hsus_te_ch09_na_s03_s.fm Page 311 Monday, April 19, 2004 8:16 AM Gold-mining tools ᮣ WITNESS HISTORY AUDIO Step-by-Step Seeking a Mountain of Gold SECTION Instruction By 1849, poor farmers in China had received word of a “mountain of gold” across the Pacific Ocean. SECTION Soon, thousands of Chinese men joined fortune seekers from all over the world in a rush to the Objectives gold fields of California. However, the Chinese As you teach this section, keep students newcomers often faced a hostile reception. In a letter home to his parents, one young American focused on the following objectives to help miner described the unfair treatment of Chinese them answer the Section Focus Question and miners: master core content. “They are coming by thousands all the time The • Explain the effects of the Mexican- miners in a great many plases will not let them work American War on the United States. The miners hear drove off about 200 Chinamen • Trace the causes and effects of the about two weeks ago but they have com back about California Gold Rush. as thick as ever (I would not help drive them off as I thought they had no rite to drive them).” • Describe the political impact of California’s —Robert W. Pitkin, 1852 application for statehood. ᮡ Chinese miners in California Prepare to Read Effects of Territorial Expansion Background Knowledge L3 Remind students of some northerners’ Objectives Why It Matters As a result of its quick victory in the Mexican- reactions to Polk’s compromise with • Explain the effects of the Mexican-American American War, the United States would finally achieve the expan- the British over the Oregon Territory, War on the United States. sionists’ goal of Manifest Destiny. Yet, the long-term effects of the war and how it indicated a growing served to highlight growing differences between North and South and • Trace the causes and effects of the California national division over slavery. Have set the stage for future conflict. Section Focus Question: What were the Gold Rush. students read to find out how territo- effects of the Mexican-American War and the California Gold Rush? rial expansion further heightened the • Describe the political impact of California’s application for statehood. North-South conflict. America Achieves Manifest Destiny Terms and People In February 1848, the defeated Mexicans made peace with the Set a Purpose L3 Treaty of Guadalupe California Gold Rush Americans. The Treaty of Guadalupe Hidalgo (gwah duh LOO pay ee ½ WITNESS HISTORY Read the selec- Hidalgo forty-niners THAHL goh) forced Mexico to give up the northern third of their coun- tion aloud, or play the audio. Gadsden Purchase placer mining try and added 1.2 million square miles of territory to the United States. Wilmot Proviso hydraulic mining Witness History Audio CD, The United States Gains Territory In return for leaving Mexico Seeking a Mountain of Gold City and paying $15 million, the victors kept New Mexico and Cali- fornia. They also secured the Rio Grande as the southern boundary Ask According to Pitkin, how did of Texas. the American miners treat the Reading Skill: Understand Effects Trace The treaty disgusted and humiliated Mexicans, who continued Chinese newcomers? (They drove the effects of the Mexican-American War. for decades to feel bitterness toward the United States. The treaty them off to prevent them from work- also dismayed Polk, but for a different reason. After Scott captured ing.) What is Pitkin’s attitude Event Effect Mexico City, the President decided that he wanted to keep more of toward his fellow miners? (Sam- Mexican- • Treaty of Guadalupe Hidalgo; American War United States gains territory Mexico. He blamed his negotiator, Nicholas Trist, for settling for too ple response: He thinks they are • little. But Polk had no choice but to submit the treaty to Congress wrong to treat the Chinese workers • because northern public opinion would not support a longer war. in this way, and he refuses to help them drive off the Chinese workers.) ½ Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this ques- Use the information below and the following resource to teach students the high-use words tion as they read. (Answer appears from this section. Teaching Resources, Vocabulary Builder, p. 10 with Section 3 Assessment answers.) High-Use Word Definition and Sample Sentence ½ Preview Have students preview comprise v. to include; to make up the Section Objectives and the list Eventually, a total of 50 states would comprise the United States. of Terms and People. ½ Using the Structured degrade v. to reduce in status or rank The introduction of machinery into the factory threatens to degrade the Read Aloud strategy (TE, p. T20), skilled worker to a mere drone. have students read this section. As they read, have students record the effects of the Mexican-American War. Reading and Note Taking Study Guide Chapter 9 Section 3 311 hsus_te_ch09_na_s03_s.fm Page 312 Monday, April 19, 2004 8:16 AM For: Interactive map Growth of the United States to 1853 Web Code: ncp-0906 Teach Conic Projection America Achieves N 0200 400 mi W B R I T O R Y 0200 400 km I T I S H T E R R L3 E Manifest Destiny Ceded by Britain, t (C Grea S onvention of 1818) with 2 puted il 184 Dis n unt Britai er Sup ior L. Instruct Map Skills By 1853, ORE GON (A CO L ake gree UN . L ½ the United States had men TRY H ntario Br t w u O Introduce: Key Terms Organize ita ith n in, r 1 a 846 o ) g n achieved Manifest Des- i S h E the three key terms of this blue c i T M tiny and stretched from . A L Erie heading around a concept web with L. T the Atlantic to the Pacific. LOUISIANA PURCHASE S the center oval labeled “Expansion.” (Purchased from France, 1803) ES 3 TAT 1 NITED S 1. Locate: (a) Oregon, M THE U 3) EXIC (178 L Then, have students add information (T AN CE reat SSIO A (b) Texas, (c) Mexican y of Gu N H ada N idalgo lupe to the satellite ovals relating each , 1848) I Cession, (d) Gadsden G term to U.S. territorial expansion. I Purchase R GAD O SDEN P ½ (Pu URCHA Teach Ask Why was Polk disap- rchased SE 2. Regions What terri- 120° W Me from xico, 18 tic pointed with the outcome of the 53) Atlan tory did the United an TEXAS ANNEXATION Oce Treaty of Guadalupe Hidalgo? States acquire as the (Annexed by Congress, 1845) 30° N (He wanted to keep more of Mexico.) result of war? 1812) Have students discuss how railroad Paci (Annexed, DA 3. Connect Past and fic FLORI 819) pain, 1 Oce 1810) ed by S needs drove westward expansion. Present Is your own an (Annexed, (Ced What made the Wilmot Proviso M E X I C O state on this map? If lf of Mexico so divisive? (It made slavery a Present-day state boundaries Gu so, how and when was 80° W prominent issue, splitting the two it acquired by the 110° W 90° W main political parties along North- United States? South lines, or proslavery and anti- slavery lines.) In the Gadsden Purchase of 1853, the United States obtained from Mexico ½ Quick Activity Have students another 29,640 square miles in southern Arizona and New Mexico. The Americans access Web Code ncp-0906 to use bought this strip to facilitate a railroad across the continent. Along with the the Geography Interactive map annexation of Texas, the Treaty of Guadalupe Hidalgo and the Gadsden Purchase and then answer the map skills Vocabulary Builder increased the area of the United States by about one third. Only the Louisiana questions in the text. comprise–(kuhm PRìZ) v. to Purchase had added more territory. The new lands comprised present-day New include; to make up Mexico, California, Nevada, Utah, Arizona, and half of Colorado. Independent Practice The Wilmot Proviso Divides Americans Even before the war ended, the ½ Have students fill in the Note Tak- prospect of gaining land from Mexico stirred fierce debate in the United States. ing chart for this section. In 1846, Whig congressman David Wilmot of Pennsylvania had proposed a law, known as the Wilmot Proviso, that would ban slavery in any lands won from ½ To help clarify the geography of U.S. Mexico. The proposal broke party unity and instead divided Congress largely territorial expansion, have students along sectional lines. Most northern Democrats joined all northern Whigs to complete the Outline Map: Mexican support the Wilmot Proviso. Southern Democrats joined southern Whigs in Cession and the Gadsden Purchase opposition. The Proviso passed in the House of Representatives, but it failed worksheet. Teaching Resources, p. 17 narrowly in the Senate. The Wilmot Proviso would reappear in every session of Congress for the next Monitor Progress 15 years. Repeatedly, it passed in the House only to fail in the Senate. The Pro- viso brought the slavery issue to the forefront and weakened the two major par- As students fill in their charts, circu- ties, which had long tried to avoid discussing the issue in Congress. Thus, the late to make sure that they have cor- lands won from Mexico increased tensions between North and South. rectly matched effects with events. For a completed version of the chart, see How did the Mexican-American War serve to heighten Note Taking Transparencies, B-49. tensions over slavery? Answers L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers Map Skills 1.