Tavurb 2

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 orga-
nized 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
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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 exam-
ple, 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 mas-
ters 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
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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
Time Line Activity 5 ...........................................65
Linking Past and Present Activity 5....................66
Differentiated Instruction Activity 4...................23
Primary Source Reading 5-1 ..............................67
American Art and Music Activity 5.....................71
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
Guided Reading Activity 5-1...............................78
American Art and Music Activity 4.....................39
Guided Reading Activity 5-3 ..............................80
Interpreting Political Cartoons Activity 4 ...........41
Reteaching Activity 4 .........................................43
Enrichment Activity 4.........................................44 Chapter 6 Resources..................................83
Chapter 4 Section Resources ..................45
Differentiated Instruction Activity 6 ...................87
(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
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
students master unfamiliar terms used in their
American Literature Readings
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 compre-
hension 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 infor-
mation about it, and critical thinking questions
to help students interpret the cartoon’s message.
vi
2
UNIT
Unit 2 Resources
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
1
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-
UNIT
Spanish and Hispanic rule from the time of niques they used were well suited to the
Coronado’s explorations in 1540 until the open-range style of ranching. The clothing
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.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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
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-
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
San Jose er
Santa Cruz Riv Arkans 0 100 200 kilometers
do
UNIT
San Carlos ra a s R iv er
de Monterey
CALIFORNIA C olo
2
Santa Barbara
Albuquerque Santa Fe
Los Angeles
San Diego
NEW
Tucson MEXICO
Nacogdoches
El Paso
Ri
del Notre
TEJAS
oG
ran
PACIFIC
de
OCEAN San Antonio
Guaymas Chihuahua City

Principal roads Laredo
Settlements Matamoros
Monterrey
The provinces, settlements, and main roads in the Spanish north in the 1700s

Map 2—The United States and Mexico in 1821
BRITISH TERRITORY
OREGON
COUNTRY
C o l u m b i a Riv er
Mis
P la s
ou
tte
ri R
Riv e
r
iver
iver UNITED STATES

oR
ad
lor
o
C
iver
MEXICO
Mississippi R
Rio
ATLANTIC
OCEAN
Gr
Sabine River
and
PACIFIC
e
OCEAN
Gulf of Mexico
The division of land between Mexico and the United States in 1821
4
Name Date Class
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-
UNIT
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
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

Texas from 1830 to 1865
DID YOU KNOW?
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
0 plains.
1830 1850 1860 1865
(continued)
5
Name Date Class
APPLYING GEOGRAPHY TO HISTORY

Directions: Write the answer to each ques- 4. What present-day states made up the
tion in the space provided. Spanish province of New Mexico?
UNIT
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 dur-
ing 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?
3. In addition to plants and animals, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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?
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
2
banks in each of the specified years. You
account, $100 in savings, and keeps the rest
UNIT
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.
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.
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 used to grow cotton, expecting the price of
594.3
$600 546.9
498.7
cotton to continue to rise. When the price
492.8
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 produc-
tion. 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.
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
the bank. He thought that it was unconsti- table to answer the following questions on
UNIT
tutional, that it violated the states’ right a separate sheet of paper.

to regulate their own banks, and that it
RECALLING INFORMATION
2
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

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
* 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
UNIT
time required by doing some of the
Purpose
preparatory work yourself. If possible,
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 objec-
tives 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.
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
failures against the backdrop of the
(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
think constitutes a “successful” presidency. each group yourself.
UNIT
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
prosperity, but that a “great” leader suc- restate reasons that their president was
2
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
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?
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
i ns and Problem Solvi

History Simulat ng 2 S i m u l a ti o n S h ee t 1
Presidential Greatness
2
Directions: In this simulation, you will fought the Mexican-American War during
UNIT
review and evaluate the political policies, this time. In addition, Americans found
military strategies, and personal objectives themselves increasingly at odds with one
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 dis-
covered 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
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.
11
Name Date Class
i ns and Problem Solvi

History Simulat ng 2 S i m u l a ti o n S h ee t 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-
dent was the greatest during the time
2
military strategies, and personal objectives

of the president assigned to your group. period from 1816 to 1850.
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★
President:
Topic 1: Political achievements
Topic 2: Military successes or failures

Topic 3: Domestic policy
Topic 4: Foreign policy
Topic 5: Technological and social changes during the president’s term in office
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
UNIT
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-
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
As you read, make note of Arapooish’s affection for the land. Then answer the
questions that follow.
“T he Crow country,” said he [Arapooish], “is

a good country. The Great Spirit has put it
exactly in the right place; while you are in it you fare
“On the Columbia they are poor and dirty, paddle
about in canoes, and eat fish. Their teeth are worn
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
horses? salt weed for the horses.
(continued)
13
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American
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Literature
★ ★
Readings
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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-
summer heats scorch the prairies, you can draw up selves, and cotton-wood bark for your horses; or you
UNIT
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.
tumbling out of the snow-banks. There you can hunt “The Crow country is exactly in the right place.
2
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.

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.
14
Name Date Class
★
American
★ ★
Literature
★ ★
Readings
★ ★
2 ★ ★ ★ ★ ★
from “Nature”
Ralph Waldo Emerson
2
UNIT
★ About the Selection Ralph Waldo Emerson (1803–1882), one of the lead-
ers of the Transcendentalism movement, began his career as a Unitarian minister.
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.
T he charming landscape which I saw this

morning, is indubitably made up of some
twenty or thirty farms. Miller owns this field, Locke
grimmest midnight. Nature is a setting that fits
equally well a comic or a mourning piece. In good
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-
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
15
Name Date Class
★
American
★ ★
Literature
★ ★
Readings
★ ★
2 ★ ★ ★ ★ ★
READER RESPONSE
1. How does Emerson describe being fulfilled by nature?
UNIT
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?
3. What spiritual references are expressed by both Emerson and Chief Arapooish?

4. CRITICAL THINKING What is Emerson’s point of view of nature? What is Chief
Arapooish’s view?
16
Name Date Class
★
American
★ ★
Literature
★ ★
Readings
★ ★
2 ★ ★ ★ ★ ★
from “A Winter Walk”

Henry David Thoreau
2
UNIT
★ About the Selection Henry David Thoreau was a friend of Ralph Waldo
Emerson’s and also a Transcendentalist. He is known for his independent
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.
T he wonderful purity of nature at this season

is a most pleasing fact. Every decayed stump
and moss-grown stone and rail, and the dead leaves
stands for all virtue, and we resort in thought to a
trickling rill, with its bare stones shining in the sun,
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
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
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
University Press, copyright © 2000.
the furred life which still survives the stinging nights,
and, from amidst fields and woods covered with
frost and snow, sees the sun rise.
UNIT
READER RESPONSE
2

1. According to Thoreau, what good comes of a cold wind?
2. What do you think Thoreau meant by the question, “How much more living is the life
that is in nature”?

3. CRITICAL THINKING What similarities do you see in the works of Chief Arapooish,
Emerson, and Thoreau?
18
Chapter 4 Resources
Federalists and Republicans, 1789–1816
4
CHAPTER
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

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
19
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 under-
stand 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 under-
stand 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,”
4
one question you might ask is “What caused the Bill of Rights to be written?”
CHAPTER
★ 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
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 proceed-
ings, 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 estab-
lished the government’s right to impose taxes.
1. What was one cause of the Whiskey Rebellion?
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.
21
Name Date Class
★ Historical Analysis Skills Activity 4
Analyzing Primary Sources

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 neces-
sarily a complete or accurate one. When analyzing primary sources, it is important to
consider the author’s personal beliefs and attitudes.

CHAPTER
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
Purchase. There was debate over whether Jefferson had the authority to acquire these lands.
4
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 pur-
chasing an important adjacent territory; & saying to him when of age, I did this for your good...
1. What reason does Jefferson give for not acquiring the Louisiana Territory?

2. Why does Jefferson compare himself to a “guardian” and the nation his “ward”?
3. Why does Jefferson mention Congress in this excerpt?

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
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 poten-
tial 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
CHAPTER
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.
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
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?
(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.
Advanced Learners (AL) Introduce students to Internet resources in which they can read
CHAPTER
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.
Below Grade Level (BL) Provide the following background information for students and
4
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

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.
24
Name Date Class
English Learner Activity 4 ★ ★ ★ ★ ★ ★

★ 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
CHAPTER
2. How might investors who loaned the young nation funds view its handling of
Revolutionary War debts?
★ 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
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
(continued)
25
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.

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
26
Name Date Class
★ Content Vocabulary Activity 4

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
CHAPTER
D. stmo-drvfaeo nnoiat 4. government ban on trade with other countries
5. loyalty and devotion to a nation

E. slaintmoani
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
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?
12. What rights over the federal government did interposition and nullification give states?
27
Name Date Class
Academic Vocabulary Activity 4 ★ ★ ★ ★ ★

Key Words
revenue radical constitutional overseas

creditor neutral license enable
★ A. WORD MEANING ACTIVITY
4
CHAPTER
Crossword Puzzle
Directions: Use the clues to fill in the crossword puzzle with the correct words from Chapter 4.
1
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
money
4. Permit given by an official
body
5. Across the ocean; abroad
7
(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
common relationships in analogies are synonyms, antonyms, definitions, characteristics,
CHAPTER
and sizes.
Directions: Fill in the blanks with the words that best complete the analogies.
1. creditor : loan : : taxation : __________________
2. hawk : dove : : __________________ : moderate
4
3. ticket : movie : : __________________ : hunting

4. local : national : : native : __________________
TEST YOUR KNOWLEDGE

Directions: Choose the best definition for each word listed.
1. neutral

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
30
Name Date Class
★ Reinforcing Skills Activity 4
Sequencing Events
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.
4
DIRECTIONS: Study the flowchart below listing the events of the election of 1800. Then
CHAPTER
answer the questions that follow on a separate sheet of paper.
The Election of 1800

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

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?
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 differ-
ently. 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.
• Analyze the data and summarize the main ideas.
CHAPTER
• Consider the author’s personal beliefs and attitudes.

• Interpret the material in your own words.
PRACTICING THE SKILL

4
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,

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.
3. Do you think this excerpt gives an accurate picture of relations between the U.S. govern-
ment 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
4
Shoshones, who lived at the headwaters of the Missouri.
CHAPTER
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
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.
1804 1805 1806 1807
33
Name Date Class
d Present Activ
Lin king Past an it y 4
The President’s House

As plans for a new capital The year 2000 marked the
THEN city proceeded, the government NOW 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
place of the Irish Parliament in Dublin, Ireland. Truman lived across the street while the interior was
CHAPTER
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.
moved in a few months before his term ended in Today the president’s home has 6 floors, 7 stair-
4
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

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 sub-
mitted 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
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-
4
Blessings of Liberty to ourselves and our
tect individuals and states from federal
CHAPTER
Posterity. . . .” Despite these noble goals,
power—the Bill of Rights.
opponents of the Federalist Party were afraid
that a federal government would harm indi-
vidual, regional, and state liberties. One way GUIDED READING
Federalists responded to this fear, and ulti- As you read, think about what life would
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.
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 particu-
larly 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
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 pub-
lic 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
favor, and to have the Assistance of Counsel for his defense.
CHAPTER
Amendment VII
In Suits at common law, where the value in controversy shall exceed twenty dol-
lars, 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
of the common law.
4
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.

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?
5. Critical Thinking Which amendments give rights in general to the states and the
people?
36
Name Date Class
“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 news-
paper, Smith had been raised on negative
4
images of Republicans. Her father was a
CHAPTER
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
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.
★ ★
L et me write to you my dear Susan, e’re that glow of enthusiasm has fled,
which 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-
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 cor-
rect, 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
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
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
CHAPTER
1. According to Smith, how is the way that America passes on governmental power differ-
ent from other countries?
4
2. What impresses Margaret Smith about Jefferson’s delivery of his inaugural address?

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 inaugu-
ration and presidential inaugurations today?
38
Name Date Class
★ American Art and Music Activity 4
✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯Francis Scott Key ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯
F
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
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
CHAPTER
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.
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
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 pub-
lished in a Baltimore newspaper. Key wrote
four stanzas describing the event, but only
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?
2. On what condition did the British agree to free Beanes?

4
3. Why did the British cease fire on Fort McHenry?
Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

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?
40
Name Date Class
I NTERPRETING P OLITICAL C ARTOONS 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 environ-
4
ment, the Embargo Act became the subject of many cartoons, pro and con.
CHAPTER
DIRECTIONS: The cartoon on this page takes a strong stand on the Embargo
Act. Study the cartoon, and then answer the questions that follow.
OGRABME, or, The American Snapping-turtle

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!”?
5. Making Generalizations Is the cartoonist in favor of or against the

Embargo Act? Explain your answer.
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

worked. How well did it work? Support your answer with facts and
reasons.
42
Name Date Class
★ Reteaching Activity 4

The new U.S. government faced the challenge of organizing itself. National debate contin-
ued over financial, judicial, diplomatic, and domestic policies.
DIRECTIONS: The following events or acts occurred during the terms of the first four presi-
dents. 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-
ton, Knox, Randolph
2. British invaded the capital; burned the White House and
CHAPTER
Capitol.
3. Marbury v. Madison strengthened authority of Supreme
Court.
4. Federalists and Democratic-Republicans—the first political
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 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 cur-
rency, 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
18. Tried to avoid war by passing Embargo Act of 1807, which
halted trade with Europe
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-
pation in the quarrels and wars of the latter, without adequate inducement or justification. . . .
4
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 politi-
cal 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
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?
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 lead-
ership abilities.
44
Chapter 4
Section Resources
Guided Reading Activity 4-1 46

SECTIONS
45
Name Date Class
★ Guided Reading Activity 4-1
DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-
book 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 .
G. Southerners believed that moving the nation’s capital from to
SECTION
the would help to offset the strength of the Northern states in

Congress.
H. Enumerated powers are specifically mentioned in the .
4-1

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 .
46
Name Date Class
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
SECTION
7. What were the general elements of the Treaty of Greenville?
8. Who were the two candidates in the first openly contested election for president?
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?
12. What made the presidential election of 1800 an important turning point in American
history?
47
Name Date Class
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 administra-
tion.
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
Court because it asserted the Court’s right of judicial review.

★ 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.
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
DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-
book. 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?
4-4
II. The Invasion of Canada
SECTION
A. What problems faced the United States when war was declared on Britain in 1812?
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
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?
D. What was the greatest result of the War of 1812 for the United States?
49
Chapter 5 Resources
Growth and Division, 1816–1832
5
CHAPTER
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

Reading a Map . . . . . . . . . . . . . . . . . . .54 Public Transportation . . . . . . . . . . . . . .66

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
Analyzing Information . . . . . . . . . . . . .64
51
Name Date Class
Formulating Questions
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 pro-
vide answers to typical questions in the text, so you will often find answers to your
questions by continuing to read. 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 “Economic Nationalism,” one question you might ask would be “What does
‘economic nationalism’ mean?”
5
CHAPTER
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 transporta-
tion revolution?” “When was the road built?” “Who traveled along this road?” and “Why
was the road important?” Read the paragraph below. Then note the places where these exam-
ple 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, labor-
ers 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?
2. When was the road built?
3. Who traveled along this road? Why was it important?

DIRECTIONS: Use the formulating questions skill to explore what you have learned in this chap-
ter. 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 ques-
tion 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.
53
Name Date Class
Reading a Map
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

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 N.Y. MASS.
TERRITORY
R.I.
PA. CONN.
OHIO N.J.
ILL. IND. DEL.
MEXICO VA.
MO. MD.
KY.
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?

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
Hidden Meaning in African American Spirituals

One way enslaved African Americans were able to cope with the horrors of slav-
ery 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
CHAPTER
Down, Moses.
When Israel was in Egypt’s Land

Let my people go.
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
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?
2. Making Inferences Why was Harriet Tubman called the “Moses of her people.”?
(continued)
55
Name Date Class
FOR THE TEACHER

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
American spirituals. Have them analyze how their song may relate to the experience of
CHAPTER
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 con-
trast the figures of Moses and Harriet Tubman similar to the one shown below.
5
Moses Both Harriet Tubman

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 ana-
lyze the background information, and answer the questions in complete sentences.
56
Name Date Class
★ English Learner Activity 5
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?
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
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)

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

5
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

4. unceasing unstopping halting
5. exciting interesting wearisome
6. mill factory mall
7. straighten bend lean
58
Name Date Class

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.
CHAPTER
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 .
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

each candidate’s reputation with insults and criticism.
7. The encouraged industrialization because companies in competi-
tion 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.
59
Name Date Class
Academic Vocabulary Activity 5 ★ ★ ★ ★ ★
KEY WORDS
interpret extraction ambiguous

finalize annual controversy
transportation ignorance
5
CHAPTER
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.
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
8. annual/yearly
(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
3. transportation
5
4. ------------ ambiguous
5. extraction
6. finalize
7. ignorance
TEST YOUR KNOWLEDGE

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.
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
Reading a Line Graph

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.
5
DIRECTIONS: Study the line graph below. Then answer the questions that follow on separate
CHAPTER
piece of paper.
Urban and Rural Populations in the United States, 1810–1870
30
25 Rural Population
Millions of People
Urban Population
20
15
10
5
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?
5. What two phenomena from the chapter help explain the population changes shown in
the graph?

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
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 infor-
mation 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.

DIRECTIONS: Read the excerpt below from James Monroe’s speech to Congress on December
5
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,

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 manifesta-
tion 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?
4. Summarize the passage in your own words, and then write your opinion regarding it.
64
Name Date Class
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
CHAPTER
1827 photographs 1829 typewriter 1831 matches
produced on metal
plate
1830 sewing machine 1832 telegraph
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
Industrial Revolution Inventions

Improved Communications New Sources of Heat/Energy
Greater Convenience New Forms of Recreation/Entertainment
65
Name Date Class
d Present Activ
Public Transportation
Along with improvements in As cities grew, streetcars that
THEN transporting goods, the trans- NOW 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-
system developed, people hired horse-drawn car- fied third rail.
CHAPTER
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
France in 1826, the first omnibus service in the U.S. to build underground. The first U.S. subway opened in
5
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

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
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
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.
5
that made possible the boom in westward
CHAPTER
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.
★ ★
IHudson,
t was in the early autumn of the year 1807 that a knot of villagers was gath-
ered on a high bluff just opposite Poughkeepsie, on the west bank of the
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
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
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
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.
READER RESPONSE
CHAPTER

1. What about the Clermont causes wonderment among the spectators?
5
2. What are two frightened reactions people had to Fulton’s steamboat?

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.
68
Name Date Class
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, espe-
cially 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-
5
such protection.
ufacturing. After the war, when the British
CHAPTER
again began offering inexpensive manufac-
tured 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-
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.
★ ★
TnotheinfittheWaltham manufactory is the largest and probably the most prosperous
United States. . . . When foreign . . . writers tell us, your country is

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
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 pro-
prietors 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,
and the same merchant should all join us, and we should join in the conver-
sation, comparing the past with the present, the farmer’s market, the
mother’s children, the merchant’s business.
(continued)
69
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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.
Every man of this description ought to go to Waltham, or some other man-
CHAPTER
ufactory, and imagine to himself the difference between a factory at work

and a factory burnt. This is the mode of settling questions of political econ-
omy and national policy. What Waltham is on a large scale, every manufactur-
ing establishment is on a small one. . . . When [people] see the practical
difference between a factory stopped and a factory active, the nation will
5
cease to be divided and Congress indifferent.
Source: Niles Weekly Register; June 23, 1821.
READER RESPONSE

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

today favor a protective tariff? Why might American consumers oppose such a tariff?
70
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✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ Joshua Johnston ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯
J
oshua Johnston (or Johnson) was the Baltimore society, and the artist was profes-
first African American to become a pro- sionally quite successful.
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
5
life, which is not unusual for early African impact.
CHAPTER
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.
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
National Gallery of Art, Washington, DC/SuperStock
The Westwood Children (1807) is typical of Johnston’s style and charm

(continued)
71
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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-
Johnston’s style. The three Westwood chil- rect, is nevertheless very pleasing to the
CHAPTER
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.
Like many folk artists, Johnston gave In the 1830s, Joshua Johnston’s career
5
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.
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 ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯
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
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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
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!!!!"
(continued)
73
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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

cartoon?
5
CRITICAL THINKING
5. Making Inferences Why would Southerners not want abolitionists

to be active in the South?
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.
74
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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
CHAPTER
1. Transportation a. b.
2. Industrial Revolution a. b.
3. Labor Force a. b.
4. Critical Thinking Just as the Industrial Revolution transformed the labor force and soci-
ety 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.
75
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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
which they have assumed and maintain, are henceforth not to be considered as subjects for future colo-
5
nization by any European power. . . .

The citizens of the United States cherish sentiments the most friendly in favor of the liberty and happi-
ness 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

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. . . .
★ ★
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
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

SECTIONS
77
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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
final court of appeal.
SECTION
7. In Gibbons v. Ogden, Justice Marshall ruled that anything crossing state boundaries came
under .
8. Throughout the early 1800s, many fugitives fled to .
5-1

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 settle-
ments 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.”
78
Name Date Class
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 .
5-2
E. Samuel F.B. Morse began work on the in 1832.
SECTION
F. By 1840, over percent of the total population could read.
G. Women in publishing generally came from the young Republic’s growing
.
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 .
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 .
79
Name Date Class
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?
8. What percentage of African Americans in the South were enslaved in 1850?
SECTION
9. Under what system were enslaved persons organized into work groups that labored
from sunup to sundown—plowing, planting, cultivating, or picking?
10. What were laws that regulated the legal rights of slaves called?
5-3

11. Who was Cecee McCarty?
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?
80
Name Date Class
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?
5-4
7. Who were the “favorite sons,” and what were their states?
SECTION
8. What was the American System?
9. Why did the presidential election of 1824 need to be decided by the House of
Representatives?
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?
81
Chapter 6 Resources
The Spirit of Reform, 1828–1845
6
CHAPTER
Formulating Questions . . . . . . . . . . . . . 85 The “Five Civilized Tribes” . . . . . . . . . . 98

Sequencing Events . . . . . . . . . . . . . . . . 86 Northern Oppression . . . . . . . . . . . . . . 99

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
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
Removal of Native Americans . . . . . . 109
Determining Cause and Effect . . . . . . . 96

Reforming Society . . . . . . . . . . . . . . . . 97
83
Name Date Class
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 pro-
vide 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
CHAPTER
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?”

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?
2. When did the abolitionist movement occur?
3. What was important about the abolitionist movement?

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 sepa-
rate 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?”
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
Sequencing Events
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
clues you can use in your reading to understand how events unfolded.
CHAPTER

DIRECTIONS: Read the following paragraphs about one of the new religious groups that
emerged during the Second Great Awakening. Underline the signal words that show you the
6
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-

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?

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-
ate a time line to help you keep track of the events in relation to each other. Share your com-
pleted time lines with your classmates.
86
Name Date Class
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 kind-
ness 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
CHAPTER
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
the United States?
2. Making Inferences List three reasons to prove your inference.
87
Name Date Class
Differentiated
★ Instruction
Differentiated InstructionActivity
Activity 6 (contin-
(continued)
FOR THE TEACHER

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.
Advanced Learners (AL) Immigrants played a direct role in changing the United States.
CHAPTER
Have students research different groups of immigrants. Their findings should include rea-
sons 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
work in pairs to make inferences about the text. Discuss those inferences together as a group.
6
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 independ-
ently in complete sentences.
88
Name Date Class

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 inaugu-
ration. What kind of crowd do you think would have attended the inauguration of a
soldier and fighter like Jackson?
Vocabulary Review
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
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

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.
4. Only invited people were expected to (attend/leave) the inauguration.
CHAPTER
5. The writer was (surprised/pleased) by the behavior of the crowd.

6. The president believed that the people should (rule/follow).

6
Word Meanings
1. rabble team mob
2. struggle endure accept
3. visible vanish disappear

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).
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
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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.
CHAPTER
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
(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,
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.
91
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Academic Vocabulary Activity 6 ★ ★ ★ ★ ★ ★

Key Words
evident philosopher imposition

exposure institution compensate
predominantly demonstration
6
CHAPTER
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
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.
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
(continued)
93
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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
statements.
CHAPTER
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
Directions: Fill in the chart with the missing word forms.

NOUN VERB
4. compensate
5. demonstration
6. institute
7. exposure
8. impose
94
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Sequencing Events
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 hap-
pened. 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
CHAPTER
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.
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.
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 pro-
vided money to relocate Native Americans.
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.
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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.
• Ask questions about why the events occurred.
CHAPTER
• 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-
effect relationships.
6
• Look for relationships between the events, such as “He overslept, and then he
was late for work.”
• Identify the outcomes of the events.

DIRECTIONS: For each statement that follows, identify the cause and the effect. If the state-

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:
Effect:
4. Shaker men and women were not allowed to shake hands with one another or even pass
on the stairs.
Cause:
Effect:
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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
CHAPTER
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.
founded. reforms. conditions.
1851 A juvenile refor-
matory 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.
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.”
The American Temperance Union was founded in (7) . And in 1851
(8) and (9) passed laws prohibiting the sale or
distribution of liquor.
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d Present Activ
The “Five Civilized Tribes”

By the 1830s, the Cherokee, Many descendents of these
THEN Chickasaw, Choctaw, Creek, and NOW 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
they referred to these groups as the five civilized varied greatly over the years. At times, it treats Native
CHAPTER
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
Indian Removal Act of 1830, however, gave it a push. Native American groups to govern themselves.
6
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

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
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?
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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
6
one which occurred in Philadelphia in
CHAPTER
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
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.
★ ★
Ieveram every way disqualified for making proper answers to your interrogatories
in reference to one of the most ferocious and bloody-spirited mobs that
cursed a Christian community. I know not where to begin, nor where
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
pall of death, hangs over us, and the bloody will is in the heart of the com-
munity to destroy us.
(continued)
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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
1. According to the author, what is the general public’s view of African Americans?
6
2. What would death mean to the author at this point?

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?
100
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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
6
in London because they were women.
major address of the convention, excerpts
CHAPTER
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
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.
★ ★
Tbecause
here is not, perhaps, in the wide field of reform, any one subject so diffi-
cult to discuss as that of Woman’s Rights. I use the term “Woman’s Rights,”
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 noth-
ing for ourselves because of our sex—I shall demand the recognition of no
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 human-
ity. 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. . . .
. . . 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)
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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 hus-
bands. 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
responsibilities of an individual existence. Under such circumstances, it is no
CHAPTER
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
a sense of justice and of equal rights.
6
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

1. Why does Jones not like the term “women’s rights”?
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
believe they are denied equal rights?
102
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✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ Edward Hicks ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯
M ost people don’t recognize the

name Edward Hicks, but they do
recognize his artwork.
Reproductions of this artist’s most famous
painting signs, probably for local businesses
and farms. His experience as a sign painter
can easily be seen in one of his later paint-
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.
CHAPTER
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
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
Lambert/Archive Photos
Peaceable Kingdom (1834), one of nearly 60 versions.
103
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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-
painting, and today nearly 60 versions are ings.
6
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

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 ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯
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
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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
6
United States who benefited most from the Bank.
CHAPTER
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.
Directions: Study the cartoons, and then answer the

questions that follow.
Library of Congress
Collection of the New York Historical Society, New York.

(continued)
105
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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?

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 popu-

lar in the West? In the East? Which was more popular among farm-
ers? Which was more popular among lawyers?
6. Detecting Bias Working in small groups, find some modern exam-

ples of cartoons that show pro and con opinions of the same per-
son. Present these cartoons to the class, and have the class decide
which pair of cartoons is most effective.
106
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Reform was the watchword of the Jacksonian era. Andrew Jackson sought to reform poli-
tics 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.
6
1. Ralph Waldo Emerson:
CHAPTER
2. The Shakers:
3. Dorothea Dix:
4. American Temperance Union:

5. Horace Mann:
6. Emma Willard:
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.
107
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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
CHAPTER
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.
★ ★
“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.”
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)
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,

Illinois, and Missouri, to what is now Oklahoma.
110
Chapter 6
Section Resources

SECTIONS
111
Name Date Class
★ 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

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
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
DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-
book. 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?
6-2
B. What did founders of utopian communities conclude about society?
SECTION
C. What caused the number of Shakers to decline?
III. Cultural Renaissance

A. Where did romanticism originate?
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?
E. What were penny papers?
113
Name Date Class
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
rather than merely locking them up.
SECTION
7. New prisons, called , were intended to be places where individu-

als would work to achieve remorse.
8. In the early 1800s, many reformers began to push for a system of ,
6-3

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
.
114
Name Date Class
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, advo-
cated violence and rebellion as the only way to end enslavement.
6-4
F. William Lloyd Garrison published the Liberator and founded the .
SECTION
G. The most prominent African American figure in the abolitionist movement
was .
II. The Response to Abolitionism

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
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.
115
Chapter 7 Resources
Manifest Destiny, 1820–1848
7
CHAPTER
Formulating Questions . . . . . . . . . . . 119 Life on the Oregon Trail . . . . . . . . . . 132

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
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
Manifest Destiny . . . . . . . . . . . . . . . . 131
117
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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
7
why to text headings. For example, if a heading reads “Settling New Lands,” one question
CHAPTER
you might ask would be “Who settled new lands?”

DIRECTIONS: The paragraph below starts with a heading that reads “Mexican Independence
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 dis-
tance 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.
1. When did Mexico win its independence?
2. Who had been in control of Mexico?
3. Where were the borderlands?

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?”
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
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Reading a Special Purpose Map

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

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
answer the following questions.
7
1. What information does this map provide?
2. Through which present-day states did the Oregon Trail pass?
3. On which trail west would you find the Donner Pass? What happened to a group of

overlanders who traveled this route in 1846?
4. Which trail would you travel from Santa Fe in the New Mexico territory to Los Angeles?

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?
120
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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
CHAPTER
About the Author
• Lansford Hastings was a lawyer, an
adventurer, and a promoter.
• 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.
• 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;
assign 6 to the point that seems least useful. Be prepared to explain the reasons for your
ranking.
(continued)
121
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FOR THE TEACHER

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
Expedition. Have students research what happened. Their findings should include
CHAPTER
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-
vide an example of one response in the second column. Suggested answers are in italics.
7
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?

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.
122
Name Date Class

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?
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
tyranny (n.): a dictatorship enforced by power or terror
universal (adj.): available to all members of a society
(continued)
123
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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.
5. O’Sullivan states that the purpose of the new nation is (blessed, uncertain).
CHAPTER
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.
D. WORD BUILDING ACTIVITY

7
Word Meanings
1. widespread universal local
2. enfranchisement citizenship dependence
3. commoner dictator oligarch

4. accident destiny future
5. hierarch laborer nobility
6. comfort smite hit
7. pursuit search retreat
8. belief principle circumstance
124
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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
CHAPTER
vaqueros.
4. An overlander settled on public land under government regulation with the

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.
9. The cowboys, or rancheros, were the Spanish horsemen whose jobs centered
around cattle ranching in the Southwest.
10. Explain how Manifest Destiny contributed to the development of the Oregon Trail.
125
Name Date Class
Academic Vocabulary Activity 7 ★ ★ ★ ★ ★ ★

Key Words
civil guarantee resolution

convention reinforcement secure
convert ultimately
7
Vocabulary in Context
CHAPTER
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
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
the city.
7. In 1845, Congress passed the that admitted Texas to the Union.
(continued)
127
Name Date Class
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
A. the site of a fort
CHAPTER
B. under their control

C. open for invasion
3. At a convention, people can
7
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

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
C. governmental
8. One would expect a resolution to be
A. open to interpretation
B. a final judgment
C. incomplete
128
Name Date Class
Understanding Latitude and Longitude

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
CHAPTER
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

separate Mexico City from Texas
Nue
Austin, Texas? Austin
Rio
c es
30˚N 30˚N
Gr
nd San Antonio
Riv
a
N
e
er
W E
2. What city lies closest to the
S
coordinates 29°N and 98°W?
25˚N
Gulf 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 Mexico City 20˚N
coordinates?
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.
Place Latitude Longitude
129
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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 sen-
tence. 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

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
idea of the speech, and write it on the line below. Then read the statements that follow, and
7
decide if each is a detail that supports the main idea. Place a D before each detail that sup-
ports 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

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.
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
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.
CHAPTER
the Oregon Territory.” ings on an expedition. tive to rafting down
the Columbia River.
1830 1840 1850 1860
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 pub-

lishes the “Emigrant’s Guide
to Oregon and California.”
• The establishment of a mission in Oregon by Dr. Marcus and Narcissa Whitman proved
that the settlement of the territory was possible for ordinary citizens. Their example became
an inspiration for many of the later travelers. However, their deaths at the hands of Native
Americans represented one of the greatest fears of early settlers.
• John Frémont and Lansford Hastings were two of many travelers who published guide-
books about the trails west. Many of these guidebooks contained inaccuracies, which
caused delays and even death.
• 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:
131
Name Date Class
d Present Activ
Life on the Oregon Trail

The Oregon Trail covered Completion of the transconti-
THEN 2,000 miles from Independence, NOW 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
other followed the Snake River to the rich farmland only about 41⁄2 hours.
CHAPTER
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
traveled the Oregon Trail. One in 10 died along the have been established to safeguard the natural envi-
7
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

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 emi-
grants 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
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
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
CHAPTER
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.
★ ★
y Great Father [President Monroe]—I am going to speak the truth. The
M Great 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
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
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
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 buf-
faloe, 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
of our country is exhausted . . . before you make us toil, and interrupt our
CHAPTER
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.
There was a time when we did not know the whites. Our wants were then
7
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.

READER RESPONSE
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?
4. Critical Thinking What reasons does Sharitarish cite to President Monroe for respecting
the Pawnee way of life?
134
Name Date Class
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.
7
Americans, and crossing the mountains in
GUIDED READING
CHAPTER
the West. Seventeen-year-old Moses
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.
★ ★
T here seemed little danger to me in undertaking this. Game seemed to be
abundant. . . . 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-
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.
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
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
been living here seemed like years.
CHAPTER
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.
Source: Pioneer Children on the Journey West. Boulder: Westview Press, 1995.
7
READER RESPONSE
1. What was the first thing the guards did after the rest of their group left?

2. For whom is Moses always worried and anxious?
3. What lifts Moses’s spirits?
4. Why does Moses read aloud?
5. Critical Thinking What do you think was the most difficult thing for Moses to face?
136
Name Date Class
✯ ✯ ✯ ✯ ✯ ✯ Nathaniel Currier and James Ives ✯ ✯ ✯ ✯ ✯ ✯
E ven if you haven’t seen an example of

their work, you’ve probably heard their
names—Currier and Ives. Nathaniel
Currier (1813-1888) and James Ives (1824-1895)
ing in lithographic printing. Of all these com-
panies, the firm of Currier and Ives drew the
most business, and the most attention.
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
7
which an image is drawn on a flat plate of years later, in 1857, the famous partnership
stone or metal (litho comes from the Greek was formed and grew to become one of the
CHAPTER
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.
Supplying middle-income
Americans with inexpensive
images of familiar scenes
Ar t Library,
became the mainstay of their
business. Their lithographic
prints, produced in great num-
on/Bridgeman
bers, were printed in a New

York City shop. The prints

tock
were then hand colored in

London/SuperS
Private Collecti
assembly-line fashion and

sold by vendors on city street
corners and in general store
all across the country.
Maple Sugaring,
American Forest Scene
reproductions of well-known paintings and
e NY
illustrations became widely used in popular
rk/Ar t Resourc
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
City of New Yo
means by which these visuals were pro-

duced. But steel and wood engraving, as
well as lithography, became the popular
Museum of the
methods for the mass production of printed

materials by the mid-nineteenth century.
The most popular art form of the period
were hand-colored lithographs, produced by
the thousands by several companies specializ- Life on the Prairie,
Fighting Fire with Fire (continued)
137
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
by the frontier, and waited eagerly for new life, in all of its variety, excitement, and color,
CHAPTER
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?

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?
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?
I
138
Name Date Class
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 opportu-
nities 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
CHAPTER
follow.
Steve Kelley © 1994 San Diego Union Tribune, Copley News Service.
(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
group of people pictured in the cartoon: (a) What are the emotions of
CHAPTER
the person or people? (b) How does the cartoonist show this?
Emotions How Shown

A. Group of three people
on the left
7
B. Person in middle
C. Person on right

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 car-

toon similar to the Sioux, Cheyenne, and Arapaho groups who negoti-
ated the Treaty of Fort Laramie in 1851? How is he different?
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

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

Great Britain TX
Area disputed with FL

Mexico MEXICO Gulf of Mexico
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
Mexico’s defeat in the Mexican-American War?
141
Name Date Class
“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
this spirit. . . . The steam is up, the young overpowering spirit of the Country will press onward. It would
7
be as easy to stay the swelling of the ocean with a grain of sand upon its shore, as to stop the advance-
ment 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

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
★ ★
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
143
Name Date Class
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?
8. Who first spread the word to Easterners about Oregon?

7-1

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?
14. What did Brigham Young do after the murder of Joseph Smith?
144
Name Date Class
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
7-2
and could appeal to the court system to resolve legal issues.
10. Pueblos and Hispanic settlers in New Mexico became dissatisfied with the
SECTION
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
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.
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.
145
Name Date Class
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
American settlers?
7-3

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?
15. What is annexation?
16. Why did many Northern members of Congress oppose admitting Texas to the Union?
146
Name Date Class
★ 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.
7-4
5. Detail: Many __________________ opposed the war with Mexico as yet another plot to
extend slavery.
SECTION
6. Detail: To implement the war with Mexico, Congress authorized the president to call
for ______________________ volunteers. Almost ______________________________
answered the call.

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.
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.
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
grown in California are distributed both 6. 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
allowed dry areas to become fertile agri- 7. 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,
women’s rights, and slavery all gathered
“Nature”
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
American philosophy, would agree that
“There Is No Place Like Crow Country”
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 pri-
mary 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 manufac-
ture 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 1
N
2
E C
3. spur U R
T E
3 4
4. agriculture R A D I C A L
A I I
L T C
5. loosen O 5
O E
6
R E V E N U E
6. union E S
R E
7. excessive S
E
8. desirable 7
E N A B L E
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 ille-
gal. 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
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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 argu-
ment 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.
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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.”
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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
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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.
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READING SKILLS ACTIVITY 5 3. The southern border of Missouri or 36°

30’ was selected as part of the Missouri
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.
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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
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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, con-
tinued 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 danger-
ous 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).
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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.
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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 insti-
tution 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 trans-
portation 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.
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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 organiz-
ing rebellions. GUIDED READING ACTIVITY 5-1
4. Answers will vary. Students should men-
tion 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
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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
A. farming; wealth 6. 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
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.
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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 pros-
pered 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
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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 presi-
dent. 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
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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 prof-
itably. 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
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 chil-
dren. 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
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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 chil-
dren 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
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3. A former schoolteacher who crusaded to ENRICHMENT ACTIVITY 6

improve prison conditions for the mental-
ly 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
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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
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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
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 win-
ter 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
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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 experi-
enced 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
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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 travel-
ers. 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.
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
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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
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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 govern-
ment’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
and exhausting work of cutting grain by 15. territory
hand using a sickle or scythe.
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
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9. Continuing political instability in Mexico

City had denied the army sound leader-
ship, 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 min-
utes, 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.

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

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UNIT 2 RESOURCES

The Young Republic,

HOW THIS BOOK IS ORGANIZED

CHAPTER-BASED AND SECTION-BASED RESOURCES

A COMPLETE ANSWER KEY

Send all inquiries to:

Printed in the United States of America

Chapter 4 Resources ..................................19 Reinforcing Skills Activity 5 ...............................63

Chapter 6 Section Resources ................111

Linking Past and Present Activities Enrichment Activities

American Art and Music Activities

Interpreting Political Cartoons Activities

Geography and History Activity 2

Economics and History Activity 2

History Simulations and Problem Solving 2

American Literature Readings 2

★ GEOGRAPHY AND HISTORY ACTIVITY 2

Ranches of the Southwest: A Spanish Legacy

★ GEOGRAPHY AND HISTORY ACTIVITY 2 (continued)

Map 1—The Spanish North in the 1700s

Guaymas Chihuahua City

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

iver UNITED STATES

★ GEOGRAPHY AND HISTORY ACTIVITY 2 (continued)

missions or that wandered north from

Number of Longhorns Roaming in

★ GEOGRAPHY AND HISTORY ACTIVITY 2 (continued)

APPLYING GEOGRAPHY TO HISTORY

1. Why were more sheep than cattle found

Economics and History Activity 2

was the Second Bank of the United States. It

SOURCE: The Federal Reserve Bank of Saint Louis.

Economics and History Activity 2 (continued)

CENTRAL BANKING TODAY APPLYING ECONOMICS TO HISTORY

tutional, that it violated the states’ right a separate sheet of paper.

concentrated economic power among

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★ Simulation 2: Presidential Greatness

Topic Procedures/Pacing Guide

★ Simulation 2: Presidential Greatness (continued)

It can be argued that an “average” leader ★ Step Three—Brief Summation.

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Day 4—Conduct the Simulation Day 5—Solve the Problem

i ns and Problem Solvi

Mississippi, Illinois, Alabama, Maine, American Dictionary of the English Language.

i ns and Problem Solvi

military strategies, and personal objectives

Topic 1: Political achievements

Topic 2: Military successes or failures

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Topic 4: Foreign policy

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

The Young Republic

from “There Is No Place Like Crow Country”

1837 published Chief Arapooish’s narrative in The Adventures of Captain

“T he Crow country,” said he [Arapooish], “is

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T he charming landscape which I saw this

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from “A Winter Walk”

T he wonderful purity of nature at this season

Directions: Answer the following questions on the lines below.

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