge. The ears are Revolution with the development of the meant to show that the judge is stubborn, factory system. Waterpower, willing and the whip stands for slavery and its investors, and manufacturing innovations cruelties. that allowed mass production contributed to the Northeast’s industrialization. As a 4. The “Northern fanatics” are abolitionists, result, European immigrants and rural who wanted the immediate end to the citizens moved to the cities to get factory practice of slavery, without any compen- jobs. sation given to slaveholders.

161 Answer Key ★★★★★★★★★ ★★★

b. The South retained its agricultural 3. 1) The American continents were closed focus with major cash crops, such as to future colonization. 2) The United tobacco, rice, sugarcane, and cotton. The States would not interfere in wars cotton gin, which revolutionized the cot- between European powers. 3) The United ton industry, created an increased States would not interfere with existing demand for slave labor. The South colonies and dependencies. 4) Any remained primarily a rural region. attempt by a European power to oppress or control another American nation 3. a. Family farms continued to play a role would be viewed as a hostile act against in the North, but the major labor develop- the United States. ment was the growth of factories. Factory workers often worked long hours under 4. The United States would view Great difficult conditions. They began to organ- Britain’s sending troops to settle a border ize labor unions in order to improve dispute as an interposition and thus a working conditions. hostile act that the United States would not tolerate. The United States would not b. Slavery continued to dominate the be bothered if Great Britain offered to South. As the demand for crops increased, negotiate a settlement to such a conflict the more humane task labor system gave since negotiation would not involve way to the gang system of labor. Enslaved oppressing another country or controlling African Americans coped by developing a its destiny. distinct culture and occasionally organizing rebellions. GUIDED READING ACTIVITY 5-1 4. Answers will vary. Students should mention changes directly related to the 1. Era of Good Feelings Information Revolution such as the shift 2. federal government from manual laborers to skilled, technical workers; workers telecommuting; a grow- 3. national bank ing global community and economy; and 4. American manufacturers companies not being limited by locale due to the Internet. 5. federal internal improvement plan 6. Martin v. Hunter’s Lessee ENRICHMENT ACTIVITY 5 7. federal control 1. President Monroe said that the United 8. Spanish-held Florida States would not become involved in con- flicts between Europe’s powers on mat- 9. Seminoles; Georgia ters relating solely to European affairs. 10. Florida; Louisiana Purchase When American rights are threatened, however, the United States might become 11. Puerto Rico involved. 12. monarchies 2. The doctrine states that Europe should no 13. Monroe longer consider the Americas as a place for colonization. The United States recog- nizes existing colonies, but it would con- GUIDED READING ACTIVITY 5-2 sider any attempt of Europe’s powers to I. A Revolution in Transportation assert control over other independent A. Erie Canal nations in the Americas as an unfriendly B. National Road act toward the United States. C. steamboat 162 Answer Key ★★★★★★★★★ ★★★

II. A New System of Production 2. James Tallmadge, Jr. A. Industrial Revolution 3. Maine requested admission to the Union. B. technologies The Senate voted to admit Maine as a free C. Francis C. Lowell state and Missouri as a slave state. D. interchangeable parts E. telegraph 4. the Missouri Compromise F. 75 5. Proslavery members of Missouri’s consti- G. middle class tutional convention added a clause that H. factory worker said free African Americans could not I. union enter the state. III. Life in the North 6. A. farming; wealth He got the Missouri legislature to state that they would not honor the spirit of B. cities; industry the clause’s wording. GUIDED READING ACTIVITY 5-3 7. Henry Clay of Kentucky; Andrew Jackson of Tennessee; John Quincy Adams of 1. tobacco, rice, sugarcane, and cotton Massachusetts; William Crawford of 2. It raised production from 6,000 bales to Georgia 100,000 bales. 8. Henry Clay’s policy of supporting the 3. It increased demand. national bank, protective tariff, and 4. Baltimore; Charleston; New Orleans nationwide internal improvements 5. 16 percent 9. Jackson won the most popular votes, but 6. planter no candidate won a majority in the Electoral College. 7. rural poor 10. It was Andrew Jackson’s phrase for 8. 93 Henry Clay’s support of John Quincy 9. gang system Adams for president, reportedly in 10. slave codes return for a cabinet post. 11. an African American slaveholder who 11. the Democrats and the National amassed a fortune in New Orleans by Republicans retailing imported dry goods 12. The repeated rebuffs he suffered in 12. praying for freedom or a better life in the Congress set the stage for Adams’s next world defeat in 1828. 13. Some staged work slowdowns; others 13. when candidates criticize each other’s broke tools or set fire to houses and barns; personalities and morals some ran away; some turned to violence. READING SKILLS ACTIVITY 6 GUIDED READING ACTIVITY 5-4 Practicing the Skill 1. Missouri requested admission into the Union as a slave state. In 1819 the Union 1. “the movement calling for the abolition, consisted of 11 free and 11 slave states. or the immediate end to slavery . . .” Admitting Missouri would upset the bal- 2. “. . . the early 1800s . . .” ance in the Senate.

163 Answer Key ★★★★★★★★★ ★★★

3. “. . . it polarized the nation and helped DIFFERENTIATED INSTRUCTION ACTIVITY 6 bring about the Civil War.” 1. Answers may vary. Possible answer: Applying the Skill Daniel was feeling grateful for being in Answers will vary. When evaluating student the new home. work, you may use the following example of 2. Answers may vary. Possible answer: questions/answers for “the Nullification People were kind and helpful, they were Crisis.” offered food, they were given clothes. 1. What was the nullification crisis about? South Carolina threatened to secede or ENGLISH LEARNER ACTIVITY 6 withdraw from the union over a new tar- A. Pre-Reading Activity iff bill, which threatened their economy. It was suggested that states had the right to 1. Answers will vary. Possible answers: declare federal laws null or unconstitu- exciting, dignified, or impressive. tional. 2. Answers will vary. Possible answers: 2. Who was involved in the nullification crisis? public officials, political supporters, John C. Calhoun, Robert Hayne, Andrew family friends, and other frontiersmen Jackson, and Daniel Webster or soldiers 3. When did the nullification crisis occur? C. Reading Comprehension Activity between 1828 and 1842 1. peaceful 4. What finally resolved the nullification crisis? 2. rude Congress passed a bill to reduce tariffs gradually. 3. eager 4. attend HISTORICAL ANALYSIS SKILLS ACTIVITY 6 5. surprised Practicing the Skill 6. rule Students should have underlined terms such D. Word Building Activity as: in 1830, that year, in 1839, by 1844, and that same year. Word Meanings 1. team 1. 1830 2. struggle 2. Illinois 3. visible 3. the Mormon community grew and prospered 4. ordinary 4. after the murder of Joseph Smith 5. slow-moving 5. the Book of Mormon 6. advance Applying the Skill 7. refreshments Time lines may vary depending on which 8. literal events students decide are most important. 9. riverbed Check to make sure student time lines include 10. breathe beginning and end dates and that the events are listed in the correct chronological sequence. 11. boredom

164 Answer Key ★★★★★★★★★ ★★★

Nouns and Verbs ACADEMIC VOCABULARY ACTIVITY 6

1. V A. Word Meaning Activity 2. N 1. B 3. N 2. C 4. V 3. A CONTENT VOCABULARY ACTIVITY 6 4. B 5. C 1. benevolent 6. A 2. abolition 7. C 3. Romanticism 8. A 4. temperance Test Your Knowledge 5. emancipation 1. B 6. utopia 2. A 7. Transcendentalism 3. C 8. secede from 4. compensation 9. nativism 5. demonstrate 10. gradualism 6. institution 11. Nullification 7. expose 12. penitentiary 8. imposition

13. Jackson ousted large numbers of govern- REINFORCING SKILLS ACTIVITY 6 ment employees in order to appoint his own supporters in a policy known as the Practicing the Skill spoils system. Jackson believed the spoils system allowed more ordinary citizens to 1. First Event: Andrew Jackson pushed become involved in government. In order through Congress the Indian Removal Act to make the political process more demo- to move all Native Americans to the Great cratic, Jackson replaced the caucus system Plains. with the national nominating convention. 2. Second Event: The Cherokee hired In the caucus system, members of the lawyers to sue the state of Georgia in party who served in Congress met to order not to be relocated. choose their party’s candidate for president. Jackson believed that this method 3. Third Event: Even though they won in allowed only elite or well-connected can- court, the government sent in the army to didates to run. At the national nominating force the Cherokee from their homes. convention, delegates from the states Applying the Skill met to determine the party’s nominee. Jackson believed expansion of suffrage or Answers will vary, depending on the events voting rights would put more political chosen. All events should be presented in the power in the hands of the people. chart and the time line in correct sequential order.

165 Answer Key ★★★★★★★★★ ★★★

CRITICAL THINKING SKILLS ACTIVITY 6 2. Like headdresses and face paints, Native American artifacts are part of the Native 1. Cause: Shakers did not believe in having American cultural heritage. Many Native children. Americans feel that their artifacts are Effect: The group could expand only by sacred and that putting them on display making converts. shows lack of respect. Similarly, they 2. Cause: The Shakers believed that God believe that the remains of their ancestors was both male and female. deserve proper burial. Treating them as Effect: They insisted on unconditional research specimens or public displays is equality between the sexes. considered disrespectful. 3. Cause: The Shakers believed in living a 3. White settlers took the lands that were “simple” lifestyle. most valuable—the richest farmland and Effect: The furniture and other products land near water sources and trade routes. they created lacked ornamentation. Much of the land left to the Native Americans was either unsuitable for 4. Cause and effect: none growing crops or too small to farm profitably. Also, Native Americans who were TIME LINE ACTIVITY 6 hunters or fishers no longer had access to land that could support their way of life. 1. the Liberator As a result, many Native Americans sold 2. 1845 their land because they needed the money. When the money ran out, they had no 3. Mt. Holyoke Seminary means of support. By accident, however, 4. 1849 pushing Native Americans into more remote areas put them on land that was 5. 1843 later discovered to hold rich deposits of 6. juvenile reformatory coal, natural gas, uranium, and oil. Now Native Americans are fighting for the 7. 1833 right to control access to these resources 8. Maine on their lands. 9. Illinois PRIMARY SOURCE READING 6-1 LINKING PAST AND PRESENT ACTIVITY 6 1. The public believes that African Americans 1. Many Native Americans worry that are completely and utterly nothing. assimilation into the mainstream will 2. It would bring a welcome end to his life. result in the loss of identities and tradi- tions. As more Native Americans move to 3. Writing it makes him feel sick and cities and away from their groups, they hopeless. are losing their sense of belonging to a 4. The italics emphasize how outrageous culture. The traditional family units, con- and perplexing the riots are, because sisting of extended families and clans, are Christianity teaches love and the golden giving way to the smaller nuclear family, rule. consisting of only parents and their children. Also, since the arrival of Europeans, 5. The author notes the apathy of those who the number of Native American lan- were not actors in the riot and that this is guages still in use has dwindled from its own form of inhumanity. more than 300 to about 40.

166 Answer Key ★★★★★★★★★ ★★★

PRIMARY SOURCE READING 6-2 INTERPRETING POLITICAL CARTOONS 6

1. Jones does not like the term “women’s 1. The bottom cartoon shows him driving rights,” because women have no rights evil bankers out of the bank to support based on their gender. She instead focuses the common people. The top cartoon on “women’s wrongs.” shows him as a king, stomping on the U.S. Constitution to get his way. 2. The abolitionists’ fight for African American males is to point out that the 2. Jackson is shown much larger than the “colored man is a human being” and is people the cartoon opposes—the bankers deserving of all the rights that belong to of the Second Bank of the United States. humanity. Other symbols: the pillars of the bank crumbling; a “devil” as a banker, bankers 3. Jones blames both men and women them- as robbers leaving the bank with bags of selves for women losing their individuali- money ty to their husbands. 3. Jackson is shown as a monarch with cape, 4. Answers should point out that Jones crown, scepter, and throne. He holds a believes many women do not know they sheet of paper marked “veto.” He tram- are robbed of their rights, which reveals a ples on the Constitution of the United complete enslavement by blinding these States. women to a sense of justice. 4. Because there were people alive at the AMERICAN ART AND MUSIC ACTIVITY 6 time who had fought in the American Revolution (Jackson being one), Americans 1. Many people were attracted to the subjects would be much more sensitive to the Hicks painted, which included American charge that an elected leader was trying nature scenes, views of Pennsylvania to impose dictatorial rule. farms, and religious scenes. His painting 5. One can infer that the pro-Jackson cartoon also included some remarkable detail. was more popular in the West and among 2. Hicks’s most famous work is Peaceable farmers, and that the anti-Jackson cartoon Kingdom. Today, almost 60 versions of this was more popular in the East and among painting exist. Almost all of these versions lawyers. include wild animals being lovingly 6. Selected cartoons will vary. Cartoons attended to by three children. should show pro and con opinions 3. The two subjects in most versions of toward the same person. Peaceable Kingdom are animals and children in the foreground and a group of RETEACHING ACTIVITY 6 people in the background. The animals include an ox, a lion, and a lamb. The 1. The most influential transcendentalist people in the background are colonial who wrote Nature, in which he urged ful- men and Native Americans. fillment through communion with nature. The movement sought to overcome the 4. Hicks used his creative talents as an artist limits of the mind by reaching out to together with his knowledge of religion embrace the beauty of the universe. and history. 2. A religious group that established self- 5. They recreate scenes of American life dur- contained communities from Maine to ing certain periods and point to American Kentucky. Shakers wanted to separate likes and dislikes in art. themselves from corrupt society and to create a utopian society. 167 Answer Key ★★★★★★★★★ ★★★

3. A former schoolteacher who crusaded to ENRICHMENT ACTIVITY 6 improve prison conditions for the mentally ill. She urged the Massachusetts legisla- 1. Opinions will vary but should be sup- ture to provide more humane treatment ported by the evidence provided in the for the mentally ill. excerpts. Possible answers for support may be: treaties are an absurdity, Jackson’s 4. A national organization of temperance concern for the safety of America, his groups that tried to urge people to avoid motivation, and his belief in the inevitable alcohol and even to pass laws to prohibit extinction of the Native Americans. its sale. Their goal was to reduce social ills by reducing—or even eliminating— 2. Jackson and Marshall are both concerned alcohol consumption. for the welfare of the Native Americans. Jackson’s answer is to remove them from 5. As president of the Massachusetts Senate, the situation. Marshall’s response is that Horace Mann pressed for more public they are entitled to their land. education. His goal was to establish accessible public education in order to 3. Jackson has little concern for the rights of ensure an educated populace. Native Americans. He believes that white Americans have more rights under the 6. An educational pioneer who founded a sovereignty of the United States. The girls’ boarding school in Vermont. She plight of Native Americans is of no con- sought to extend schooling opportunities cern to him. Marshall believes it is wrong to females at a time when the push to to take land that belongs to Native educate voters had only white males in Americans in order to give it to settlers. mind. He feels that to do so is repugnant to the 7. helped organize the Seneca Falls conven- Constitution, laws, and treaties of the tion where she proposed a resolution United States. urging the women reformers to pursue 4. Answers will vary, but students may the right of women to vote include references to the length and diffi- 8. Publisher of the Liberator, a fiery anti- culty of the journey and their feelings slavery newspaper in Boston. Garrison about the reasons for their removal. called for emancipation of all enslaved persons and the immediate abolition of GUIDED READING ACTIVITY 6-1 slavery. 1. Andrew Jackson 9. An escaped enslaved man who served as the most prominent African American 2. majority abolitionist. He published The North Star, an antislavery newspaper, to further the 3. nullification cause of ending slavery as an American 4. Force Bill institution. 5. Native Americans 10. Answers will vary. The media provide numerous examples of local, state, and 6. Cherokee national reforms. Students should provide at least one specific example and be able 7. bank notes to offer a statement of the goal of the 8. destroy the bank reform. 9. federal government 10. William Henry Harrison 168 Answer Key ★★★★★★★★★ ★★★

GUIDED READING ACTIVITY 6-2 13. injustice

I. The New Wave of Immigrants 14. women’s movement A. Over 5 million GUIDED READING ACTIVITY 6-4 B. Irish I. The New Abolitionists C. hostility toward foreigners A. slavery D. The party was formed by delegates B. North; Upper South from several nativist groups. C. American Colonization Society (ACS) II. A Religious Revival D. abolitionists A. Mormons E. David Walker B. that it corrupted human nature F. American Antislavery Society C. They did not believe in marrying or having children. II. The Response to Abolitionism III. A Cultural Renaissance A. Southern planters A. in Europe B. slave-catchers B. to overcome the limits of their minds C. agricultural C. the pressure to conform D. suppression D. Emily Dickinson READING SKILLS ACTIVITY 7 E. inexpensive newspapers that reported on fires, crimes, marriages, gossip, Practicing the Skill politics, and local news 1. Mexico won its independence in 1821. GUIDED READING ACTIVITY 6-3 2. Mexico had been under Spain’s control.

1. reform movements 3. The borderlands were made up of the far northern territories of California, New 2. Lyman Beecher Mexico, and Texas. 3. women Applying the Skill 4. alcohol Answers will vary. When evaluating student 5. prohibition work, you may use the following example of questions/answers for “Western Migration” 6. rehabilitating from Section 1 of Chapter 7: 7. penitentiaries 1. Who led the western migration? mountain 8. public education men such as Kit Carson and Jim Bridger 9. Horace Mann 2. When did the western migration take place? during the 1840s–1860s 10. mandatory 3. Where did the western emigrants travel? 11. factories along routes such as the Oregon, 12. “true womanhood” California, and Sante Fe trails

169 Answer Key ★★★★★★★★★ ★★★

4. What did the migrants use to travel west? 2. Answers will vary. Possible answer: They journeyed west in covered wagons. 1. Some people believed that Hastings had ambitions to be California’s first gov- 5. What difficulties did pioneers encounter on ernor. 2. Hastings wanted California to the western migration? Winter storms could be taken from Mexico. 3. Lansford trap them in passes, wagons could tip Hastings was a lawyer, an adventurer, over, or warriors could attack wagon and a promoter. 4. Hastings’s knowledge trains. of his suggested route was inaccurate. 5. Hastings proposed a “cutoff” that he HISTORICAL ANALYSIS SKILLS ACTIVITY 7 said would save 350 to 400 miles on the trip to California. Following the route led Practicing the Skill to many deaths. 6. Hastings’s book 1. The map shows the routes of many of the described a new and shorter route west. western trails such as the Oregon, (Rankings may be justified according to how Mormon, California, and Santa Fe trails. much each bulleted point reflects Hastings’s It also shows passes, forts, and starting own self-interest and his willingness to possi- and end points of these routes west. bly lead others astray.) 2. The Oregon Trail crosses the present day states of Missouri, Kansas, Nebraska, ENGLISH LEARNER ACTIVITY 7 Wyoming, Idaho, and Oregon A. Pre-Reading Activity 3. Donner Pass is located on the California 1. Answers will vary. Trail; the travelers were trapped by winter snows in the Sierra Nevada. 2. Answers will vary. 4. Old Spanish Trail, or the Butterfield C. Reading Comprehension Activity Overland Mail route 1. hope Applying the Skill 2. birth Answers will vary depending on where the 3. citizens school is located. Check to make sure that the conclusions students draw are based on the 4. freedom cities or towns provided on the map. Possible 5. blessed answer: People living in (town name) can travel quickly to (other town name) for work, 6. killing tyranny shopping, or recreation on Highway (name or 7. progress number). D. Word Building Activity DIFFERENTIATED INSTRUCTION ACTIVITY 7 1. local 1. Answers will vary. Possible answer: The 2. dependence author wants people to settle in California 3. commoner because he may have aspirations to lead the state; he may even have a personal 4. accident stake in whether they do so or not. His 5. laborer bias is that the West is a place where people should go. 6. comfort 7. retreat 8. circumstance 170 Answer Key ★★★★★★★★★ ★★★

CONTENT VOCABULARY ACTIVITY 7 3. South; 19°N and 99°W

1. false; overlander Applying the Skill 2. true Answers will vary. Check answers against an atlas. Please note that students may need to 3. false; mestizos estimate the exact locations of their home- 4. false; squatter towns, so their approximate latitude and longitude measurements may vary. 5. true 6. false; Tejanos CRITICAL THINKING SKILLS ACTIVITY 7 7. true The main idea of Thomas Corwin’s speech is the question of whether slavery shall be 8. true expanded into new territories. 9. false; vaqueros 1. D ACADEMIC VOCABULARY ACTIVITY 7 2. D 3. X A. Word Meaning Activity 4. D 1. convert 5. X 2. civil 3. conventions TIME LINE ACTIVITY 7 4. ultimately Students’ answers may vary. Some possible 5. reinforcements reasons for traveling west include: (1) The early success of the Whitmans in founding a 6. secured settlement; (2) the availability of guidebooks; 7. resolution (3) the possibility of traveling with an experienced guide; and (4) the possibility of land Test Your Knowledge ownership through the Oregon Land Donation 1. A Act. Some possible reasons against traveling west include: (1) The death of the Whitmans 2. B and other settlers; (2) the inaccuracy of guide- 3. A books; (3) stories of those who had lost their way or died on the trip; and (4) the cholera 4. C epidemic or the possibility of other illnesses. 5. A LINKING PAST AND PRESENT ACTIVITY 7 6. B 1. Buffalo existed in huge herds in the Great 7. C Plains. The Native Americans as well as 8. B the emigrants hunted them for food. Yet unlike Native Americans, the emigrants REINFORCING SKILLS ACTIVITY 7 did not use the entire animal. They often left the carcasses to rot, contributing to Practicing the Skill the near-extinction of this crucial food source for Native Americans. Within a 1. about 12 few years, the livestock that accompanied 2. San Antonio 171 Answer Key ★★★★★★★★★ ★★★

the emigrants overgrazed the prairie 3. He finds the steel traps, so he believes he grasses. The emigrants burned all the will be able to feed himself. available firewood. The depletion of 4. He is lonely and longs for conversation. resources on which the tribes depended Reading aloud eases his loneliness. threatened their ability to continue their way of life. 5. Students answers will likely focus on the uncertainty and loneliness of Moses’s 2. Heavy rains often washed out river existence. crossings. Dry spells led to a shortage of drinking water, less grass for the cattle to AMERICIAN ART AND MUSIC ACTIVITY 7 graze, and more dust that choked travelers. Sudden snowstorms blocked moun- 1. A lithograph is a type of graphic art in tain passes and could decimate groups of which an image is drawn on a flat plate of travelers. stone or metal and then printed. 3. Preserving historical sites costs money 2. The firm of Currier and Ives was started and sets aside land that could possibly be in 1835 by Nathaniel Currier. In 1852 he used more profitably if developed for brought James Ives into the firm as a business or resource extraction. However, bookkeeper. Five years later, the famous historical sites are part of our cultural her- partnership was formed. itage. If preserved, they will be there for 3. The prints were of familiar, day-to-day all to enjoy, including future generations. scenes and since they could be produced Today people can walk along the route of so cheaply, many Americans were able to the early emigrants and get a sense of afford them. what it must have been like to traverse a rugged country by covered wagon. Once 4. Topics may have included the building of gone, original historical artifacts cannot the railroads and the new technology of be recovered, only recreated. the nineteenth century, including styles in architecture and fashion. PRIMARY SOURCE READING 7-1 5. Their prints are visual records of American life. While the prints allow for 1. The missionaries want the Pawnee to live some artistic license and are not as valu- and work like white people. able a historical record as a photograph 2. He asks Monroe to keep the white people would be, they are still of considerable off of the Pawnee land. use to the historian. 3. The missionaries should come when the INTERPRETING POLITICAL CARTOONS ACTIVITY 7 Pawnee are starving and the herds have disappeared. 1. They are recent immigrants to the United States. 4. He gives many examples of how the two 2. Native Americans, whose presence in the cultures live differently and says that dif- Americas dates back thousands of years, ferent ways of life should be respected. are the only nonimmigrants. The man in the middle is the descendant of immigrants. PRIMARY SOURCE READING 7-2 3. People on left: confused yet dignified, 1. They built a makeshift cabin of saplings, shown by unemotional pose in response to hides, and pine brush. middle person’s anger. Person in middle: angry, shown by angry gesture, large bold 2. Moses is worried for himself and for the type, exclamation mark. Person on right: remainder of his party. dry wit, arms crossed, smaller-type words. 172 Answer Key ★★★★★★★★★ ★★★

4. The cartoonist points to the difference ritory, including the current states of between the anger of the man in the mid- California, Utah, Nevada, most of New dle against immigrants and the obvious Mexico and Arizona, and parts of fact that he is a descendant of immi- Colorado and Wyoming. Mexico also grants. agreed that the Rio Grande would be the dividing line between Mexico and Texas. 5. Answers should refer to the fact that both the Native American in the cartoon and B. The United States paid Mexico $15 the groups who negotiated the treaty million and assumed $3.25 million in want their territory to themselves. debts the Mexican government owed to Differences may include the time frame American citizens. and the knowledge of the Native 3. Answers will vary, but students should American in the cartoon compared to accurately recount the events that took what the groups of 1851 knew about place between the National Colonization their future. Act and the end of the Mexican War. 6. Answers will vary but should contain the elements of irony. ENRICHMENT ACTIVITY 7

RETEACHING ACTIVITY 7 1. Answers will vary, but students should point out the supreme confidence that Map Key Response each writer had in the correctness of the The area disputed with Great Britain included nation’s course; that the new lands are the current states of Oregon and Washington, intended to benefit the nation and to be the recipients of what America has to as well as the area north of the 49˚ north lati- offer; that the American spirit is too ener- tude, which is the current Canadian province getic, pure, and strong for anyone or any- of British Columbia. The area disputed with thing to successfully stand in its way; and Mexico included the current states of Texas, that this spirit should not be restrained. California, Nevada, Utah, most of Arizona and New Mexico, and parts of Colorado and 2. Answers will vary, but students may Wyoming. point out that all three articles overlook the self-determination and rights of the 1. The dispute with Great Britain over the people presently living in the path of Oregon territory was resolved peaceably. Manifest Destiny—Native Americans, Many Americans felt that all of the land Mexicans, and the British. The articles up to the line of 54˚ 40’’ north latitude also ignore the cost in terms of lives to should be part of the United States. secure the area coast-to-coast. However, President Polk privately com- 3. Answers will vary, but students may promised with the British. They agreed to point out that the writers of these articles split the territory at the line of 49˚ north were probably white Americans and were latitude, which is the northern border of most likely male. It is doubtful that Washington state. Britain claimed British Native Americans, African Americans, or Columbia, including the southern tip of women would have had the opportunities Vancouver Island. so confidently expounded upon in these 2. A. Mexico refused to surrender until the articles. American forces led by General Winfield 4. Letters to the editor will vary, but stu- Scott captured Mexico City on September dents may point out that while Manifest 14, 1847. In the Treaty of Guadalupe Destiny could improve the lives of some Hidalgo, signed on February 2, 1848, Americans, it may spell tragedy for others. Mexico ceded 500,000 square miles of ter- 173 Answer Key ★★★★★★★★★ ★★★

GUIDED READING ACTIVITY 7-1 4. Christian faith; Spanish culture

1. west of the Appalachian Mountains 5. religious institutions 2. Some went for religious reasons; some 6. cattle ranchers wanted to own their own farms. 7. Rancheros 3. the idea that the continent was a divine 8. Native Americans gift to Americans 9. property 4. pioneers who settled on lands they did not own 10. national government 5. It guaranteed squatters the right to claim 11. territorial governor land before it was surveyed and the right 12. John Sutter to buy up to 160 acres for the government’s minimum price of $1.25 per acre. 13. “Sutter’s Fort” 6. His mechanical reaper, pulled by horses 14. Santa Fe Trail or mules, replaced the time-consuming 15. and exhausting work of cutting grain by territory hand using a sickle or scythe. GUIDED READING ACTIVITY 7-3 7. They assumed that the treeless Great Plains contained poor land for farming. 1. San Antonio de Bexar and Hidalgo in the southern portion of the region 8. American missionaries 2. It was unable to persuade its own citizens 9. by trapping beaver and selling their furs to settle there, as it was close to Apache to traders and Comanche territory. 10. Oregon Trail; California Trail; Santa Fe 3. The empresarios promised to fill the land Trail with a certain number of settlers. 11. five to six months 4. Americans were dismissive of Mexican 12. They often gave emigrants gifts of food as ways. The customs of the Roman Catholic well as helpful information about routes, Church were alien to most American set- edible plants, and sources of water. tlers, and few bothered to learn Spanish. 13. Eight Native American groups agreed to 5. He was angry over disagreements about specific geographic boundaries, while the whether the Mexican government or the United States promised that these territo- empresario controlled the region. ries would belong to the Native 6. In 1830 Mexico closed its borders to fur- Americans forever. ther immigration by Americans and 14. He decided to take his people west to banned the import of enslaved labor as escape further persecution. well. 7. The import tax meant higher prices for GUIDED READING ACTIVITY 7-2 goods they were accustomed to purchas- 1. Spain ing from the United States. Perhaps worst of all, the Mexican government was mak- 2. Texas ing rules for them. 3. Native Americans; Hispanic 8. President Santa Anna

174 Answer Key ★★★★★★★★★ ★★★

9. Continuing political instability in Mexico City had denied the army sound leadership, training, and support. 10. at Gonzales 11. On March 6, 1836, Santa Anna’s army stormed the Alamo. The Texans fought off the attackers, killing or wounding about 600 before being overrun. 12. The Mexican army overwhelmed the Texan troops, who surrendered. Santa Anna refused clemency for the Texan troops, and on March 27, a firing squad executed more than 300 men. 13. at the Battle of San Jacinto, on April 21, 1836 14. The Texan army won the battle in 20 minutes, but continued killing until hundreds of Mexican troops were dead or taken captive. The Texans suffered only 9 killed and 24 wounded. 15. adding something on, or in this case becoming a part of the United States 16. They opposed admitting another slave state, which would upset the careful bal- ance between slave states and free states.

GUIDED READING ACTIVITY 7-4

1. slavery 2. John C. Calhoun 3. Oregon 4. Nueces River; Rio Grande 5. Whigs 6. 50,000; 73,000 7. General Winfield Scott 8. Treaty of Guadalupe Hidalgo

175