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The Origins of
American Politics
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CHAPTEH FOCUS
VI[WING HISTORY
of the constitutio,,, diiri,ic
which A,nerica,is continued to debate how tune/i pot’L’1 thtefeuicral overiii1ieiit s/iou/ti
liu,ve. Despite (Ins ongoing internal debate, tile’ young nation otice again dejeated die
British uiiiul continued to expand west.
T
his chapter describes the period following i/ic
%
174
ratification
The Why Study History? page at the end of tills chapter explores (lie’ role’ of poll!—
ical parties in the life of the country today.
This 1803 painting reflects
Americans pride in the
nation’s growing prosperity.
Government How did the
debate over the role of
the federal government
lead to the rise of
political parties?
1796
1791
Bank of the
1792
1794
1795
United States
established
Washington
Whiskey
Rebellion
Jay’s Treaty
John Adams
elected
ratified
President
reelected President
Liberty Versus Order in the 1790s
SECTION PREVIEW
Objectives
Main Idea
Describe Alexander Hamilton’s program for
dealing with national and state debt.
z Explain how the French Revolution divided
Americans.
Describe the causes and effects of the
Whiskey Rebellion.
4 Summarize the debate over Jay’s Treaty and
the resulting rise of political parties.
S Key Terms Define: tariff; interest; strict con
struction; loose construction; neutral; Whiskey
Rebellion; Jay’s Treaty; political party.
Americans became sharply divided in the 1 790s over
whether order or liberty was more important.
I
n the 1790s Americans had a new
Constitution and a new government, but
the debate over the proper role of government
had by no means ended. Most Americans,
Federalists and Antifederalists alike, hoped
that this debate would not lead to the estab
lishment of rival political groups. Struggles
between such groups elsewhere in the world
had often led to civil war.
I
Secretary of the Treasury Hamilton was a keen
supporter of strong national power. He had
little faith in the people. The Constitution, he
believed, was not enough in itself to preserve
the new nation. In his view, the government
had to expand its role and actively direct the
development of the American economy.
To this end, Hamilton proposed a compli
cated plan. In 1790, after months of debate,
Congress approved Hamilton’s plan for the
national government to take on the debts
acquired by the states during the Revolution.
Fleading Strategy
Reinforcing Main Ideas As you read, list some of the
specific actions of the federal government that
angered Jefferson and many Americans.
Congress’s vote was a controversial
one. Southern states did not want
to be responsible for northern
debts. Yet Hamilton managed to
win the support of the southern
states through a deal: If south
back
would
states
erii
Hamilton’s debt plan, Hamilton
would gain northern Support for a
plan to locate the nation’s capital
in the South. Thus in 1790
Congress approved both the debt
plan and a plan to locate the capital on
the banks of the Potomac River.
Hamilton’s debt plan was controversial
for another reason. As critics pointed out, the
federal government already had a huge debt of
about $50 million. Why would the govern
ment want to add to this burden?
Hamilton’s Strategy The answer is simpler
than one might think. Most of the state and
national debt was owed to European banks
and to American merchants and speculators,
Chapter 6
•
Section
Alexander
Hamilton par
ticipated in
framing the
Constitution
and favored a
strong central
government.
1 175
or people who take a financial risk in the hope
of future profit. Hamilton knew that these
creditors (or lenders) did not want any gov
ernment that owed them money to collapse. If
the states owed creditors money, Hamilton
reasoned, creditors would care about the
states. But if the United States owed creditors
the money, they would be less interested in the
individual states and more concerned with the
future of the United States as a whole.
Why would creditors go along with this
plan? To satisfy their concerns, Hamilton out
lined a specific budget and set up a regular pay
ment plan. Two measures would help to raise
money to pay off the debts. In 1789, Congress
had created a tariff—a tax on imported goods.
In 1791, Congress placed a tax on whiskey.
Most of the money raised by these two
taxes went to pay the expenses of the
government, such as the salaries of offi
iiiain Idea
cials. Hamilton, however, also put
some of it into a special fund used to
Old Hamilton’s pro
pay creditors a little money every year.
gram aim more at
He did not intend to pay them off right
achieving liberty or
away; if he did, they would have no rea
order?
son to care what happened to the
United States. Instead, the government
paid them interest—an extra sum of money
that borrowers pay creditors in return for the
loan. To handle these complicated financial
matters, Congress established the Bank of the
United States in 1791.
Hamilton thus transformed the debts of
the state governments into what amounted to a
long-term investment in the United States gov
ernment. The country’s creditors now held an
interest in the stable functioning of the
government.
Hamilton’s Opponents Many Americans did
not like Hamilton’s plan. They objected to the
interference of the federal government in local
and state affairs. They also disliked Hamilton’s
new taxes.
Opponents of the Washington administra
tion regarded Hamilton’s policy of taxation
and regulation similar to the one the British
had proposed in the 1760s. Combined with the
elegant style of Washington’s presidency, the
Federalist program suggested to opponents a
return to aristocracy and monarchy. Many
people saw this as an all-out assault on the
hard-won liberty of the American people.
Secretary of State Jefferson was particu
larly opposed to Hamilton’s plans. President
176 Chapter 6
•
Section 1
Washington usually sided with Hamilton, aIi-th desolated I
Jefferson increasingly found himself ench Revolutio
minority opinion in the President’s Cabin4
At the end of 1793, Jefferson resigned loosing Sides
Secretary of State.
ench Revoluti
One way to contrast Jefferson a4ween Britain
Hamilton is in terms of their construction, imediate pract
view of, the Constitution. Jefferson favoredould the United
strict construction. That is, he believed th
t afford to off
1
the government should not do
the o
as start a national bank—that the Constitutiknted to abando
did not specifically say it could do. Hamilterjcans during
preferred a loose construction. He thoug The most ser
the Constitution was only a loose framewutr, or not t
of laws on which the government could buer having been
the nation as it saw fit. The government, esident, Washin
other words, could do anything that teutraljty. The 1
Constitution did not say it could not do.
les in the strugg
The differences between the two men we
deeper than this, however. Jefferson believ
that Hamilton and his Federalist allies w tie vVhIS
betraying the American Revolution. They We!eanwhjle, resist
he told Thomas Paine in 1792, “a sect preacogram grew. Ii
ing up and pouting after an English constither frontier an
tion of king, lords, & commons.” Jefferson hy the tax on wh
more faith in the people than in their goveriportance to the
ment. He took pride in not being one of thç a traditional
men who preferred “the calm of despotily products tha
[tyranny] to the boisterous sea of liberty.” rn that could bc
ft spoiling. Whi
currency, like
The French Revolution rginia.
In 1794
That “boisterous sea” threw a tidal wave
so strong
France in 1789, when the people of Fraripeared to be in
started the French Revolution, According thority of the fe
their public declaration, the revolution ‘ The Whiskey
0 of the Stan
committed to “liberty, fraternity, and equaj
t
ty.” By the early 1 790s, disagreemen over h(e rebels closed
to make these ideals reality led not to fratentors But Pr
ty, or brotherhood, but to a prolonged pericretary Hamilt
of violence called the Reign of Terror. Dune rebellion. Th
this time the revolutionary government eportunity to &
cuted thousands of people, including Ki
ited States go’i
1
Louis XVI and Queen Marie Antoinette.
dared that a go
established unti
American Reactions The French Revolutig its military for
sharply divided Americans. Federalists tend In the summe
to oppose it, seeing it as an example of a dernd an army of
cratic revolution gone wrong. Jefferson’s sUght Horse Ha
porters, on the other hand, generally viewed texander Hami]
French Revolution as an extension of ttsburgh area. T
American Revolution. Though upset by its vshington’s toug
lence, they applauded its rejection of gover American citiz
ment by kings and its acceptance of republicung American
government. Even during the Reign of Terrenforcing its lay
Jefferson said that he “would have seen half t
earth desolated [ruinedi rather than see the
French Revolution fail.”
Choosing Sides While Americans debated the
French Revolution, the outbreak of a war
between Britain and France created more
immediate practical problems. Whose side
should the United States take? The nation could
not afford to offend the British, whose navy
dominated the oceans. Few people, however,
wanted to abandon the French, who had helped
Americans during the War for Independence.
The most sensible strategy was to remain
neutral, or not take either side. In April 1 793,
after having been reelected for a second term as
President, Washington issued a Proclamation of
Neutrality. The United States would not take
sides in the struggle.
The Whisker Rebelilo,,
Meanwhile, resistance to Hamilton’s economic
program grew. in western Pennsylvania and
other frontier areas, many people refused to
pay the tax on whiskey. Whiskey was of critical
importance to the frontier economy. It was not
just a traditional beverage—it was one of the
only products that farmers could make out of
corn that could be transported to market with
out spoiling. Whiskey was even used as a kind
of currency, like tobacco leaves in colonial
Virginia. In 1794 opposition to the whiskey tax
was so strong that western Pennsylvania
appeared to be in a state of rebellion against the
authority of the federal government.
The Whiskey Rebellion followed the tra
dition of the Stamp Act and Shays’ Rebellion.
The rebels closed courts and attacked tax col
lectors. But President Washington and
Secretary Hamilton were determined to end
the rebellion. They saw the rebellion as an
opportunity to demonstrate the power of the
United States government. Hamilton himself
declared that a government can never be said to
be established until it has proved itself by exert
ing its military force.
In the summer of 1794, Washington gath
ered an army of over 12,000 men. General
“Light Horse Harry” Lee, accompanied by
Alexander Hamilton, led the army to the
Pittsburgh area. The rebellion soon dissolved.
Washington’s tough response had demonstrated
to American citizens and the world that the
young American government was committed
to enforcing its laws.
Jay’s 7reati
In 1794 the debate over whether the
United States should be neutral in
the war between Great Britain
and France rose to a fever
pitch. Washington and Ham
ilton believed that the longterm interests of the United
States would be served better
by siding with Britain rather
than with France. Therefore
Washington sent Chief Justice
John Jay to London to negotiate
an agreement with the British. In
the agreement, called Jay’s
Treaty, Britain agreed to leave
the forts it occupied in the
Northwest Territory. Other
provisions aimed at expand
ing trade between the two
nations. Jay was unable,
however, to convince the British to end their
practice of stopping American ships on the high
seas and searching them for British subjects.
Jay’s Treaty unleashed a storm of controver
the United States. Critics com
throughout
sy
plained that the treaty contained no protection
for American shipping. More broadly, many
Americans saw the treaty as a betrayal of revolu
tionary ideals, a sell-out to the hated British.
Despite the anger, however, Congress ratified
the treaty in 1795.
The Federalists had established their eco
nomic program, suppressed the Whiskey
Rebellion, and ensured peace with Great
Britain. Yet in so doing, they had lost the sup
port of a great many Americans.
About the time
of the Whiskey
Rebellion,
farmers’
protests
against
Federallst eco
nomic plans
included this
rough drawing.
ltshowsa
government
agent collect
ing taxes—in
the form of
two kegs of
whiskey.
TIu Jefferson in,
Republica n
As early as 1793, artisans and professional men
were forming what were called Democratic
Societies to oppose the Federalists. Meanwhile,
Jefferson, and various state leaders were furi
ously promoting resistance to the Federalists in
letters to one another. Some leaders also
encouraged newspaper attacks on the Wash
ington administration.
Originally these critics of the Federalists
were called Republicans or DemocraticRepublicans because they stood for a more
democratic republic. To avoid confusing them
with the modern Republican party, historians
Chapter 6
•
Section 1 177
ington chose not to run for a third
term. He thus set a precedent fol
lowed in later times. Instead,
Washington’s Vice President, John
Adams, ran for President against
Thomas Jefferson in 1796. Adams
gained a majority of electoral votes
and was elected President. Because
Jefferson finished second in the
electoral vote race, Jefferson became
the new Vice President under the
election system established by the
Constitution.
In his Farewell Address of 1796,
Washington warned against com
peting political parties:
KEY
rUMENTS
George Washington, shown here reviewing troops gathered to
put down the Whiskey Rebellion, declined to run for a third term
in office. Government Why did Washington warn against the
formation of political parties?
call them Jeffersonian Republicans. They,
along with the Federalists, were the first politi
cal parties in the United States.t A political
party is a group of people who seek to win
elections and hold public office in order to
control government policy and programs.
In the midst of criticism from the
Jeffersonian Republicans. President Wash-
[A system of polit
ical parties] agitates
the Community with ill-founded jeal
ousies and false alarms, kindles the
animosity of one part against anoth
er, [and] foments [stirs up] occasion
al riot and
—George Washington, Farewell Address, 1 796
The coming election of 1800 would prove
Washington correct.
t Today politics in the United States is dominated by
two major political parties. One is the Republican
party, which was founded in the 1 850s. The other is
the Democratic party, which is descended from the
Jeffersonian Republicans. The Democratic party is
one of the oldest continuous political parties in the
world.
SECTION I REVIEW
Corn prehension
1. Key Terms Define: (a> tariff; (b) interest;
(c) strict construction; (d) loose construction;
(e) neutral; (f) Whiskey Rebellion; (g) Jay’s
Treaty; (h) political party.
2. Summarizing the Main Idea Who opposed
the Federalists, and why?
3. Organizing Information Create an outline
listing the major actions of the federal gov
ernment between 1791 and 1796.
riticai Thinking
4
Analyzing Time Lines Review the time line
at the start of the section. Which entry on the
time line indicates that a majority of
Americans probably did not oppose the
Federalists?
5. Drawing Conclusions What did the federal
government demonstrate in its reaction to the
Whiskey Rebellion?
Writing Activity
6. Writing a Persuasive Essay Taking the
part of a Jeffersonian Republican, write a
campaign speech stating reasons why voters
should elect Jefferson over Adams in 1796.
ties be
the state
views
tial har
what
178
Chapter
•
Section 1
SKILLS FOR LIFE L
Critical Thinking
Geography
Graphs and Charts
Ma kin
Historical Evidence
Comparisons
aking comparisons means
hbexamining two or more ideas,
objects, events, or people to disco’
er ways that they are alike and ways
they are different. When studying
history, being able to make com
parisons allows you to evaluate
more fully historical periods and
specific events or viewpoints.
One way to evaluate an event,
idea, or historical period is to com
pare the views that different people
have about it. At right are excerpts
from an article by James Madison
that appeared in the National
Gazettc, an Antifederalist newspa
per, and from a statement by
Robert Goodloe Harper, a
Federalist. Use the following steps
to compare their points of view.
3. Determine the ways in which the
statements are different. Making
comparisons also includes finding any
differences that may exist between
items. In what fundamental ways do the
statements below differ from one another
in their views about political parties?
4. Summarize and evaluate your
comparison of the statements.
Complete the comparison based on
similarities and differences. (a) Why
does Robert Goodloe Harper view
political parties as beneficial? (b) How
does Madison imply that parties are a
negative influence on government?
In your opinion, which of the state
ments below more accurately
describes the state of political parties
today?
James Madison
“In every political society, parties are unavoidable. A difference of
interests, real or supposed, is the most natural and fruitful source of
them. The great object should be to combat the evil: (1) by establishing
a political equality among all; (2) by withholding unnecessary opportuni
ties for a few to increase the equality of property. ; (3) by the silent
operation of laws, which, without violating the rights of property, reduce
extreme wealth toward a state of mediocrity [averageness] and raise
extreme [poverty] toward a state of comfort; (4) by abstaining from
favor one interest at the expense of another; (5) by
measures which
If this is not the language of
making one party a check on the other.
.
icanism
reason it is that of republ
.
1. Identify the basis on which you
will make the comparison. It is not
possible to compare two or more items
that are fundamentally different.
Making a comparison is possible only
when items share a common concept
or characteristic. Read the excerpts at
right, and then answer the following
questions. (a) What subject do the
statements have in common? (b) When
was each statement written? (C) What
purpose would a comparison of these
statements serve?
2. Determine the ways in which
the statements are alike. Making
comparisons includes finding similari
ties between two or more items. Are
the statements at right similar in their
views on the potential value or poten
tial harm of political parties? If so, in
what ways are they similar?
I
I
.
.
.
.
.
.
.
Ironi “Parties,” in the National Gazette,
January 23, 1792
Robert Goodloe Harper
“While opposite parties in the Government. [struggle] for preemi
[are] like persons engaged in an exhibition before the
nence, they
public, who are obliged to display superior merit and superior excellence
and that party
in order to gain the prize. The republic is the judge
the gov
conduct
must
which possesses power must employ it properly,
their
retain
ernment wisely, in order to insure public [approval] and
power. In this [competition], while the two parties draw different ways, a
good.
middle course is produced generally comformable to public
.
.
.
.
.
.
.
.
Froiii Annals of Congress, Fifth Congress, 2d session, January 1798
179
1800
1798
1797
XYZAffaIr
2
Alien and
Sedition Acts
Gabriel
Prosser’s
Rebellion
1800
Jefferson wins popular
vote for President
1801
House elects Jefferson
President
The Government Takes a New Course
SECTION PREVIEW
Objectives
Main Idea
Summarize the actions of John Adams as
President,
a Describe the events of Gabriel Prosser’s
Rebellion.
3 Explain the outcome and the importance of
the election of 1800.
3 Key Terms Define: XYZ Affair; Alien and
Sedition Acts; Virginia and Kentucky resolutions;
nullification.
With the election of 1800, Americans peacefully
accomplished the nation’s first transfer of power
from one party to another.
Outlining Information As you read this section,
create an outline of the major headings and write
main idea statements for each heading.
espite having served as a
leader during the American
Revolution and as the Vice
President for eight years, John
Adams lacked the prestige of
As
Washington.
George
President, Adams faced the dif
ficult task of trying to govern a
young country where party dif
ferences were growing wider
and wider. He also faced the
threat of war from abroad.
D
In 1800, as
public senti
ment turned
away from
Federalism
and back
toward the
principles of
1776, an
unknown artist
painted Liberty
feeding the
American
eagle.
180
John Adams as President
From the beginning of the Adams administra
tion, the United States began to drift toward
war with France. The French were angry about
jay’s Treaty with the British and began seizing
American ships in French harbors. Trying to
avoid war, Adams sent officials to Paris to
negotiate with the revolutionary government.
The XYZ Affair Once in Paris, the American
officials were met by secret agents sent by the
Chapter 6
•
Section2
French foreign minister. These agents were
later identified only as X, Y, and Z. The French
agents demanded a bribe of $250,000 and a
loan to the French of $10 million before the
Americans would even be allowed to see the
French foreign minister. Though such a
request was common practice in European
diplomacy, it outraged Americans and became
known as the XYZ Affair.
Refusing to pay the bribe, the American
diplomats quickly returned home. They were
met with public cries of patriotism, war, and
defiance against the French. The slogan
“Millions for defense, but not one cent for
tribute [bribery]” rang out in the United
States. Unable to resolve their differences, by
1798 France and the United States were
involved in what amounted to an undeclared
war. Both sides fired on and seized each
other’s ships.
The Alien and Sedition Acts The Federalists
took advantage of the war crisis and Adams’s
popularity to push important new measures
through Congress. Among these were an
y, higher taxes to
increase in the size of the arm
the Alien and
support the army and navy, and
Alien Act, the
Sedition Acts of 1798. Under the
imprison or
President gained the right to
es residing in
deport citizens of other countri
ition Act, per
the United States. Under the Sed
said anything
sons who wrote, published, or
us” nature
icio
mal
“of a false, scandalous, and
or its offi
nt
me
against the American govern
er
oth words, it
cials could be fined or jailed. In
e government
was against the law to criticiz
everything you
officials unless you could prove
Sedition Act to
said. The Federalists used the
Under the act
silence Republican opposition.
and many oth
ten Republicans were convicted
ers were tried.
cky Resolutions
The Virginia and Kentu
er
ts were
French
0 and a
fore the
see the
such a
uropeafl
d became
American
they were
war, and
he slogan
.e cent for
he United
erenCes, by
tates were
undeclared
eized each
Federalists
nd Adams’s
w measures
e were an
and oth
Jefferson, James Madison,
ition Act vio
Republicans believed that the Sed
tion of freedom
lated the constitutional protec
n did not spell
of speech. Yet the Constitutio
ge whether an
out who had the authority to jud
the powers stat
act of Congress went beyond
ed in the Constitution.
d that the
Jefferson and Madison believe
. They
ent
gm
jud
states should make that
s with
Act
n
itio
responded to the Alien and Sed
ns.
tio
olu
res
the Virginia and Kentucky
s
ure
slat
the legi
These resolutions, adopted by
the
t
ued tha
of Virginia and Kentucky, arg
ether federal
wh
ge
jud
to
t
states had the righ
tion. If a state
laws agreed with the Constitu
onstitutional, it
decided that a law was unc
and void” within
could declare that law “null
nullification
of
the state. This principle
Virginia nor
remained unresolved. Neither
resolutions. Still,
Kentucky tried to enforce the
was clear.
their defiance of federal power
sions between
Increasing Tensions Ten
ublicans con
Federalists and Jeffersonian Rep
s. Members
790
I
late
the
tinued to grow during
the House
in
er
oth
h
of Congress attacked eac
President
d
nte
tau
of Representatives. Crowds
the pres
er
ent
Adams, at times forcing him to
h the
oug
thr
ia
idential residence in Philadelph
back door.
1800 loomed,
As the presidential election of
future of the
many people believed that the
the nation tilt
nation was at stake. Would
“the Spirit of
toward what Jefferson called
found in the
rty
1776,” and the idea of libe
would the
Or
?
Declaration of Independence
with an
7,
178
nation choose the Spirit of
tion?
stitu
Con
emphasis on order as stated in the
During the presidential cam
paign of 1800, each side
attacked the other bitterly. In
this Federalist cartoon, Thomas
Jefferson is about to destroy the
nce like
Constitution and lead the nation into viole
ernment
Gov
n.
lutio
Revo
lic)
(Gal
ch
that of the Fren
racterize
How did Jeffersonian Republicans cha
JohnAdams (pictured at right)?
Gabriel Prosser’s Rehellior
e, however,
Before the election took plac
1800 demon
another event in the summer of
the unre
ng,
ndi
rou
strated the conflict sur
around
area
the
solved issue of slavery. In
named
th
mi
cks
Richmond, Virginia, a bla
slaves
er
oth
Gabriel Prosser and several
ed to
end
int
planned a rebellion. The leaders
.
dom
take over Richmond and win free
failed. The
on
elli
reb
cale
ll-s
Prosser’s sma
and at least
rebels were caught and tried,
Prosser, were
twenty of them, including
endant
executed. At the trial, one def
life in
my
d
Main I de
said, “1 have adventure
lib
the
ain
obt
to
]
ing
[try
g
orin
endeav
a will
erty of my countrymen, and am
Summarize the ten
ing sacrifice to their cause.”
sions between
The Election of 1800
ative
The personal attacks and neg
are
ay
tod
s
campaigning of election
was
0
180
nothing new. The election of
Federalists and
Jeffersonian
Republicans in your
own words.
Chapter 6
•
Section 2
181
truly a nasty campaign. Jeffersonian newspa
/
/
1EHtE1IU
1
1
(‘11
r18O1T18O9
I
iiiI
j
((Ii
14/
(4
)(‘
(1
11 4’
—l)eclaration of
Independence
pers accused Adams of being a monarchist,
which was a terrible insult at the time.
Federalists, on the other hand, asserted that
Jefferson was a godless man who would lead
the United States into chaos.
Jefferson won the popular vote in
I )ecember I 800. F Ic was unable to get a major—
i tv in the Electoral College, however. ‘[here—
lore the I louse ol Representatives would
have to choose the new President. Ihough
Jellerson iaiis had won most of the seats in the
congressional elect ions of I 800, these new
members had not vet entered office. ‘[he vote
for I ‘resident won Id lie taken 1w the old 110 use,
which the Federalists controlled. Even before
homas Jefferson had impressive qualifications for the
presidency. The Virginia-born planter and lawyer had not
only drafted the Declaration of Independence, but had
served as ambassador to France. Secretary of State. and Vice
President. Jefferson promised a more democratic govern
ment, one that would leave most decisions in the hands of
the people.
During his first term, from 1801 to 1805. Jefferson had
considerable success. He trimmed the federal governments
size and cost and acted as President in a simple, democratic
manner. When given the chance to buy the Louisiana
Territory from France, Jefferson approved the purchase. The
Louisiana Purchase of 1803 considerably increased the
country’s size.
Jefferson failed, however, in his effort to reduce the power
of the federal courts. Jefferson feared the power of federal
judges, who were appointed for life and thus were beyond
the reach of voters. The federal courts, led by Chief Justice John
Marshall, gained power during jefferson’s administration.
Jefferson’s second term, from 1805 to 1809, was far less
successful than his first. His Embargo of 1807, which halted
trade with European nations until they promised to stop
harassing American ships on the high seas, was a disaster.
Americans ignored the embargo and it was repealed before
a disappointed Jefferson left office.
Jefferson died on july 4, 1826, the fiftieth anniversary of
the Declaration of Independence. In his time. Jefferson’s
commitment to equality among white men, as well as his
opposition to slavery, were brave and radical ideas. Today,
Jefferson remains a puzzle for historians, for the author of
some of the most eloquent words ever written about human
freedom was himself the owner of slaves.
Find an issue in the news today in which one or both sides might
use the famous phrase from the Declaration, “all men are created
equal,” to support its case. Then describe how the idea of equality
affects that issue.
182
‘
.-
‘
•
Section2
he voting began in the I louse on February I
180!, it was clear that no candidate could get a
majority immediately.
On February 17, only a k,’w days before
the end of Adams’s term, the I louse of
Representatives finally elected Jef1’rson as the
third President of the United States on time
thirty—sixth ballot.
Why Adams Lost In a way, John Adamss
defeat was an unfair judgment of his abilities.
Adams was more devoted to public service
and, some historians believe, more honest than
milost Presidents. Rising above Federalist hostil—
i ty to I ramice, lie had sent a second diplomatic
mission to that country in I799. Ibis mission
had cooled tensions between the United States
and France considerably. Like most decisive
I residen is, however, Adams failed to uiet Ii is
critics and angered many of his supporters.
Jefferson Won By 1800 ‘l’homas
Jef1’rsomi was t he clear leader of those who pre
ftrred local to national government. Jefferson
and his flallovers believed it was better to risk
too iii uch I ibertv than sulTer I roni too iii uch
government. Jet lerson always denied that he
was a politician, lie never saw himself as work
hg to build a permanent political party.
Nevertheless, that is exactly what lie did.
Why
1).C., in 1 801 seemed very much
like the Federalists’ plans in general: grand but
unfinished. l’he new capital, designed by
I.’ En Ia lit to teat u re broad bou Ieva rds and
Washington,
_____
Roman buildings, was little
Election of 1800
more than a swamp with
muddy, rutted roads and halfcompleted structures. Here, on
Electoral
March 4, 1801, Thomas
Candidate/Party
Vote
Jefferson took the oath of office
Jefferson
Thomas
73
administered by one of Adams’s
(Democratic-Repubhcan)
appointees, Chief justice John
Aaron Burr (Democratic-Republican) 73
Marshall.
65
; John Adams (Federalist)
With this inauguration, the
64
Charles C. Pinckney (Federalist)
Federalist leaders of the young
(Federalist)
John
Jay
j
country proved that they could
do what SO many leaders in
% Electoral
other times and places in histo
ry had refused to do. Although
few on either side could forget
their bitter disagreements, the
Federalists did step down and
let the Jeffersonian Republicans
take over. Whether they stood
for individual liberty or a
The political divisions within the country were made
strong, central government,
clear by the election of 1800. Place How does this map
Americans had proved that they
show the regional differences in the nation in 1800?
could transfer power from one
party to another—and do it
peacefully. Jefferson recognized
same principle. We are all republicans—we are
the significance of this peaceful transfer of
all federalists. If there be any among us who
adminis
his
that
power. He also understood
wish to dissolve this Union or to change
would
sur
tration would not succeed, nor the nation
form, let them stand undisturbed
republican
its
vive, unless Americans were willing to disagree
of the safety with which error
monuments
as
peacefully. As he stated in his First Inaugural
[difference] of opinion may be tolerated where
Address:
Ri.
T
reason is left free to combat it.
:9(EV 1 “Every difference of opinion is
DOCUMENTS] not a difference of principle. We
have called by different names brethren of the
‘
—Thomas Jefferson,
First Inaugural Address, 1801
SECTION 2 REVIEW
Comprehension
1. Key Terms Define: (a) XYZ Affair; (b) Alien
and Sedition Acts; (c) Virginia and Kentucky
resolutions; (d) nullification.
2. Summarizing the Main Idea Why was the
election of 1800 significant in the history of
the United States?
3. Organizing Information Create a list of the
Federalists’ actions that angered many
Americans and caused them to elect
Jeffersonian Republicans in 1800.
Critca Thinking
Analyzing Time Lines Review the time line
at the start of the section. How are the first
two events on the time line related?
5. Recognizing Ideologies How does the
Sedition Act reflect the Federalists’ position in
the controversy between those who favored
liberty and those who favored order?
4.
Writhig Activity
6. Outlining an Essay Write an outline for a
response to the following essay question:
“What did Federalists and Jeffersonian
Republicans fear most about each other’s
ideas prior to the election of 1800?”
Chapter 6
•
Section 2
183
1801
Jefferson takes
office as
President
3
1803
Marbury V.
Madison
1803
Louisiana
Purchase
1804
Jefferson reelected
President
1807
Embargo Act
The Jefferson Administration
SECTION PREVIEW
Qbjectives
Describe how Jefferson both reduced and
expanded the power of the national government.
Understand the Supreme Court’s power to
review laws.
Identify important foreign policies of the
Jefferson administration.
I Key Terms Define: agenda; bureaucracy;
Marbury v. Madison; judicial review; Louisiana
Purchase; Lewis and Clark expedition; embargo.
i
As President, Jefferson sought to reduce the power
of the federal government. Yet he also demonstrated
the government’s power when he bought new lands
and restricted foreign trade.
Reading Strategy
Formulating Questions Write two questions for each
of the headings in this section and look for answers
to those questions as you read.
homas Jefferson entered office with a
straightforward agenda, or list of
things that he wanted to accomplish. His
goal was to reduce the influence of the
national government in the lives
of the American people.
Jefferson believed:
T
AMERIcAN) Thesumof
good govern
ment is a wise and frugal
Government, which shall restrain
men from injuring one another,
shall leave them otherwise free
to regulate their own pursuits of
industry and improvement, and
shall not take from the mouth of
labor the bread it has earned)
Jefferson’s
informal presidential style
extended to his
clothing—
casual by the
standards of
the day.
184
Thomtzs Jefferson
?educing Government
To accomplish his goals, Jefferson reversed
much of what the Federalists had done, starting
with matters of presidential style. He refused to
Chapter 6
•
Section 3
deliver speeches to Congress, claiming that to
do so would seem too much like the act of a
king. He also resolved a question that had trou
bled Congress for many years—what to call the
President. Jefferson asked to be addressed sim
ply as “Mr. President.”
Domestic Changes Of course, Jefferson’s
effect on government went beyond style.
Together with Congress, he reduced the
amount of taxes paid by the American people
and severely cut the size of the federal
bureaucracy—the departments and workers
that make up the federal government. The
Attorney General, for instance, was not even
allowed a clerk. Jefferson also slashed the size
of the army from 12,000 soldiers to only
3,000. Jefferson’s goal was to limit the nation
al government’s presence in people’s lives.
Jefferson, however, did not intend to
destroy the government created by the
Constitution, or even to undo all the acts of
the Federalists. For example, he let the Bank
of the United States continue to function,
knowing that its twenty-year term would run
out in 1811.
I
Jefferson’s program made him an extreme
ly popular President during his first term. In
1804, when he easily won reelection, he even
received the electoral votes of Massachusetts, a
state dominated by Federalists.
Hamilton and Burr Jefferson’s greatest rivals
were his ambitious Vice President, Aaron Burr,
and Alexander Hamilton, now a lawyer in New
York. in the summer of 1804, Burr killed
Hamilton in a duel. With one shot, Burr
removed the leader of the Federalists and
wrecked his own political future. Although he
was never tried, and even continued to preside
over the Senate after the duel, Burr was never
again a serious challenge to Jefferson.
The Judiciary Acts The most controversial
part of Jefferson’s first term was his relation
ship with the judicial branch, particularly the
Supreme Court. The Constitution had not
fully explained either the organization or the
role of this branch of government. With the
Judiciary Act of 1789, Congress had filled in
the missing details. The act created a national
court system with three circuit courts and thir
teen district courts, all headed by the Supreme
Court. The act also stated that the Supreme
Court would settle differences between state
and federal laws.
Just before the end of its term, Congress
passed the Judiciary Act of 1801. This act
decreased the number of Supreme Court jus
tices and increased the number of federal
judges. Outgoing members of Congress, in
cooperation with President Adams, were trying
to limit Jefferson’s opportunity to appoint
judges to the Supreme Court. They were also
working to leave behind a powerful group of
Federalist judges whose terms were made for
life. Adams quickly filled the new judicial posts
just before leaving office. These last-minute
appointments, known as the midnight judges,
angered Jefferson, who believed that he had the
right to appoint judges from his own party.
death in 1835. While on the Supreme
Court, Marshall helped establish many
important principles of constitutional
law. Marshall also helped build the
prestige and authority of the Supreme
Court in such cases as the historic
Marburv v. Madison.t
Main 1ckr
Why did Jefferson
want to limit the
power of the federal
government?
Marbury v. Madison The case of Marbury v.
arose when President
Jefferson tried to block the activities of
Federalist judges. Just before he left office,
President Adams had appointed William
Marhurv as justice of the peace for the District
of Columbia. But Secretary of State James
Madison, under orders from President
Jefferson, never delivered the official papers
giving Marhury his authority. Marbury sued
Madison, demanding that the Supreme Court
order the Secretary of State to let him take his
office. According to the Judiciary Act of 1 789,
the Court had the power to give such an order.
Madison
(1803)
Judicial Review Chief Justice John Marshall
ruled against Marbury, declaring that it was
against the Constitution for the Supreme Court
to give this order to the executive branch. In
other words, Marshall declared part of
the Judiciary Act of 1789 unconstitu
tional—the first time a federal court
had been so bold.
The Court’s ruling was a victo
ry for the Jefferson administration.
Yet in a much larger sense it was a
victory for the Supreme Court, for
the case established the power of
judicial review. The power of judi
cial review enables federal courts to
review state laws and state court deci
sions to determine if they are in keeping
John Marshall
with the federal Constitution.tt
(1755—1835)
Judicial review also allows federal
courts to decide whether laws passed by
Congress are constitutional, as in the case
of Marbury v. Madison.
John Marshalt
One of Adams’s judicial
appointments was John
Marshall, a long-time
Federalist leader. At the time of his appointment,
Marshall was serving as Secretary of State.
Marshall became Chief Justice (the leading
judge of the Supreme Court) on January 31,
1801. He held that post for 34 years, until his
AM ER ICAN
t Marshall’s other landmark Supreme Court cases
include: Fletcher v. Peck (1810), the Dartmouth
College Case (1819), Ogden v. Saunders (1827),
McCulloch v. Maryland (1819) and Gibbons v.
Ogden (1824).
t1 In this way, the Court plays an important role in
preserving the federal union. Marshall, a
Federalist, wanted to establish the supremacy of
the national government over the states.
Chapter 6
•
Section 3
185
Judical review is not clearly stated any
where in the Consitition. Yet thanks in part to
Marburyv. Madison, it remains a vital power of
the judicial branch today.
Fuming Point:
t!1e Lou isia n a
ij
rchase
As a strict constructionist, Jefferson opposed
the development of a strong central govern
ment. In issues concerning American expan
sion west of the Appalachians, however,
Jefferson and his supporters used the power
and money of the national government as
boldy as the Federalists had ever dared.
The Land Act of 1800 The Northwest
ordinance of 1787 established a process by
which territories, as lands in the West were
called, could become states. The Jeffersonians
sped the development of the frontier—which
now extended only as far west as the
Mississippi—through a new federal land policy.
Under the Land Act of 1800, Americans were
able to buy land in small parcels and on credit.
Federal land offices appeared across the West,
TI1KHIN POINT:
making easier the transfer of land from gov
ernment to its citizens.
Napoleon and the French American farmers
in the West depended on the Mississippi River
to transport their crops to foreign markets.
When the French ruler Napoleon took over
much of the Spanish land in the West, he
gained control of the mouth of the Mississippi
at New Orleans. The French used this control
to extract large sums of money from American
traders who had no choice but to travel the
Mississippi.
Fearing this French control and Napoleon’s
ambitions, Jefferson in 1803 sent fames
Monroe to Paris to buy the city of New Orleans.
Congress instructed Monroe along with the
American minister in Paris, Robert Livingston,
that they could pay up to $10 million for the
land. What happened next was one of the most
fateful events in American history.
Napoleon did in fact have ambitions to
create a new French Empire in the Americas.
When his attempt to quell a rebellion on the
French island of Haiti failed, however, he
quickly changed his mind. Napoleon refused
The Louisiana Purchase
The Louisiana Purchase was a historic step in the United States’ westward expansion. While the
nation’s territorial expansion has ended, the westward movement of people continues to this day.
1846
In a treaty with
Britain, the United
States gains claim
to the Pacific
Northwest.
1803
The United States
buys the Louisiana
Territory from
France.
186
Chapter 6
1912
Arizona and New
Mexico, the
newest of the
‘lower 48 states,
loin the Union.
1845
1848
1980
The United States
annexes Texas.
Following the
Mexican War,
Mexico cedes south
western territories to
the United States.
For the first time,
the mean population
center of the United
States lies west of
the Mississippi River.
•
Section3
June 1805 Party reaches the Great
proof that I
Falls of the Missouri
they have followed the right course]
jiv. 1805
Lewis and Clark
jsighttheP
SPA CIFIC
—
—
2(LAN,
i
—
Nov. 1804 The party
builds Ft Mandan. where
they spend the winter.
Nov 1804 to Apr 1805
-
.7
150300
4
July 1805 The
party crosses the
Continental Divide.
Sept. 1804 Party
narrowly avoids
ftj skirmish with the
Teton Sioux.
-i
,
/
.
-
Mass.
4
Aug 1804
Meeting with friendly
Yankton Sioux
-
17
R
Feb. 1807 Pike and
his men captured by
Spanish cavalry.
-
-
.
ich.
rr.
Pa.i.
Ohio
Lewis and Clark
expedition
Lewis and Clark
(return)
i,....j
n”]
t..,j
Va
-
N.C.
Tenn.
\,
Mississippi
Pike s reports on
Santa Fe stimulate
expansion into Texas.
Ga.
Territory
Pike expedition
ATLANTIC
OCEAN
*
Orleans
to he • Terr
at
-—
1807 Pike and his
I July
men taken to Chihuahua.
.
Snish
Fl%da
-‘
Clark
S.C.
i
Lewis
—
Del
Md.
Ky.
July 1806 Pike s
expedition departs
St. Louis
‘c1•
United States
R I
‘conn.
N.J.
Terr. May 1804 Lewis
and Clark depart
St Louis with party
of about 40 men.
—
Comanche
Louisiana
Purchase
Oregon
Country
Spanish
territory
British
territory
Native
American lands
.
-
‘,
Apai
-:
N.Y.
-
Nov. 1806 Pike tries to
reach the summit that
now bears his name
.
..
,.
_,L--
...
I hid.
U
Miles
3
Ft.
ClatØç
,
5
\
,.
then to Louisiana and
asecl
..
—
..
-
s Fort
N
.
C
C
C
-
In their two-year expedition, Louis and Clark explored thousands of miles and collected infor
mation on the lands, peoples, and plant and animal species they encountered, Their crossing
of the Continental Divide proved once and for all that a water route to the Pacific did not
exist. Movement Study the map above, What difficulties did the exploring parties face?
to sell New Orleans to the United States but
offered instead to sell all of the French claims
known as Louisiana. Not daring to ask him to
wait for weeks or months for an answer,
Monroe and Livingston offered Napoleon $15
Purchase. They
million for the Louisiana 1
and the
Congress
that
hoped
desperately
decision.
their
President would support
When Jefferson heard of the agreement
with the French, he was troubled. The
Constitution did not mention the purchase of
foreign lands. He was also wary of spending
large amounts of public money. Jefferson over
came his doubts, however, and urged Congress
to approve the sale. With the stroke of a pen, the
Louisiana Purchase dramatically increased both
the national debt and the size of United States.
As the time line on the previous page shows, the
Louisiana Purchase was to have an enormous
impact on the history of the United States.
The Lewis and Clark Expedition Congress
agreed to finance Jefferson’s call for an expedi
tion to explore the area included in the
Louisiana Purchase. Jefferson chose his private
secretary, Meriwether Lewis, to lead the expe
dition. Lewis in turn chose William Clark as
his companion officer.
t The actual cost of Louisiana was $1 1.25 million.
The remainder was for covering debts
United States citizens.
of France to
Chapter 6
•
Section3
187
The Lewis and Clark epedition began in
the spring of 1804. Their goals were to search
for river routes to the western ocean, make
contact with the Native Americans living in the
territory, and gather information about the
region’s natural resources. To help in this task,
the expedition hired a French-Canadian fur
trapper and his wife Sacajawea, a Shoshone
Indian, as interpreters.
The expedition reached the Pacific Ocean
late in 1805 and returned east by September
1806. The journey, that had lasted two years,
four months, succeeded in filling in many of
the details of the vast lands to the west.
Additional information about the West was
gathered by Zebulon Pike, who traveled as far
west as the Rockies and then south into
Spanish-held territory between 1806 and 1807.
Jefjerson’s Foreign Policy
During Jefferson’s first term, a brief peace set
tled on European nations. When the European
wars resumed, so too did troubles between
Europe and the United States.
Jay’s Treaty, under which the
United States had remained at peace with Great
Britain, expired in 1805. By then, Europeans were
back at war with each other. French warships
began harassing American ships trading with
Britain, and British ships interfered with
American ships trading with France. The British
also kidnapped American sailors to serve in their
navy. In 1807 a British ship, the Leopard, attacked
The Chesapeake
SECTION
the U.S.S. Chesapeake, inflicted twenty-one casu
alties, and boarded it to search for deserters from
His Majesty’s navy.
The Embargo of 1807 Like other Americans,
Jefferson was outraged by these acts and
believed that they should not go unpunished.
Yet he rejected the use of force, in part because
of the small size of the American navy. Instead
Jefferson chose an economic weapon against
the British and French. At his insistence,
Congress passed the Embargo Act of 1807,
which outlawed almost all trade with foreign
countries. An embargo is a restriction on
trade. Britain’s trade, however, had grown too
strong to be severely injured by the embargo.
The French, too, were largely unaffected.
Many Americans, on the other hand, hated
the em bargo—particularly New Englanders
who made their living through trade. They
now smuggled goods to Great Britain and
other countries in defiance of the President
and Congress. With the authority of the
national government at stake, Jefferson had no
alternative but to use his small navy and feder
al agents to enforce the law.
The embargo ruined Jefferson’s second
term. Many Americans despised the direct
interference of the national government in the
economy. Federalists exploited this anger, and
the party enjoyed a revival. While Jefferson was
able to see his Secretary of State, James
Madison, elected President in 1808, the
nation’s third President retired to his home at
Monticello as an unpopular figure.
REVIEW
Comprehension
1. Key Terms Define: (a) agenda; (b) bureau
cracy; (c) Marbury v. Madison; (d) judicial
review; (e) Louisiana Purchase; (t Lewis and
Clark expedition; (g) embargo.
2 Summarizing the Main Idea Describe the
changes Jefferson tried to make in the rela
tionship between government and the people.
3. Organizing Information Create an outline
of Jefferson’s major accomplishments as
President.
Criticad Thinking
4. Analyzing Time Lines Review the time line
at the start of the section, How do each of
the events for 1803 conflict with Jefferson’s
principles?
5. Making Comparisons How was the enforce
ment of the Embargo Act of 1807 like the sup
pression of the Whiskey Rebellion?
1rWng Activity
6.
IBB
Chapter 6
•
Section 3
Writing a Persuasive Essay Write a per
suasive letter to Thomas Jefferson from a
Northeast merchant explaining why the
Embargo Act should be lifted.
1790
1794
Native
American
victory at
Miamitown
4
Battle of
Fallen
limbers
1795
Treaty of
Greenville
1809
Treaty of
Fort Wayne
1811
Battle of
iippecanoe
Native American Resistance
SECTION PREVIEW
Describe the condition of Native Americans in
the Old Northwest around 1790.
2 Summarize the ideas of Native American lead
ers about dealing with the United States.
3 Key Terms Define: Treaty of Greenville; reser
vation; assimilation; Battle of Tippecanoe.
I
efore the American colonies gained inde
pendence from Britain, relations between
Native Americans and colonists were often
marked by violence. If anything, the creation
of the United States worsened the situation as
large numbers of American settlers now
moved westward onto Indian lands.
B
War in the Old Northwest
The American Revolution had broken the
power of the Iroquois nations in the North
and beaten back the Cherokee in the South. In
the early I 790s, however, many Miami,
I)elaware, Shawnee, and other Native American
groups came together to fight American expan
sion. Assisted by the British in Canada and led
by warriors such as Little Turtle and Blue Jacket,
they defeated a United States army at
Miamitown (now Fort Wayne, Indiana) in
1790. Then they defeated an expedition com
manded by Northwest Territory governor
Arthur St. Clair, inflicting one of the biggest
defeats ever suffered by a United States army.
The British soon deserted the Native
Americans, however. To add to their woes,
Native Americans now faced a new national
As the United States continued to expand onto their
land, Native Americans responded in various ways,
from acceptance to warrn
Aeading Strategy
Reinforcing Main Ideas As you read, take notes on
the ways in which Indian leaders dealt with the
advance of Americans of European descent.
army known as the Legion of the United
States. In 1794, General “Mad Anthony”
Wayne led the Legion to victory over the
Native Americans at the Battle of Fallen
Timbers in what is now northwestern Ohio. As
a result of this battle, the Miami, Delaware,
Shawnee, and other Native Americans were
forced in 1795 to accept the Treaty of
Greenville, in which they lost the southern
two thirds of Ohio. The treaty also forced
them to accept that the Ohio River was no
longer a permanent boundary between their
lands and those of American settlers. From
New York to Indiana to Mississippi, Native
Americans ended the 1700s in a greatly weak
ened condition.
Native American Reaction5
In the early 1800s, several Native American
leaders proposed different ways to deal with
the United States. The options they suggested
included four broad strategies: accepting
white culture, blending Indian and
Chapter 6
•
Native
American
custom
dictated that
negotiating
parties take
turns smoking
a “peace
pipe.”
Section 4
189
American cultures, returning to Indian
religious traditions, and taking
military action.
iIain idea
What was
Tenskwatawa’s
response to United
States expansion?
White Culture Some
followed the path of
Americans
Native
Little Turtle, a leader of the Miami
people. Little Turtle was a brilliant mil
itary leader who had engineered the great vic
tories of the early I 790s. After making peace
with white settlers, he lived in northern
Indiana on annual payments from the govern
ment. Over time Little Turtle adopted some of
the Americans’ customs. After devoting much
of his life to fighting the Americans, Little
Turtle tried to live peacefully with white
American settlers.
Accepting
Blending Indian and American Cultures In
western New York a Seneca named Handsome
Lake followed a diftrent course. Handsome
Lake had fought with the British against the
Americans during the Revolutionary War. Later,
he had suffered the humiliation of being con-
fined to a reservation, an area that the federal
government set aside for Native Americans who
had lost their homelands. In 1799, Handsome
Lake called for a rebirth of Seneca culture that
would blend Native American customs with
those of the Americans.
Handsome Lake urged Native Americans
war and instead to give more atten
abandon
to
tion to traditional Indian rituals. While holding
on to age-old beliefs, Handsome Lake and his
followers adopted American notions about
land, agriculture, and family life. While Little
Turtle’s way was acceptance, Handsome Lake’s
was acceptance on Native American terms. As
he told President Jefferson:
‘Our lands are decaying
becausewedonotthinkon
[about] the Great Spirit, but we are now going to
renew our Minds and think on the great Being
who made us all.. Dear Brother, the Lord has
confidence in your people as well as ours, pro
vided we can settle all our
AMERICAN
.
.
—Handsome Lake
Returning to Indian Traditions In Indiana
another leader arose, among the Shawnee,
l)elaware, and Miami. ‘[‘enskwatawa, also
known simply as “the Prophet,” called for a
return to traditional Native American ways
and a total rejection of European values. Fle
strongly opposed assimilation, the process by
which people of one culture merge into and
become part of another culture.
In 1808 Tenskwatawa established Prophetstown on the Wabash River (near present-day
Lafayette, Indiana). There Tenskwatawa offered
his Ibllowers a sense ofdignity and the promise of
a stable life together. He also adopted an increas
ingly warlike attitude toward the United States. In
this he was aided by his older brother, ii,cumseh.
Taking Military Action Born in 1768,
Tecumseh had fought against the United States
in the 1 780s and 1790s and had earned a repu
tation as a talented war chieL In 1795, he
The Shawnee prophet, Tenskwatawa, called
on his followers to return to their ancient
ways and obey the Master of Life, He
said the Master of Life had told him: “If
you Indians will do everything which I have
told you, I will overturn the land, so that all the
white people will be covered and you alone shall inhabit
the land.” Culture According to Tenskwatawa, how did
assimilation threaten Native Americans?
9
190
Chapter 6
•
Section4
refused to participate in the negotiations that
led to the Treaty of Greenville.
Tecumseh believed that Indians’ only hope
of resisting American expansion was to unite
by overcoming local and group differences. He
and Tenskwatawa acted on this belief by rally
ing opposition to the Treaty of Fort Wayne. In
this treaty, negotiated in 1 809 by Governor
William Henry Harrison of the Indiana
14
Territory, Native Americans had given up
much of south-central Indiana. Like many
treaties with Native Americans, this made use
of a legal trick. Because Native Americans held
their land in common, they all had to agree
before the status of the land could change.
United States government officials would first
persuade a few individuals to sign away their
people’s land, and then ignore protests from
the rest of the group.
In August 1810, iècumseh and several
dozen warriors met with Governor Harrison to
protest such a trick. Tecumseh warned that if
the government continued to purchase lands:
it will produce war among the different tribes
and at last I do not know what will be the con
sequence to the white people.” Governor
Harrison took the warning and moved first.
While Tecumseb was in Alabama and Mississippi
trying to get the Choctaw and the Creek to join in
the resistance, Harrison marched north from
Vincennes to Prophetstown with roughly one
thousand militia and soldiers.
Just before sunrise on November 7, 1 8 11,
after a day of negotiations, Tenskwatawa sent
his warriors to attack Harrison and his men.
The Battle of Tippecanoe lasted about two
hours. Neither side won, but the battle shat
tered Native American morale and eroded con
fidence in Tenskwatawa’s leadership. Within a
few days, Harrison burned an abandoned
Prophetstown to the ground.
Native American military resistance was
not over, however. l)uring the War of 1812
between the United States and Britain,
Tecumseh rallied warriors to fight with the
William Henry
Harrison
reported that
Tecumseh (plc
tured at leff)
wished to “form a
combination of all the
to put a
Indian Tribes
stop to the encroachments
of the white people”
\NG
...
Diversity What difficul
ties do you think
Tecumseh faced in trying
to unite the various Native
American nations?
British in Canada. (See the next section.)
When a British officer began to talk of retreat,
Tecumseh responded:
going
AMERICAN’ If you have an idea of
away, give [your weapons] to
us, and you may go and welcome. As for us, our
lives are in the hands of the Great Spirit. We are
determined to defend our lands, and if it be his
will we wish to leave our bones upon
—Tecumseli
A few weeks later, Tecumsch died in the
Battle of the Thames in Ontario, Canada, on
October 5, 1813. Although Tecumseh and his
brother did not accomplish their objectives,
they left a vital legacy of defiance and respect
for their people and their culture.
p
:
7
I
I
SECTION 4 REVIEW
Comprehension
1. Key Terms Define: (a) Treaty of Greenville;
(b) reservation; (c) assimilation; (d) Battle of
Tippecanoe.
the
2. Summarizing the Main Idea How did
and
Lake
ome
paths proposed by Hands
Tenskwatawa differ?
chart
3. Organizing In formation Create a
Little
of
views
the
ting
contras
and
comparing
and
atawa,
Tenskw
Lake,
ome
Hands
Turtle,
Tecumseh.
Criticat Thinking
4. Analyzing Time Lines Review the time line
at the start of the section. What was the sig
nificance of the Battle of Tippecanoe?
5. Making Comparisons How did Native
American and European American ideas
about land ownership differ?
Writing Activity
6.
Write an
essay in which you outline the basic sources
of conflict between Native Americans and
Americans of European descent.
Writing an Expository Essay
Chapter 6
•
Section 4
191
1814
Rattle of
1812
Horseshoe
War of 1812 Bend
begins
1814
Treaty of
Ghent
signed
1820
Missouri
Compromise
1815
1810
3
1816
Monroe
1815
eleded
Battle of
President
New Orleans
The War 011812
SECTION PREVIEW
Objectives
Main Idea
Explain the causes and results of the War of
1812.
2 Describe the events leading to the economic
panic of 1819.
3 Understand the issues that led to the
Missouri Compromise.
4 Key Tenns Define: impressment; War of 1812;
Treaty of Ghent; Battle of New Orleans;
depression; Missouri Compromise.
Americans emerged from the War of 1812 with a
new sense of national pride, but economic and moral
conflicts continued to trouble the country.
Yeadlng Strategy
Outlining Information Make an outline using the
headings in this section. As you read, fill in main idea
statements under each heading
the Battle
of Tippecanoe in
Following
November 1811, Native
Americans increased
their attacks against
settlers who were
moving onto their
lands. Most Americans
believed that the
Indians were being
encouraged and armed
by the British.
This “star
spangled banner” inspired
the national
anthem as it
flew bravely
through a
British attack
on Baltimore in
1814.
192
war Breaks Out
Among those who blamed the British for the
frontier violence were some members of
Congress. Congress in 1812 included many
new members from the South and West who
represented the interests of farmers moving
west onto Indian lands. The new members
included Henry Clay of Kentucky and John C.
Calhoun of South Carolina. The leaders of
this new group were known as the War
Hawks. They favored a war with Britain to
push the British out of North America and
Chapter 6
•
Section5
thereby put a stop to Native American attacks
in the West.
Anger Toward Britain In June 1812, President
Madison sent a message urging Congress to
declare war against the British. Madison
argued that the British had not only encouraged
the Indians to attack American settlers, but had
also interfered with United States shipping. For
years, the American government had tried with
out success to stop the British practice of
impressment. Impressment is the act of forcing
people into military service. British ships regu
larly stopped American ships at sea and removed
men, including American citizens, to serve in the
British navy. Congress approved Madison’s call
for war. The war that followed became known as
the War of 1812.
In many ways, the declaration of war was
a foolhardy action. The United States had only
a small army and navy, and no offers of help
from foreign countries. The nation would
have to deal not only with the powerful
British, but with Native Americans to the
north and south who were angered by western
expansion.
vantages,
The Land War 1)espite these disad
States
Americans believed that the United
in by
Brita
at
could strike swiftly and effectively
sur
their
invading British-held Canada. To
and
prise, American troops—poorly equipped
mer
led—were beaten by the British in the sum
of 1812.
o
The United Stales did manage some vict
ated
defe
ison
Harr
y
ries on land. William Henr
ding
the British and Native Americans, inclu
es
Tham
the
of
le
Tecumseh’s forces, at the Batt
ral
gene
a
son,
in October 1813. Andrew Jack
ident,
who (like Harrison) would later be Pres
e Bend
defeated the Creek Indians at Horsesho
modest
in Alabama in March 1814. But these
a great
successes were not about to convince
power like Britain to give up.
British
The Naval War I)espite the fact that
I
J
about
ships outnumbered American vessels by
num
a
won
twenty to one, Americans at first
had a
s
ber of victories at sea. The United State
ng
saili
half-dozen frigates, or medium-sized
the
st
warships, that won several battles again
crews
the
by
ht
foug
ries
victo
British. American
s”), the
of the (‘onstitution (“Old ironside
coun
the
d
raise
s
State
Wasp, and the United
teers
priva
rican
try’s morale. In addition, Ame
s.
ship
sh
Briti
nd
captured more than a thousa
of
ber
num
a
The Americans did suffer
war
sh
naval defeats, however, In 1813 a Briti
war
ship fought and captured the American
usetts.
ship chesapeake off the coast of Massach
James
The dying order of Chesapeake captain
became
Lawrence, “Don’t give up the ship,”
.
Navy
s
State
ed
the battle cry of the Unit
victory
l
nava
nt
orta
The war’s most imp
Master
.
1813
of
took place in the summer
ated a
defe
Commandant Oliver Hazard Perry
the
ling
small British fleet on Lake Erie, enab
a
ct
prote
United States to control that lake and
have
vital stretch of its northern border. “We
reported
met the enemy, and he is ours,” Perry
s bloodwar’
the
of
s
hour
after more than three
jest naval battle.
navy
In time, the superiority of the British
s.
State
ed
Unit
the
began to have an effect on
t,
coas
rican
The British blockaded the Ame
the
to
strangling trade and putting a stop
attacks of American frigates.
In 1814
The Burning of Washington, D.C.
erous
dang
and
cult
diffi
the British ended a
ch
Fren
the
st
again
war they had been fighting
then
They
pe.
emperor Napoleon in Euro
to the
turned their full attention and resources
MPAN INC Ph IMARY SOUR
FOR AND AGAINST THE WAR OF 1812
War Hawks, mostly
The War of 1812 was promoted by the
from
d by leaders
from the South and West, and oppose
states.
New England and the Middle Atlantic
For War with Britain
“We shall drive the British
from our continent—they will
no longer have an opportunity
of intriguing fconspiringl with
our Indian neighbors, and set
ting on the ruthless savage to
tomahawk our women and
children.”
—Representative Felix Grundy
of kentucky, December 1811
Against War with Britain
“It was our own thirst for territory,
our own want flack] of modera
tion that had driven these sons of
nature {Native Americans] to des
peration, of which we felt the
effects.. .Go! March to Canada!
The coast is to be left
defenseless, while men of the
Interior are reveling in conquest
and spoil.”
—Representative John
Randolph of Virginia,
December 1811
.
arguments
ANALYZING VIEWPOINTS Compare the main
made by the two writers.
British
war in the United States. Some 14,000
s from
troops tried to invade the United State
To the
.
1814
of
mer
sum
Canada in the late
much
a
,
ever
how
sh,
surprise of the Briti
back
them
e
drov
smaller American force
across the border,
that
By contrast, a fleet of British ships
same
the
ut
arrived in Chesapeake Bay at abo
ut 4,000
time scored a major success. Abo
d on
British troops left the ships and descende
oppo
Washington, D.C., meeting little serious
s
sition. On August 24, President Jame
were
,
ison
Mad
ey
Doll
,
Madison and his wife
and fled.
warned of the approach of the British
capital
the
ed
enter
Toward evening, the British
Even
city.
the
and started fires that consumed
d
gutte
the Capitol and the White House were
by flames,
ps
From Washington the British troo
all-night
moved on toward Baltimore. An
, at the
enry
McH
Fort
of
British bombardment
essed
witn
was
or,
harb
entrance to Baltimore
fol
the
e
wrot
Key
by lawyer Francis Scott Key.
’s
rican
Ame
the
lowing words as a testimony to
r
ove
an
st
determination to stand strong again
whelming enemy:
Chapter e
•
Section 5
193
_______
______________
patriotic about the War of 1812 as did Francis
Scott Key. “Mr. Madison’s War,” others bitter
harm it had
ly called it, while pointing to the
y was
treasur
done to the country. The national
British
empty, the Capitol lay in ruins, and the
blockade had brought trade to a standstill.
HAnd the rocket’s red glare,
the bombs bursting in air
Gave proof through the night
that our flag was still there.
O say, does that Star-Spangled Banner yet wave
O’er the land of the free
and the home of the brave?
AMERIGAN
The Hartford Convention In December 1814,
New Englanders, who had suffered tremendous
losses in trade during the war, sent delegates to
a meeting in Hartford, Connecticut, to consider
the possibility of leaving the nation. In the end,
the Hartford Convention called only for consti
tutional amendments to increase New
England’s political power.
—Francis Scott Key
pangled Banner”
Star-S
“The
The “star-spangled banner” did indeed
still wave over the fort. The citizens of
Baltimore had been strengthening their
defenses, and American forces were able to
turn back the enemy.
The Treaty of Ghent Meanwhile, both the
British and the Americans had recognized that
this was a war no one wanted, and the British
realized they could not win. On December 24,
1he War Ends
The British retreat from Baltimore lifted
American spirits. But not all Americans felt as
--- \
Michigan
Terr.
j
CANADA
defeats the
British in the Battle of
the Thames, Oct. 1813.
Detroit without a fight
‘
j
See Inset
—
‘.
.
Pa.
Mich.
Ten’.
md.
Terr
Illinois
Terr.
before new: of the peace
-“
[
-
-
N.Y.
.
Albany
-
%
ff
c
8
41
-
‘
-s’.-
•
6. United States
.-,
captures Macedonian.
Oct 1812
R i
.
United States
NLJ.’
13. American defense
w h
of Fort McHenry
Sept 1814 inspires
a. o
the Star-Spangled
Norfolk’
Banner.”
,.j,,
•
Section5
British troop
I
•
“
-—
Fort
,
-
150
SPFa
0
150
300 Miles
Kilometers
,
British naval blockade
neither side gained nor lost any territory. Movement Why was the
such a threat?
Chapter
Spanish territory
H
England, in the end
Although the United States considered the War of 1812 a victory over
194
British territory
if
Washington burn
White House
Aug. 1814.
-
.f’eiiacola
New Orln
7. Shannon defeats
Chesapeake, Oct.
1812.
——
). ‘Vt N.Hfi
-
j
Pittsbu
IIII
0
“ ‘“
i
eia/
EHsonEm‘Mobil
e’’
British in the Battle of
New Orleans, Jan. 1815,
i
P1a?
N.Y.
)
riirtautin-Bay, Sept 1813
defeats the
Shawnee at the Battle
of Tippecanoe Nov 1811
‘ffa1a
Cleveland
-
Indiana
Terr.
Champlain Sept 1814)
resque Isle
1
p
(Erie)
Ohio
/
-—————..
Ft. Dearborn
9hicago)
_4’
-
.
12. Baffle of l.ake
d
,‘
1812.
‘
,
Larris
%%1Ri3j
4. Fort Dearborn
Massacre, Aug
York
(TorontO)”
British blockade
1814, representatives of the two nations met in
Belgium and signed the Treaty of Ghent, end
ing the war. All the old boundaries between the
United States and British territory in North
America were restored.
120
The Battle of New Orleans Although the
80
Treaty of Ghent officially ended the war, the
greatest victory for the United States came two
weeks after the treaty was signed. This final
twist to a strange war was the result of the slow
communication of the times,t
On 1)ecember 23, 1814, a British force of
11 ,000 men tried to take New Orleans from the
south. General Andrew Jackson and 4,500 sol
diers and volunteers from all over the
Mississippi Valley, including two battalions of
free African Americans, defended the city.
On January 8, the overconfident British,
fresh from victories over the French in Europe,
foolishly threw their troops against the
Americans’ well -protected positions. Without
cover, the advancing British were easy targets
for American riflemen. The battle was finished
in just over an hour; in fact, most of the shoot
ing took place in about twenty minutes, The
British suffered 2,036 casualties; the
Americans, 21.
The Battle of New Orleans was a remark
able victory for the United States. The battle
allowed Americans to end an unhappy war on
a powerful, positive note. The battle unified
the country, restored patriotism, and made
Andrew Jackson a national hero.
Post-War Boom and Pank
in 1815 the United States entered a period of
growth and prosperity. Republican James
Monroe, the former governor of Virginia, easily
won election as the fifth President of the United
States in 1816. Monroe and the Republican
party dominated American politics, as the
Federalists faded out of existence.
Congress, in an attempt to deal with finan
cial problems resulting from the war, created
the Second Bank of the United States in
l8l6.ff Encouraged by abundant credit from
this bank and others, as well as by federal land
laws, Americans began moving westward at an
incredible rate. Meanwhile, American ships
were busy carrying farm products and other
goods to Europe.
Then, in 1819, the United States experi
enced the first great depression, or severe eco
nomic downturn, in its history. Known as the
100
E
60
40
20
0
1800 1802 1804 1806 1808 1810 1812 1814 1816 1818 1820
Year
Source: Historical Statistics of the United States, Colonial Times to 1970
Interpreting Graphs The Embargo of 1807 sharply cut United
States export trade. The British blockade during the War of 1812
nearly brought U.S. trade income to a halt. Economics What was
the status of US. export income before the embargo? By how
much had it decreased by 1814?
Panic of 1819, it began across the Atlantic
when London banks demanded that banks in
the United States pay money owed to them.
American banks in turn demanded the money
that they had loaned to the American public.
Many of the Americans who had borrowed too
much in the days of easy loans after 1815 were
financially ruined,
The Missouri Compromis
While the economy would eventually rebound
from the depression, another problem that
year would pose a far greater long-term danger
to the nation, in 1819 Congress began debating
the admission of the state of Missouri
Main ldeE
to the United States. The basic issue at
.
stake was slavery
The Northwest Ordinance of 1787
What conflict was
had established that no state north
temporarily solved by
west of the Ohio River could be a slave
the Missouri
Compromise?
state (that is, a state where slavery was
legal). But because Missouri was not
t News of the Treaty of Ghent did not reach
America until mid-February 1815.
‘tt The first bank, having dissolved in 1811, had left
the country with no central financing for the war.
Chapter 6
•
Section 5
195
The Missouri Compromise, 1820:
Me.’
Vt. N H’
\/
Oregon
Country
(Occupied by U.S.
and Great Britain)
Mass.
N.Y.
Mich. terr.
UnorganIzedTerrltory
Pa.
l.
Ohio
hid.
Va.
\ “,i.
Conn.
‘-N.J.
—Del.
—Md.
Ky.
36’ 30 N
Missouri Compromise Line
N.C.
Tenn.
i,1 iITh
‘IV
Ark. Terr.
D
D
Miss.
States formed by
Missouri Compromise
Free states and territories
closed to slavery
Slave states and territories
open to slavery
—
-r
‘1
Ala.
Ga.
NEW SPAIN
Fla. Ten.
250
O
O
250
500 Miles
500 Kilometers
Under the terms of the Missouri Compromise, Maine was admitted as
a free state, Missouri was admitted as a slave state, and slavery was
prohibited north of 36° 30’ N latitude. Region Which would cover
more land under the compromise, new free states or new slave states?
Congress replied that the federal
government had no business dic
tating to states what they could
and could not do. Ihey feared
that if the federal government
could forbid slavery in Missouri,
it could do SO elsewhere.
After months of bitter debate,
Congress reached what is now
called the Missouri Compromise.
It was signed into law in I 20. ‘l’he
Missouri compromise had two
main points: (I) Slavery would be
permitted in Missouri; at the same
time. Maine was carved out
of what had been northern
Massachusetts and adniiited to
the Union as a tree, or nonslave,
stale. This arrangement kept the
balance in the Senate between
free stales. (2)
slave and
lurthermore, ( ongress agreed
that as the United States expanded
westward, states north of 36° 30 N
latitude would be free states, as the
map above shows.
‘l Thomas Jefferson, still a keen observer
of the national scene, the Ni issouri conl roversv
“filled him I with terror.” Could compromises
enable the t. Jn i ted St ates to av )id confronting
the issue of slavery indefinitely? i\s Jefferson
had written earlier about the existence of slav
ery in a democratic republic: “I tremble for my
country when I reflect that ( od is just: that I us
justice cannot sleep frever.”
northwest of the ohio River, it was not cov
ered by this definition. Several members of
Congress from the North objected to admit
ting Missouri as a slave state. They were not
simply concerned about the liberty of African
Americans; they worried that another slave
state would increase the power of the southern
states in the Senate. Southern members of
SECTION
REVIEW
Key Terms Define: (a) impressment; (b) War
of 1812; (c) Treaty of Ghent; (d) Battle of New
Orleans; (e) depression; (f) Missouri
Compromise.
2.. Summarizing the Main Idea Describe how
the War of 1812 ended.
3.. Organizing In formation Create a chart
comparing the strengths and weaknesses of
the Americans during the war.
1.
196
Chapter 6
•
Section 5
Analyzing Time Lines Review the time line
at the start of the section. How does the time
line reveal that the Americans faced two ene
mies during the War of 1812?
5. Predicting Consequences What issue was
left unresolved by the Missouri Compromise?
4.
6.
Writing a Persuasive Essay Write an
essay persuading members of Congress
either to vote for or against war with Britain
in 1812.
You Can ioin a Pohilcal Party
Political parties arose, over President Washington’s opposition, in the 1790s. A two-party
system dominates American political life today.
‘l’he first iiiesdav in
November, millions of
Americans enter ‘otin
I
booths to elect candidates
for local, state, and national
office. As they pull a lever or
mark a paper ballot, they
may be voting on the basis
of the candidates’ qualilica—
ionS or ideas. Alternat ivelv,
they may be voting on the
Women voted along
basis of candidates political
side men in New
party afilliation. Political
Jersey’s early history.
parties play a leading role in
the American political sys
teni—a much greater role than the founders of
the nation ever intended,
11w hmpact 1ita
The nation’s early leaders initially opposed politi
cal parties. ( For example, James Madison argued
that parties would fill Congress with unqualified
candidates who would use their position to pur
sue selfish goals.) Yet during George Washingtons presidency these same men actively encour—
aged the rise of parties. Washington’s Cabinet was
bitterly divided into two groups that took oppo
site sides on important issues. The two opposing
groups formed political parties to win support for
their views.
For most of our history, two major parties
have dominated American politics. In the I 790s,
the two parties were the Federalists and
Republicans. Since the mid- I 800s they have
been the 1)emocrats and Republicans. From
time to time, however, an independent candi
date or third party challenges the two-party sYs
tem. One recent example occurred in 1992,
when Texas entrepreneur Ross Perot received
almost 19 percent of the popular vote for
President.
?vlany nations in the
world have m ii ltiple par
ties—sometimes as many as
two dozen or more. Some
people argue that a multi—
pIe-party system allows
more views to be represent
ed. With only two strong
parties, they say, voters have
less of a choice.
Other people argue that
multiple parties create con
fusion. Reaching agreement
is already difficult in the
American Congress, which is
dominated by only two par
Delegates cheer at a
national political
ties. Think how much harder it
convention.
must be for legislators to com
a
nt
represe
they
when
e
promis
dozen or more competing parties!
Thr hn1wrl ar Y
Choose a political issue (for example, the driving
age) that interests you. Think of five positions on
the issue. Assign each position to a separate, ficti
tious political party. Ask your classmates to vote
on the position that they support. Note the
results. What do they suggest about a system with
many political parties?
197
Chapter summary
The major concepts of Chapter 6 are
presented below. See also Guide to the Essen
tials of American History or Interactive
Student Tutorial CD-ROM, which contains
interactive review activities, time lines, helpful
hints, and test practice for Chapter 6.
Reviewing the Main Ideas
During the 1790s two political parties emerged: the Federalists,
who favored a strong central government, and the Jeffersonian
Republicans, who favored a smaller and weaker central govern
ment. Despite the tensions between these two parties, the
nation’s first peaceful transfer of power took place with the
election of 1800. The United States increased its size with the
Louisiana Purchase in 1803, but its new boundaries brought the
nation into conflict with both Native Americans and the British.
ection 1: LIberty Versus Order In the 1 790s
Americans became sharply divided in the 1790s over
whether order or liberty was more important,
ectIon 2: The Government Takes a New Course
With the election of 1800, Americans peacefully accomplished
the nation’s first transfer of power from one party to another.
sxtlon 3: The Jefferson Administration
As President, Jefferson sought to reduce the power of the fed
eral government. Yet he also demonstrated the government’s
power when he bought new lands and restricted foreign trade.
action 4: Native American Resistance
As the United States continued to expand onto their lands,
Native Americans responded in various ways, from accep
tance to war.
For each of the terms below, write a sentence
explaining how it relates to this chapter.
8. Louisiana
Purchase
1. strict construction
2. tariff
9. embargo
1 0. Jay’s Treaty
11. Missouri
3. Whiskey
Rebellion
4. XYZ Affair
5. Alien and Sedition
Acts of 1798
Compromise
12. Warof 1812
1 3. Battle of New
On cans
14. Lewis and Clark
expedition
6. Marburyv.
AIit1isoii
7. judicial review
Comp&enson
1. How was Alexander Hamilton able to
change the national debt from a weakness to
a strength?
2. Why was the federal government deter
mined to crush the Whiskey Rebellion?
3. Summarize the views of Federalists and
Jeffersonian Republicans in the 1 790s.
4. What was the goal
of
Gabriel Prosser’s
Rebellion?
5. What were the goals of the Lewis and Clark
expedition?
6. Explain iinskwatawa’s and Tecumseh’s
beliefs about the path that Native Americans
should follow.
7. What were the causes of the War of 1812?
ection 3: The War of 1812
Americans emerged from the War of 1812 with a new
sense of national pride, but economic and moral conflicts
continued to trouble the country.
_
I
‘-‘* Z4t4
On a separate sheet of paper, copy the graphic
organizer below to organize the main ideas of the
chapter. Fill in at least one choice or action taken
by the group identified in the heading.
Prornems and Choices, 1789-1 820
African Americans
White Americans
You Can Join a Political Party Political parties arose, over
President Washington’s opposition, in the 1 790s. A twoparty system dominates American political life today.
I
19B
H
Native Americans
J
H__
Antyzin P&itcW
Cartoons
4
J
g
1. During the Embargo of 1 807, smu
gling increased dramatically. (a) How
do you know the man with the barrel
is a smuggler? (h) What is Ograbme
spelled backwards? (c) What does the
turtle represent?
ar
2. How does Ograbme depict the emb
go’s effect on traders?
3. ‘What is the cartoonists view of the
Embargo of 1807?
Critic& Thnkn
Jefferson’s
1. ApplyIng the Chapter Skill Compare
to
enforcement of the Embargo Act of 1 807
llion. In
Rebe
skey
Whi
Washington’s reaction to the
what ways were they similar?
expect a peace
2. Identifying Assumptions Today we
vote to
ful transfer of power when Americans
election.
change political parties in a presidential
mption
assu
this
e
mak
Why were people unable to
in the election of 1800?
Jefferson said
3. Predicting Consequences Thomas
with
that the Missouri Compromise “filled Ihimi
ed the com
terror.’ Why might Jefferson have view
promise with such fear?
For your partfoUc:
CREATE A TIME UNE
to the
Access Prentice Hall’s America: Pathways
for
Present site at www.Pathways.phschooLcom
activity.
the specific URL to complete the
are also
sites
Web
ed
relat
Additional resources and
available.
er
Use excerpts from the journals of Meriweth
tated
anno
Lewis and William Clark to create an
time line of their journey.
Connectinç
to Today
rts on page 195.
Turn to the graph of United States expo
Missouri Compromise (c) the
1. In which year was the value of
War of 1812 (d) the Louisiana
United States exports the highest?
Purchase
(a) 1801 (b) 1807 (c) 1810
3. Writing Write an essay in which
(d) 1818
you describe the causes of the
2. Which of the following events
low points on this graph. Be sure
explains the drop in trade
to include examples of political
between 1810 and 1814? (a) the
effects.
Embargo of 1807 (b) the
Recogizing Cause and
Effect Review the
Turning Point time line
on page 186. Research
and write an essay on
one of the last two
events shown on the
time line.
199