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CHAPTER NINE
AN AGRARIAN REPUBLIC, 1790–1824
CHAPTER OVERVIEW
This chapter covers the growth of a mostly agrarian United States in terms of a developing
economy, territorial expansion, and restatement of unity in a minor war. In each case, however,
regional conflicts appeared in spite of an “Era of Good Feelings” and successful diplomatic
settlements. The slavery issue returned with the lines drawn in Missouri, but conflict was
averted with the Missouri Compromise.
CHAPTER OBJECTIVES
After reading this chapter and applying the study methods recommended, students should be
able to:
1. Discuss the collision of cultures using Lewis and Clark’s meetings with the Mandans as
your example.
2. Outline the communities on the Pacific and Atlantic coasts in the 1800s.
3. Describe the national economy in this era and the continued development of it.
4. Trace America’s struggle with neutrality with England and France and the outbreak and
outcome of the War of 1812.
5. Summarize the foreign policy achievements of the Jeffersonians in expanding the American territory and establishing American policies with the Indians, with South America,
and with Europe.
6. Describe the growth of religion in this era.
7. Explain the issues behind the Missouri Compromise.
8. (Making Connections) Compare the first Great Awakening to the second one.
CRITICAL THINKING/READING SKILLS
AMERICAN COMMUNITIES: American Expansion Touches Mandan Villages in the Upper
Missouri. Who were the Mandans and what type of community did they have? What was the
nature of the encounter between them and the Americans? What did the Mandans hope to
gain, the Americans?
THE GROWTH OF AMERICAN COMMUNITIES FROM COAST TO COAST: What were
American communities like at this point? What was travel like and how long did it take?
What was the population growth from 1790 to 1800? What other European settlements were
there? How did they compare in size to the Americans?
Russian America—Sitka: Why did the Russians expand into Alaska? How did they interact with the Indian population? Why did Spain move further north and which other Europeans did they clash with?
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A French Legacy—New Orleans and St. Louis: What made New Orleans and St. Louis
distinctive communities? How significant were those cities to Americans?
Trans-Appalachia—Cincinnati: What was the significance of Cincinnati as a city? What
various river systems were important to its expansion? To what extent did Americans
migrate and what was its nature? What was the connection between Cincinnati and New
Orleans?
Atlantic Ports—Charleston to Boston: What were the most significant American ports on
the Atlantic in 1800? What was the distinctive urban and commercial character of each?
What percent of the nation’s population lived in cities?
A NATIONAL ECONOMY: What was the national economy of the U.S. based on? What
regional distinctions developed?
The Economy of the Young Republic: What type of economy characterized the young
republic? How was this reflected in the census of 1800? What traditions did most farm
families follow? What regional differences were there? What types of trade were there and
what was the growing importance of cotton?
Shipping and Economic Boom: How was the U.S. shipping tied to an economic boom?
How were urban areas affected? What were the statistics of this growth? What other
commercial ventures developed as a result? What general effects did this have on the U.S.?
THE JEFFERSONIAN PRESIDENCY: Who were the Jeffersonians and what problems and
successes did they have in their administrations? What was symbolic about the transition,
especially Jefferson’s inauguration and presidency?
Republican Agrarianism: What were the basic views of Jefferson and what experiences,
events, and writings inspired his views? What were the negative aspects of Jefferson’s
expanding agrarian republic?
Jefferson’s Government: How did Jefferson try to carry out his ideas of government?
What did he achieve?
An Independent Judiciary: How did an independent judiciary emerge from a Federalist
conflict with Jefferson?
Opportunity: The Louisiana Purchase: What were the circumstances behind the U.S.
opportunity to buy Louisiana Territory? How did it change the size of the United States?
How did various sections of the country react?
Incorporating Louisiana: What issues were involved incorporating Louisiana? Who was
William Claiborne and how did he achieve combining two different communities? When
was Louisiana made a state?
Texas and the Struggle for Mexican Independence: What events in Europe affected
Mexico and Texas?
RENEWED IMPERIAL RIVALRY IN NORTH AMERICA: Why did imperial rivalry renew
itself? What empires were involved?
Problems with Neutral Rights: What was the source of the neutral rights problem and
how did Jefferson try to deal with it? What was the impressment issue and how extensive
was it?
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The Embargo Act: What was the Embargo Act and what circumstances prompted it? What
disadvantage did the U.S. have in challenging the British on this issue? What were the
results?
Madison and the Failure of “Peaceable Coercion:” How did Madison continue to try
“peaceable coercion?” Why did the Federalists gain in the election of 1808? What
happened to the Embargo Act and other attempts to deal with British and French violations of neutrality?
A Contradictory Indian Policy: What was the Indian policy and what was contradictory
about it? What Indian groups were being dealt with? What were the effects on Indian
communities? What were Jefferson’s views about the Indians? What plans of Jefferson
weakened the Indians? What survival strategies did Indians try to enact?
Indian Resistance: Where was the resistance and what group was involved? How did they
try to resist American settlers’ intrusion? What were the roles and views of Black Hoof,
Tecumseh, and Tenskwatawa? How were these views received?
THE WAR OF 1812: What were the immediate and general causes of the War of 1812? What
were the results?
The War Hawks: Who were the War Hawks and what area did they represent? What were
the views of the War Hawks? How did the vote on Madison’s war declaration show
sectionalism? What were America’s disadvantages?
The Campaigns Against Canada: Why did Americans attack Canada? Why did the invasion fail? What effect did it have on Canada?
War in the South: How did the war develop in the South? What groups were involved?
What goals were achieved and which ones were not?
The Naval War: What was the nature and outcome of the naval war?
The Hartford Convention: What was The Hartford Convention? What grievances were
aired?
The Treaty of Ghent: What were the terms of the treaty? What effect did the war have on
American morale and British attitude? Why was the war also dangerous to unity? Who
were the major losers?
DEFINING THE BOUNDARIES: How did the boundaries of the U.S. expand and become
more defined at the same time? In what ways did the American communities move westward?
How did expansion also bring a boundary definition over slavery and potential division?
Another Westward Surge: What areas were included in the surge westward and what
accounted for the move? How had the population distributed itself from 1790 to 1820?
What were the major routes and what effect did this have on cultures transferring West?
The Second Great Awakening on the Frontier: What was the Second Great Awakening
and how did it help national unity? What groups participated and where was it the
strongest? What effect did it have on denominations? Who made up the majority of church
members?
The Election of 1816 and the Era of Good Feelings: What were the results of the election
and how did Monroe encourage the Era of Good Feelings? What type of transitions took
place in this period? How did both Madison and Monroe break with Jeffersonianism?
What issues surrounded internal improvements?
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The Diplomacy of John Quincy Adams: What achievements were gained via diplomacy
of John Quincy Adams? What were the issues behind the development of the Monroe
Doctrine? Why was it successful?
The Panic of 1819: What were the causes and the outcome of the panic of 1819? What were
“stay laws?” Who did Western farmers blame for their problems? How did urban workers
fare? How did Southern planters react? What did the panic symbolize?
The Missouri Compromise: Why did proposed entry of Missouri as a state provoke a
need for compromise? What issues were raised? What were the terms of compromise and
who played a major role in achieving it?
CONCLUSION: What helped shape American unity?
KEY TERMS/VOCABULARY
Identify the following terms:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Alaska
Vitus Bering
Aleuts
Gregory Shelikhov
Kodiak
Nootka Sound
Jean Baptiste le Moyene
polygot
Pinckney Treaty, 1795
Kentucky & Tennessee
“Queen City of the West”
Battle of Fallen Timbers
City of Brotherly Love
barter
cotton gin
urbanization
Robert Morris
Robert Gray
clipper ship
Federal City
Virginia Dynasty
agrarian republic
Thomas Malthus
Louisiana Purchase
Pierre L’Enfant
Judiciary Act
Marbury v. Madison
John Marshall
Napoleon
Battle of Waterloo
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
Toussaint L’Ouverture
Louisiana Purchase
Meriwether Lewis
William Clark
Sacajawea
Sioux
matrilineal clans
William Claiborne
Father Miguel Hidalgo
Father Jose Maria Morelos
Bernardo Gutierrez
Election of 1804
impressments
Leopard
Chesapeake
Non-Importation Act,
1806
Embargo Act, 1807
Election of 1808
James Madison
Non-Intercourse Act, 1809
Macon’s Bill No. 2, 1810
Five Civilized Tribes
Indian Policy
Indian Intercourse Act of
1790
Little Turtle
Black Hoof
Tecumseh
William H. Harrison
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59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
The Prophet
Treaty of Ft. Wayne
war Hawk
General William Hull
Captain Oliver Perry
Red Sticks
Andrew Jackson
Washington, D.C.
Ft. McHenry
Hartford Convention
Treaty of Ghent
Treaty of Fort Jackson,
1814
Lake Erie
National Road
Wilderness Road
Federal Road
Second Great Awakening
Election of 1816
John Quincy Adams
American System
Tariff of 1816
Rush-Bagot Treaty
Convention of 1818
Adams-Onis Treaty
Monroe Doctrine
Panic of 1919
Missouri Compromise
James Tailmadge
Henry Clay
STUDY SKILLS ACTIVITIES
1. Louisiana Purchase: The significance of the Louisiana Purchase is dominant in several
issues of the era. Have students discuss President Jefferson’s evolving political philosophy.
Before his presidency he was a “strict constructionist or constitutionalist.” Define the term.
Then discuss Jefferson’s altered thinking at the time of the Louisiana Purchase to a “loose
constructionist or constitutionalist.” Include the map skills/critical viewing in discussing
the significance of the Purchase.
2. Compare and Contrast/Cooperative Learning: Ask students to read History and the Land in
Chapter Nine. Divide students into teams and have them compare and contrast the differences in the perspectives of an American settler migrating into the Louisiana Purchase and
that of Tecumseh. What was the United States, Indian Policy in the early 1800s?
3. Essay Writing: Have students complete the chart concerning the First and Second Great
Awakening (p. 127). Which elements were the same? How were they different? A practice
essay-writing skill activity is provided at the end of the chart.
4. Biography Assignment: Select a biography of someone of interest to you from the period
of Discovery through Reconstruction. Read the directions on page 127. Remember that a
book review requires you to interpret, critically analyze, and evaluate the contents of the
book.
5. Essay Skills: Document-Based Writing. Use the prompt provided at the end of Chapter
Nine. Make certain that students understand the need to develop a clear definition of
“agrarian republicanism” within the essay. Possibly, the student could start the essay with
a definition and then proceed to explain how the factors selected by the student
contributed to changes in that concept or threatened its survival. A short class discussion
prior to writing the essay will clarify ideas for the student. Make certain the students
understand that they must cover all aspects of the question. Students must analyze,
synthesize, and evaluate.
6. Star-Spangled Banner: As an enrichment exercise, have students memorize two to four
verses of The Star-Spangled Banner (see p. 128).
7. Supreme Court Cases: Two important cases are included in Chapter Nine, Marbury v.
Madison and McCulloch v. Maryland. Use the information sheets on pp. 129–130 to explain
the cases, their significance, and contribution to United States’ history. Discuss how these
cases contributed to the “checks and balances” in the Constitution.
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The First and Second Great Awakening
Elements of the movements
First Great Awakening
Second Great Awakening
Using the chart above, write a thesis paragraph and make an outline of an essay answering
this question.
Analyze the relative importance of the following factors in contributing to the First and
Second Great Awakenings in the United States:
Political implications of the movements
The movements as the second phase of the Protestant Reformation
The Great Awakening movements as a part of new American expansion
Book Review of an American Biography
Select a biography of someone who is of interest to you from the period of Discovery through
Reconstruction. A book review requires you to interpret, critically analyze, and evaluate the
contents of the book. Examples of book reviews can be found in the entertainment or arts section
of the Sunday edition of the newspapers. A book review is composed of four basic parts.
1. A brief summary of the book’s contents.
2. Identification of the method of treatment, e.g., thematic or chronological, popular or scholarly writing style.
3. Critical analysis, which includes a statement of the author’s biases and position, and how
well and by what means this position is supported.
4. The reader’s personal reflections, e.g., what impact that book had on the reader and how
it confirmed or changed the reader’s thinking about the subject.
Be prepared to give the title, author, and subject of your selected book and SHOW your
teacher the book by ___________________________________________. The book review is due
____________________________ . Try to limit the length of the review to two double-spaced
typed pages.
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The Star-Spangled Banner, 1814
American lawyer Francis Scott Key wrote the poem “The Star-Spangled Banner” during the War of
1812 against the British. The British had sacked the Capitol, and burned the White House and the
Library of Congress before being forced to retreat to Baltimore in August 1814. Key was inspired to
write the verse as he watched the British fleet conduct an all-night bombardment of an American
stronghold at Fort McHenry. “The Star-Spangled Banner” was officially approved as the national
anthem of the United States in 1931.
I
Oh, say can you see by the dawn’s early light,
What so proudly we hailed by the twilight’s
last gleaming,
Whose broad stripes and bright stars through
the perilous fight,
O’er the ramparts we watched were so
gallantly streaming?
And the rockets’ 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?
III
And where is that band who so vauntingly
swore
That the havoc of war and the battle’s confusion
A home and a country should leave us no
more?
Their blood has washed out their foul footsteps’ pollution.
No refuge could save the hireling and slave
From the terror of flight, or the gloom of the
grave:
And the star-spangled banner in triumph
doth wave
O’er the land of the free, and the home of the
brave!
II
On the shore, dimly seen through the mists of
the deep,
Where the foe’s haughty host in dread silence
reposes,
What is that which the breeze, o’er the towering steep,
As it fitfully blows, half conceals, half
discloses?
Now it catches the gleam of the morning’s
first beam,
In full glory reflected now shines in the
stream:
Tis the star-spangled banner; oh, long may it
wave
O’er the land of the free, and the home of the
brave!
IV
Oh! thus be it ever, when freemen shall stand
Between their loved home and the war’s
desolation!
Blest with victory and peace, may the heaven,
rescued land
Praise the Power that hath made and
preserved us a nation!
Then conquer we must, when our cause it is
just,
And this be our motto: “In God is our trust.”
And the star-spangled banner in triumph
shall wave,
O’er the land of the free, and the home of the
brave!
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SUPREME COURT CASES
Marbury v. Madison (1803)
(An excerpt from the Supreme Court decision is found in the Documents Set, Vol. 1)
The Case: President John Adams, after losing his re-election bid to Thomas Jefferson,
persuaded the lame-duck Federalist controlled Congress to pass the Judiciary Act of 1801. The
act created several new positions as federal judges, which Adams and the Federalists filled
with people who would be opposed to the policies of the in-coming Republican administration. Adams appointed thirty-nine new judges. His Secretary of State failed to deliver all the
commissions, a legal document that authorizes a person to perform official duties, before leaving office. Three new justices of the peace, the “midnight judges,” never received their
commissions. One of the commissions was to go to William Marbury.
When Thomas Jefferson assumed the presidency in March 1801 he learned of Adams’
attempt to pack the court and discovered that the remaining commissions had not been delivered. Jefferson instructed his Secretary of State, James Madison to refuse the appointments.
One of those refused was William Marbury. In 1803 Marbury went to the Supreme Court in an
attempt to gain his position. He wanted the Court to issue a writ of mandamus, a document that
mandates, or requires a public official to perform certain duties. The new Chief Justice, John
Marshall, had been the Secretary of State who failed to deliver Marbury’s commission.
Significance: In the first part of his ruling, Marshall stated that Marbury had a right to his
commission. But more important Marshall explained that the Judiciary Act of 1789 by which
Congress gave the Supreme Court the power to issue a writ granting Marbury his commission
was unconstitutional. In Marshall’s opinion, Congress could not give the Court such a power,
only the Constitution could and since the Constitution said nothing about the Supreme Court
having the power to issue a writ of mandamus, it could not. The Supreme Court could not force
Jefferson and Madison to appoint Marbury because it did not have the power to do so.
Chief Justice Marshall’s ruling interpreted the Constitution to mean that the Supreme
Court had the power of judicial review. That is, the Court had the right to review acts of
Congress and the President. If the Court found that a law was unconstitutional, it could overrule the law. Marshall argued that the constitution is the “supreme law of the land” and that
the Supreme Court has the final say over the meaning of the Constitution.
Several years later the Supreme Court extended the principle of judicial review to acts of
state legislatures in Fletcher v. Peck and then to state court decisions in Cohens v. Virginia.
McCulloch v. Maryland (1819)*
The Case: The Supreme Court was called upon to settle a dispute between a national and a
state law in 1819. Congress had chartered the Second Bank of the United States in 1816. The
states were unhappy with the federal bank, and believed its tight credit policies had
contributed to a depression. Many states tried to force the bank out of business by prohibiting
the bank from operating within the states or by taxing the bank. In 1818, the Maryland legislature passed a law that placed a high tax on the operations of the Bank. When the Federal
bank’s Baltimore cashier, James W. McCulloch, refused to pay the state tax, the case went to
the courts. At issue was the state’s right to tax an arm of the Federal Government and
*An excerpt from the Supreme Court decision is found in the Documents Set, Volume 1.
129
Congress’s right to establish a bank when such legislation had no specific constitutional
authorization. After Maryland state courts ruled against McCulloch, he appealed to the United
States Supreme Court.
Significance: Chief Justice John Marshall wrote the unanimous decision in 1819. Marshall held
that Congress’s constitutional authority to coin money implied the power to establish a bank.
The Constitution gave Congress the authority to make all laws “necessary and proper” sometimes referred to as the “elastic clause.” He thus gave support to the issue of Congress’
implied powers under the Constitution. Maryland could not tax the bank, which was an
agency of the Federal Government.
CRITICAL THINKING:
How did Supreme Court decisions in Marbury v. Madison and McCulloch v. Maryland affect the
“checks and balances” written in the Constitution?
130
MAP SKILLS/CRITICAL VIEWING ACTIVITIES
1. America in 1800
a. What European powers held land surrounding the United States?
b. Which areas are the most non-Indian settled areas?
c. What areas are most heavily forested?
d. Locate: Quebec, Montreal, Boston, New York, Philadelphia, Charleston, St. Augustine,
New Orleans, St. Louis, Detroit, Santa Fe, San Diego, Los Angeles, San Francisco
2. American Export Trade, 1790–1815
a. From the reading, what is a reexported good?
b. Why did reexports surge when Britain and France were at war?
c. What did peace do to American trade?
d. What did the Embargo of 1807 do to trade?
3. Louisiana Purchase
a. What area was acquired in the Louisiana Purchase?
b. Use the map “Exploring the Louisiana Purchase” (p. 133)
i. Indicate the route of Lewis and Clark
ii. Label the states that existed at the time of the purchase
iii. identify the future states of the U.S. in the Purchase area
4. The War of 1812
a. What boundary areas were defined as a result of this war?
b. What areas did the British blockade?
c. Where did most of the fighting take place?
d. Use the map “The War of 1812” (p. 134). Locate: York (Toronto), Detroit, Put-in-Bay,
Thames River, Tippecanoe, Ft. McHenry (Baltimore), Washington, D.C., Horseshoe
Bend, Fort Mims, New Orleans
5. Spread of Settlement: westward Surge, 1800–1820
a. What fraction of the nation’s population moved west of the Appalachians?
b. Compare to the map Major Migration Routes.
6. Major Migration Routes: 1800–1820
a. What were the major routes westward?
b. What direction were these routes?
c. What cultured effect did this have?
d. Identify major rivers and roads.
7. Western Land Sales
a. What conclusions can be drawn from the amount of land sales in the West?
8. John Quincy Adams’s Border Treaties
a. What areas did the Rush-Bagot Treaty affect?
b. What areas did the Conventions of 1818 and 1824, and the Adams-Onis Treaty affect?
c. Be able to list the terms of each agreement.
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9. The Missouri Compromise
a. What were the terms of the Missouri Compromise shown here?
b. Before the Compromise, what was the free/slaveholding states’ dividing line?
c. What was the line west of the Mississippi?
d. What effect did the Missouri Compromise have on the size of free and slave territory in
the Louisiana Purchase?
e. How long did the compromise last?
f. Use the map “The Missouri Compromise, 1820.” (p. 135). Label all the states and territories of the United States in 1820.
132
Exploring the Louisiana Purchase
133
The War of 1812
BRITISH NORTH AMERICA
Superi
Lake
L a k e M ic h i g a n
ILLINOIS
TERRITORY
St. Lawrence R.
VERMONT
or
MAINE
(part of Massachusetts)
MICHIGAN Lake
Huron
TERRITORY
Fort
Wayne
Niagara
Falls
Erie
Lake
PENNSYLVANIA
Mi
ip p
i
INDIANA
TERRITORY
O hio R
R
.
NEW HAMPSHIRE
MASSACHUSETTS
RHODE ISLAND
CONNECTICUT
NEW JERSEY
OHIO
.
ss
iss
NEW
YORK
VIRGINIA
KENTUCKY
NORTH
CAROLINA
TENNESSEE
DELAWARE
MARYLAND
ATLANTIC
OCEAN
SOUTH
CAROLINA
MISSISSIPPI
TERRITORY
GEORGIA
LOUISIANA
SPANISH
FLORIDA
GULF OF MEXICO
134
American victories
British victories
Indian battles
American offensives
British offensives
British naval blockade
Missouri Compromise Line 36° 30'
The Missouri Compromise, 1820
135
READING QUIZ
MULTIPLE CHOICE:
1. The Mandan villages on the Missouri visited by Louis and Clark were
a. central marketplaces of the Northern Plains.
b. hardly affected by European goods.
c. an isolated noncommunal people.
d. hostile to them because Clark befriended the Sioux.
2. The presence of Sacajawea illustrated that Lewis and Clark’s expedition
a. was actually a war party.
b. depended greatly on Indian knowledge for success.
c. brought disease and devastation to the Mandans and others.
d. had allied with the Shoshoni and other tribes.
3. The Russian attraction to North America was motivated by
a. the desire for gold.
c. the fur trade.
b. fishing and whaling.
d. a North Pacific base against Japan.
4. Of the settlements of the other European powers in 1800, the one most crucial to American
trade was:
a. Sitka
c. Los Angeles
b. New Orleans
d. Quebec
5. Which one of the following cities was NOT a chief Atlantic port and urban center in 1800?
a. Philadelphia
c. Newport
b. Charleston
d. Baltimore
6. In 1800, the United States economy and population was predominantly
a. agricultural and rural.
c. product exporter.
b. commercial and urban.
d. industrialized.
7. In Marbury v. Madison, Chief Justice John Marshall established the principle that
a. only the federal judiciary could decide what was constitutional.
b. interstate commerce could only be regulated by the national government.
c. a president can exercise executive privilege in foreign policy.
d. Indians can have redress in the federal courts.
8. One of the major issues between the U.S. and England was impressment. This meant the
British were
a. imposing outrageous tariffs on American products.
b. keeping posts in the Great Lakes in violation of the 1783 Treaty of Paris.
c. seizing American ships and cargo for France and keeping them in port.
d. removing Americans from ships and into British naval service.
9. William Claiborne, Governor of the lower Louisiana Territory,
a. tried to obliterate the French culture of New Orleans.
b. threatened to secede and join the Spanish.
c. preserved French culture and institutions.
d. tried to get Texas added to Louisiana.
136
10. Tenskwatawa, the Prophet, argued that Indians would survive best if they
a. avoided Americans and return to their traditional ways.
b. joined with sympathetic missionaries and convert to Christianity.
c. turned into yeoman farmers and assimilate.
d. allied into a confederacy and destroy the Americans.
11. If you were a War Hawk, you were most likely to be
a. Republican from the South and West.
b. New England merchant.
c. Indian of the Northwest Confederacy.
d. commercial farmer in the Chesapeake.
12. Which one of the following is NOT true of the presidential election of 1816?
a. Monroe, last of the Virginia dynasty, was elected.
b. It was the last one in which the Federalists had a candidate.
c. An “Era of Good Feelings” was the new mood.
d. Jeffersonian economic policy was continued.
13. Which one of the following was NOT a major migration route up to the 1820s?
a. New York turnpikes to Lake Erie and to Northern Ohio
b. Pennsylvania turnpikes to the Ohio River
c. Wilderness Road through Cumberland Gap to Kentucky
d. Great Lakes to Northern Illinois
14. This area was gained by the Adams-Onis Treaty:
a. Oregon
c. Maine
b. Alta California
d. Florida
15. The bold policy statement called the Monroe Doctrine essentially told Europeans to stay
out of
a. North America.
c. the Western Hemisphere.
b. Atlantic trade.
d. Oregon country.
16. Which one of the following is the RESULT of the other three?
a. stay laws
c. land speculation
b. panic of 1819
d. bank foreclosures
17. Missouri was to slave states as this state was to free states.
a. Kentucky
c. Maine
b. Illinois
d. Louisiana
CHRONOLOGY AND MAP QUESTIONS:
18. Which one of the following lists the event in chronological order?
(1) Battle of Tippecanoe
(3) Lewis and Clark expedition begins
(2) Battle of New Orleans
(4) Monroe Doctrine
a. 4,1,3,2
b. 3,1,2,4
c. 3,4,2,1
d. 2,1,3,4
137
19. Which one of the following lists the states in correct sequence of admission?
a. Louisiana, Indiana, Alabama, Maine
b. Maine, Indiana, Louisiana, Alabama
c. Louisiana, Alabama, Indiana, Maine
d. Indiana, Louisiana, Alabama, Maine
20. Both the Hartford Convention and the Treaty of Ghent occurred in
a. 1812.
c. 1814.
b. 1813.
d. 1815.
21. The Lewis and Clark Expedition followed this river for much of the time:
a. Rio Grande
c. Colorado
b. St. Lawrence
d. Missouri
22. Much of the fighting in the War of 1812 took place
a. in Kentucky and Tennessee.
b. on the high seas, especially the Caribbean.
c. on the American-Canadian border.
d. in the Louisiana Purchase.
23. Which one of the following would NOT be true of major migration routes from 1800 to 1820?
a. lateral
c. to the west
b. coastal
d. heavy use of rivers
SHORT ESSAY:
24.
25.
26.
27.
Discuss the role Atlantic ports played in the U.S. economy.
How did Jefferson’s experiences in Paris influence his view of industrial society?
What did Jefferson hope to accomplish through the Embargo Act? What did he accomplish?
What were the long term effects of the War of 1812?
EXTENDED ESSAY:
28. Why did the Louisiana Purchase run counter to Jefferson’s beliefs about his role as president?
29. Analyze the decision in Marbury vs. Madison and its effects.
30. Analyze the relationships between the U.S. and the Indians and the U.S. and Canada after
the War of 1812.
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