Download Missouri Compromise Map (Page 358).

50°N
The Missouri Compromise, 1820–1821
CHAPTER 11 • SECTION 3
Claimed by U.S.
and Great Britain
B R I TI SH
TER R I TOR Y
PACIFIC
OCEAN
HISTORY FROM VISUALS
Free state, 1820 MAINE
CANADA
OR EG ON
C OU N TR Y
N.H.
MICHIGAN
TERRITORY
U N OR G A N I ZED
TER R I TOR Y
CONN.
R.I.
OHIO
ILL.
500 Miles
0
0
36°30' Missouri
Compromise Line
1,000 Kilometers
N.J.
OCEAN
N.C.
TENN.
N EW SPA I N
(MEXICO)
110°W
ATLANTIC
KY.
S.C.
ARKANSAS
TERRITORY
MISS.
LA.
ALA.
GA.
90°W
120°W
IND.
VA.
MISSOURI
Slave state,
1821
30°N
FLORIDA
TERRITORY
Gulf of Mexico
GEOGRAPHY SKILLBUILDER Interpreting Maps
1. Location At what latitude was the Missouri Compromise Line?
2. Region What territory was opened to slavery by the Missouri
Compromise?
MORE ABOUT . . .
The Missouri Compromise
Thomas Jefferson, for one, realized that the
Missouri Compromise was a temporary solution to
a serious problem. He called it “a fire bell in the
night” that filled him with terror. The dispute
between North and South, he said, was “a speck
on our horizon” that might eventually “burst on
us as a tornado.” John Quincy Adams called the
Missouri Compromise “a mere preamble—a titlepage to a great, tragic volume.”
Skillbuilder
Answers
1. 36° 30´ N
2. Arkansas
Territory
Sectionalism became a major issue when Missouri applied for statehood in 1817. People living in Missouri wanted to allow slavery in their
state. At the time, the United States consisted of 11 slave states and 11
free states. Adding Missouri as a slave state would upset the balance of
power in Congress. The question of Missouri soon divided the nation.
The Missouri Compromise
For months, the nation argued over admitting Missouri as a slave state or
a free state. Debate raged in Congress over a proposal to ban slavery in
Missouri. Angry Southerners claimed that the Constitution did not give
Congress the power to ban slavery. They worried that free states could form
a majority in Congress and ban slavery altogether.
Meanwhile, Maine, which had been part of Massachusetts, also wanted
statehood. Henry Clay, the Speaker of the House, saw a chance for compromise. He suggested that Missouri be admitted as a slave state and Maine as a
free state. Congress passed Clay’s plan, known as the Missouri Compromise,
in 1820. It kept the balance of power in the Senate between the slave states
and free states. It also called for slavery to be banned from the Louisiana
Territory north of the parallel 36° 30', Missouri’s southern border.
D. Analyzing
Points of View
Why was it so
important to
Southerners to
admit Missouri as
a slave state?
D. Answer They
feared that having more free
states than slave
states would
enable Congress
to ban slavery and
overturn the
South’s economic
system.
The Monroe Doctrine
The nation felt threatened not only by sectionalism, but by events
elsewhere in the Americas. In Latin America, several countries had
358
CHAPTER 11
ACTIVITY OPTIONS
SKILLBUILDER LESSON: COMPARING AND CONTRASTING
Explaining the Skill Historians
compare and contrast events,
people, ideas, and other things in
order to understand them well.
Comparing involves finding similarities and differences between things.
Contrasting means examining only
the differences between them.
358 CHAPTER 11
Applying the Skill Ask students
to review what they have learned
about the North and the South.
Then ask the following questions.
BLOCK SCHEDULING
1. Contrast the economies of the North and the South. (North: wealth
based on manufacturing and trade; South: relied on cotton and slavery)
2. Compare the two regions’ boundary disputes with foreign powers.
(Similarity: Both had unsettled boundaries with European powers.
Difference: The North’s dispute was with Britain; the South’s, with Spain.)
In-Depth Resources: Unit 3
• Skillbuilder Practice, p. 46
40°N
MD. DEL.
80°W
Free states and territories
Closed to slavery by Missouri Compromise
Slave states and territories
Open to slavery by Missouri Compromise
MASS.
N.Y.
PA.
100°W
Extension Have students research the history of
slavery in Mexico to find when it began and
ended. Answer Slavery in New Spain dated back
to the first decades of the Spanish conquest.
However, by the early 1800s, slavery (and Spanish
power) was fading in much of Latin America.
Mexico abolished slavery in 1829.
VT.
70°W
Reading the Map Ask the students how much of
the unorganized U.S. territory west of Missouri
and Illinois was open to slavery. Answer None
north of Missouri Compromise line. South of the
line was blocked by New Spain. Ask students how
those facts might contribute to increasing tensions
between slave and free states. Possible Responses
People in slave states might fear that free states
would soon outnumber slave states.
(Claimed by U.S.
and Great Britain)
4 successfully fought for their independence from Spain and Portugal.
Some European monarchies planned to help Spain and Portugal regain
their colonies. U.S. leaders feared that if this happened, their own government would be in danger. Russian colonies in the Pacific Northwest
also concerned Americans. The Russians entered Alaska in 1784. By
1812, their trading posts reached almost to San Francisco.
John Quincy Adams, at the time James Monroe’s secretary of state,
spoke out against colonialism. In an 1821 speech, he declared that
American foreign policy would not include colonization.
Background
A V O I C E F R O M T H E PA S T
Latin America
refers to the
Spanish- and
Portugese-speaking nations of
the Western
Hemisphere
south of the
United States.
[America] has, in the lapse of nearly half a century, without a single
exception, respected the independence of other nations while asserting and
maintaining her own.
She has abstained from interference in the concerns of others, even when
conflict has been for principles to which she clings, as to the last vital drop
that visits the heart.
CHAPTER 11 • SECTION 3
INSTRUCT: OBJECTIVE 4
The Monroe Doctrine
8.4.2, 8.5.2
• Why did events in the early 1800s in Latin
America concern the United States?
• What was the purpose of the Monroe
Doctrine?
MORE ABOUT . . .
John Quincy Adams, speech before House of Representatives, July 4, 1821
In December 1823, President Monroe issued a statement that became
known as the Monroe Doctrine. (See Interactive Primary Source, page
360.) Monroe said that the Americas were closed to further colonization. He also warned that European efforts to reestablish colonies would
be considered “dangerous to our peace and safety.” Finally, he promised
that the United States would stay out of European affairs. The Monroe
Doctrine showed that the United States saw itself as a world power and
protector of Latin America.
In Chapter 12, you will learn how a new democratic spirit grew—and
how Native Americans suffered—during Andrew Jackson’s presidency.
The Monroe Doctrine
The Monroe Doctrine has been an important basis
for American foreign policy since 1823. At that
time, the United States was not in a position to
enforce the Monroe Doctrine, as it came to be
known some years later. However, in the 1840s,
President Polk invoked the doctrine when he
warned Britain and Spain not to make settlements
in Oregon, California, or in Mexico. President
Theodore Roosevelt expanded the Monroe
Doctrine in 1904 with the addition of the
“Roosevelt Corollary,” designed to prevent
European nations from using force.
ASSESS & RETEACH
Section
3
Assessment
1. Terms & Names
2. Using Graphics
3. Main Ideas
Explain the
significance of:
On a diagram like the one
below, name things that contributed to national unity in
the early 1800s.
a. How did the Erie Canal
help the nation grow? (HI3)
• nationalism
• Henry Clay
• American System
• Erie Canal
national unity
• James Monroe
• sectionalism
• Missouri Compromise
Which of these are still impor• Monroe Doctrine
tant for national unity? (HI3)
ACTIVITY OPTIONS
LANGUAGE ARTS
ART
4. Critical Thinking
Recognizing Effects If the
Supreme Court had decided
differently in Gibbons v.
b. How did the Missouri
Compromise resolve a conflict Ogden or McCulloch v.
Maryland, what might be
between the North and
one result today? (REP4)
South? (HI3)
c. What was the main message of the Monroe Doctrine,
and toward whom was it
directed? (HI3)
THINK ABOUT
• if states could interfere
with federal laws
• if states controlled
interstate commerce
In an editorial or a political cartoon, give your opinion of either the Missouri
Compromise or the Monroe Doctrine. (HI5)
National and Regional Growth 359
Section
3
Reading Strategy Have students place information about slavery and foreign relations in the
appropriate box on the graphic organizer.
Formal Assessment
• Section Quiz, p. 205
Critical Thinking Transparency CT31
• Setting the Stage: Reading Strategy
RETEACHING ACTIVITY
Have students write a summary paragraph
that uses the section’s Main Idea as the topic
sentence. The paragraph should identify the
things that contributed to a feeling of nationalism and the tensions that over time contributed
to sectionalism.
In-Depth Resources: Unit 3
• Reteaching Activity, p. 56
Assessment
1. Terms & Names
2. Using Graphics
3. Main Ideas
4. Critical Thinking
nationalism, p. 354
Henry Clay, p. 354
American System, p. 354
Erie Canal, p. 355
James Monroe, p. 356
sectionalism, p. 357
Missouri Compromise, p. 358
Monroe Doctrine, p. 359
protective tariffs, national bank,
road and canal systems, strong federal government, settled national
boundaries
a. It opened the upper Ohio Valley
and Great Lakes regions to settlement and trade. b. It kept the balance of slave and free states in the
Senate. c. Europe should not colonize the Americas; directed toward
Europeans
The federal government would be
much weaker, and there would be
greater state rivalries.
transportation and strong federal
government
ACTIVITY OPTIONS
Integrated Assessment
• Rubrics for an editorial, 4.1
• Rubrics for a political
cartoon, 1.2
Teacher’s Edition 359