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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