chapter era 1800–18161800–1816wars resume after brief peace. 1801 thomas jefferson is elected...

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The JeffersonEra 1800–1816

The JeffersonEra 1800–1816

Section 1JeffersonTakes Office

Section 2TheLouisianaPurchaseandExploration

Section 3ProblemswithForeignPowers

Section 4The War of 1812

10

18001805British winat Trafalgar.French winat Austerlitz.

1801Tripoli declares

war on theUnited States.

1803Europe’s

Napoleonicwars resume

after briefpeace.

1801 Thomas Jefferson is

elected president.

1803LouisianaPurchaseis made.

1807Embargo Act

is passed.

310

1804Jefferson is reelected.Lewis and Clarkexpedition begins.

Adult grizzly bearsmight weigh as muchas 900 pounds andrun 30 miles per hour.

CHAPTER

RESEARCH LINKSCLASSZONE.COM

Visit the Chapter 10 links for more informationabout the Jefferson Era.

Interact with History

1816

The Jefferson Era 311

1815Napoleonreturns andis defeatedat Waterloo.

1811Battle of

Tippecanoeis fought.

1814British attackWashington, D.C.

1815Battle of NewOrleans is fought.

1812War of

1812begins.

1808James Madisonis electedpresident.

1810Father Hidalgo

calls forMexican

independence.

1814Napoleon is

defeated andexiled to Elba.

In the early 1800s,it took about 20seconds to loadand fire a gun.

You have been chosen to participate in an

expedition to the West in the early 1800s. You

are excited and curious, but also a little

scared. You know that you will see and expe-

rience many new things. But you know there

are risks involved, too.

What dangerswill you face onan expeditionwest?What Do You Think?• Notice the land features in these scenes. What

problems might they hold for an explorer?

• What other people might you meet on the expedition?

312 CHAPTER 10

SummarizingWhen you study history, it is important to clearly understand what you read. One way toachieve a clear understanding is to summarize. When you summarize, you restate what youhave read into fewer words, stating only the main ideas and essential details. It is importantto use your own words in a summary. Use the chart below to record your summaries of themain ideas and essential details in Chapter 10.

See Skillbuilder Handbook, page R2.

What Do You Know?What parts of the United States today were not part of thecountry in 1800? What should leaders consider before theybuy land for their countries?

Think About• where the money for the purchase will come from• what should be done if people already live on the land• your responses to the Interact with History about facing

dangers on an expedition west (see page 311)

What Do You Want to Know?What details do you need to help you understand thenation’s expansion in the early 1800s? Make a list of

information you need in your notebook before you readthe chapter.

Reading Strategy: Summarizing10CHAPTER

UnitedStates in

1800

UnitedStates in

1816

Taking Notes The Jefferson Era

Summaries

Main Idea: Thomas Jefferson is elected president.Details: Jefferson replaces Federalist policies with his own but has problems with the judiciary.

Main Idea: The United States makes the Louisiana Purchase and sends expeditions into the new territory.Details: Napoleon sells Louisiana in 1803; Lewis, Clark, and Pike bring back maps and scientific information.

Main Idea: British interference with U.S. affairs leads to the War of 1812.Details: Britain interferes with U.S. shipping, kidnaps U.S. citizens, and supports Native American resistance.

Main Idea: The United States wins the War of 1812.Details: The war has two phases; U.S. victory weakens Native American resistance and increases patriotism and

manufacturing.

CALIFORNIA STANDARDS

Reading 2.4 Compare theoriginal text to a summaryto determine whether thesummary accurately capturesthe main ideas, includes criti-cal details, and conveys theunderlying meaning.


ONE AMERICAN’S STORYIn the election of 1800, backers of John Adams and Thomas Jefferson fought

for their candidates with nasty personal attacks. For instance, James Callender

warned voters not to reelect President John Adams.

A VOICE FROM THE PAST

In the fall of 1796 . . . the country fell into a more dangerous juncture thanalmost any the old confederation ever endured. The tardiness and timidity ofMr. Washington were succeeded by the rancour [bitterness] and insolence[arrogance] of Mr. Adams. . . . Think what you have been, what you are, andwhat, under [Adams], you are likely to become.

James Callender, quoted in American Aurora

Adams’s defenders were just as vicious. Yet, in spite of the campaign’s

nastiness, the election ended with a peaceful transfer of power from one

party to another. The 1800 election was a contest between two parties

with different ideas about the role of government.

The Election of 1800The two parties contesting the election of 1800 were the Federalists, ledby President John Adams, and the Democratic-Republicans, representedby Thomas Jefferson. Each party believed that the other was endanger-ing the Constitution and the American republic.

The Democratic-Republicans thought they were saving the nationfrom monarchy and oppression. They argued, again and again, that theAlien and Sedition Acts supported by the Federalists violated the Bill ofRights. (See pages 306–307.) The Federalists thought that the nation wasabout to be ruined by radicals—people who take extreme political posi-tions. They remembered the violence of the French Revolution, in whichradicals executed thousands in the name of liberty.

Jefferson Takes OfficeMAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

11

When Jefferson became president in1801, his party replaced Federalistprograms with its own.

Today’s Democratic Party traces itsroots to the party of Jefferson, theDemocratic-Republicans.

radical

Judiciary Act of 1801

John Marshall

Marbury v. Madison

unconstitutional

judicial review

The Jefferson EraSummariesMain Idea: .Details:

Main Idea: Details:

Main Idea: Details:

Main Idea: Details:


8.3.4 Understand how the conflictsbetween Thomas Jefferson andAlexander Hamilton resulted in theemergence of two political parties(e.g., view of foreign policy, Alienand Sedition Acts, economic policy,National Bank, funding and assump-tion of the revolutionary debt).

8.4.1 Describe the country's physicallandscapes, political divisions, andterritorial expansion during theterms of the first four presidents.

8.4.2 Explain the policy significanceof famous speeches (e.g.,Washington's Farewell Address,Jefferson's 1801 Inaugural Address,John Q. Adams's Fourth of July1821 Address).

8.4.3 Analyze the rise of capitalismand the economic problems andconflicts that accompanied it (e.g.,Jackson's opposition to the NationalBank; early decisions of the U.S.Supreme Court that reinforced thesanctity of contracts and a capitalisteconomic system of law).

Taking Notes Use your chart to take notes about Jefferson’s presidency.

When election day came, the Democratic-Republicans won the presi-dency. Jefferson received 73 votes in the electoral college, and Adamsearned 65. But there was a problem. Aaron Burr, whom the Democratic-Republicans wanted as vice president, also received 73 votes.

Breaking the TieAccording to the Constitution, the House of Repre-sentatives had to choose between Burr and Jefferson. TheDemocratic-Republicans clearly intended for Jefferson tobe president. However, the new House of Representatives,dominated by Jefferson’s party, would not take office forsome months. Federalists still held a majority in theHouse, and their votes would decide the winner.

The Federalists were divided. Some feared Jefferson somuch that they decided to back Burr. Others, such asAlexander Hamilton, considered Burr an unreliable manand urged the election of Jefferson. Hamilton did not likeJefferson, but he believed that Jefferson would do more forthe good of the nation than Burr. “If there be a man in theworld I ought to hate,” he said, “it is Jefferson. . . . But thepublic good must be [more important than] every privateconsideration.”

Over a period of seven days, the House voted 35 timeswithout determining a winner. Finally, two weeks beforethe inauguration, Alexander Hamilton’s friend James A.Bayard persuaded several Federalists not to vote for Burr.On the thirty-sixth ballot, Jefferson was elected presi-dent. Aaron Burr, who became vice president, wouldnever forget Hamilton’s insults.

People were overjoyed by Jefferson’s election. APhiladelphia newspaper reported that bells rang, gunsfired, dogs barked, cats meowed, and children cried overthe news of Jefferson’s victory.

The Talented JeffersonIn over 200 years, the United States has had more than 40 presidents.Many of them were great leaders. But no president has ever matchedThomas Jefferson in the variety of his achievements.

Jefferson’s talents went beyond politics. He was still a young lawyerwhen he became interested in the architecture of classical Greece andRome. The look of our nation’s capital today reflects that interest. WhenWashington, D.C., was being built during the 1790s, Jefferson advisedits architects and designers.

Jefferson’s passion for classical styles can also be seen in his plan ofMonticello, his Virginia home. For this elegant mansion, Jeffersondesigned storm windows, a seven-day clock, and a dumbwaiter—a smallelevator that brought bottles of wine from the cellar.

314 CHAPTER 10

HAMILTON-BURR DUELIn 1804, the Democratic-Republicans replaced AaronBurr as their candidate forvice president. Burr thendecided to run for governorof New York.

Alexander Hamilton ques-tioned Burr’s fitness for publicoffice. He wrote that Burr was a“dangerous man . . . who oughtnot to be trusted with the reinsof government.”

Burr lost the election. Furious,he challenged Hamilton to aduel. Hamilton went to the duelbut resolved not to fire. Burr,however, shot Hamilton, whodied the next day.

BackgroundIn 1804, theTwelfthAmendmentsolved this prob-lem by creatingseparate ballotsfor president andvice president.

A. AnalyzingPoints of ViewWhy didHamilton thinkthat Jeffersonwas the betterchoice for president?A. PossibleResponse Hebelieved thatJefferson woulddo more for thepublic good thanBurr.

The Talented Jefferson

315

B. SummarizingHow did ThomasJefferson try tounite the nationafter he waselected?B. PossibleResponse He pro-moted a commonway of life basedon a nation ofsmall independ-ent farmers.

Jefferson was a skilled violinist, horseman, amateur scientist, and adevoted reader, too. His book collection later became the core of theLibrary of Congress. After his election, Jefferson applied his many tal-ents and ideas to the government of the United States.

Jefferson’s PhilosophyThe new president had strong opinions about what kind of country theUnited States ought to be. But his first order of business was to calm thenation’s political quarrels.


Let us, then, fellow-citizens, unite with one heart and one mind. . . . Everydifference of opinion is not a difference of principle. . . . We are allRepublicans, we are all Federalists.

Thomas Jefferson, First Inaugural Address

One way Jefferson tried to unite Americans was by promoting a com-mon way of life. He wanted the United States to remain a nation of smallindependent farmers. Such a nation, he believed, would uphold thestrong morals and democratic values that he associated with country liv-ing. He hoped that the enormous amount of available land would preventAmericans from crowding into cities, as people had in Europe.

As president, Jefferson behaved more like a gentleman farmer than aprivileged politician. Instead of riding in a fancy carriage to his inaugu-ration, Jefferson walked the two blocks from his boarding house to theCapitol. Though his chef served elegant meals, the president’s guests ateat round tables so that no one could sit at the head of the table.

To the end, Jefferson refused to elevate himself because of his office.For his tombstone, he chose this simple epitaph: “Here was buried

For his Virginia home,Jefferson designed adumbwaiter to bringbottles from his wine cellar.

Thomas Jefferson was a manof extraordinary talent. Hisarchitectural skill can be seenin the design of Monticello,shown here.

Jefferson improved the designof this early copy machine. Asa user of the device wrotewith one pen, a second penmade an exact copy.

Thomas Jefferson, author of the Declaration of American Independence,of the statute of Virginia for religious freedom, and father of theUniversity of Virginia.” Jefferson chose not to list his presidency. Hisbelief in a modest role for the central government is reflected in thechanges he made during his presidency.

Undoing Federalist ProgramsJefferson believed that the federal government should have less powerthan it had had under the Federalists. During his term of office, hesought to end many Federalist programs.

At the president’s urging, Congress—now controlled by Democratic-Republicans—allowed the Alien and Sedition Acts to end. Jeffersonthen released prisoners convicted under the acts—among them, JamesCallender. Congress also ended many taxes, including the unpopularwhiskey tax. Because the loss of tax revenue lowered the government’s

income, Jefferson reduced the number of federalemployees to cut costs. He also reduced the size of themilitary.

Jefferson next made changes to the Federalists’financial policies. Alexander Hamilton had created asystem that depended on a certain amount of publicdebt. He believed that people who were owed money bytheir government would make sure the government wasrun properly. But Jefferson opposed public debt. Heused revenues from tariffs and land sales to reduce theamount of money owed by the government.

Marshall and the JudiciaryThough Jefferson ended many Federalist programs, hehad little power over the courts. John Adams had seento that with the Judiciary Act of 1801. Under this act,Adams had appointed as many Federalist judges as hecould between the election of 1800 and Jefferson’s inau-guration in 1801. These last-minute appointmentsmeant that the new Democratic-Republican presidentwould face a firmly Federalist judiciary.

Jefferson often felt frustrated by Federalist control ofthe courts. Yet because judges received their appoint-ments for life, the president could do little.

Before he left office in 1801, President Adams alsoappointed a new Chief Justice of the Supreme Court.He chose a 45-year-old Federalist, John Marshall. Heguessed that Marshall would be around for a long timeto check the power of the Democratic-Republicans. Hewas right. Marshall served as Chief Justice for overthree decades. Under Marshall, the Supreme Courtupheld federal authority and strengthened federal

316 CHAPTER 10

JOHN MARSHALL1755–1835

John Marshall was born, the firstof 15 children, in Virginia’s back-country. He had little formalschooling. He received most ofhis education from his parentsand a minister who lived withthe family one year.

Even so, the lasting strength of the U.S. Constitution is partlydue to Marshall’s brilliant legalmind. In his long tenure as ChiefJustice, John Marshall partici-pated in more than 1,000 deci-sions and wrote 519 of themhimself.

How does Marshall’s recordas Chief Justice demonstratehis decision-making abilities?

BackgroundIn addition tofounding theUniversity ofVirginia in 1819,Jeffersondesigned itsbuildings andsupervised theirconstruction.

C. AnalyzingCauses Why didthe Federalistsretain a greatdeal of powereven after theywere defeated bythe Democratic-Republicans?C. PossibleResponse Theykept firm controlof the judiciary.

courts. One of the most important decisions of theMarshall Court was Marbury v. Madison (1803).

Marbury v. MadisonWilliam Marbury was one of Adams’s last-minuteappointments. Adams had named him as a justice ofthe peace for the District of Columbia.

Marbury was supposed to be installed in his positionby Secretary of State James Madison. When Madisonrefused to give him the job, Marbury sued. The casewent to the Supreme Court, which ruled that the lawunder which Marbury sued was unconstitutional—that is, it contradicted the law of the Constitution.

Although the Court denied Marbury’s claim, it didestablish the principle of judicial review. This principlestates that the Supreme Court has the final say in inter-preting the Constitution. In his decision, Marshalldeclared, “It is emphatically the province and duty ofthe Judicial Department to say what the law is.” If theSupreme Court decides that a law violates theConstitution, then that law cannot be put into effect.

Jefferson and Madison were angry when Marshallseized this new power for the Supreme Court, but theycould hardly fight his decision. After all, he haddecided Marbury v. Madison in their favor.

By establishing judicial review, Marshall helped tocreate a lasting balance among the three branches ofgovernment. The strength of this balance would betested as the United States grew. In the next section,you will read about a period of great national growth.


2. Using GraphicsUse a chart like the onebelow to list some of thechanges made by Jeffersonand his party.

What branch of governmentgave Jefferson trouble? (HI1)

3. Main Ideasa. How was the tie betweenJefferson and Burr settledafter the election of 1800?(HI1)

b. In what ways didJefferson’s talents reachbeyond politics? (HI1)

c. How did the opinions ofJefferson and Hamiltonregarding the public debtdiffer? (HI1)

4. Critical ThinkingMaking GeneralizationsHow was Thomas Jefferson’sphilosophy reflected in hispersonal life? (HI1)

THINK ABOUT• how he behaved after

being elected• how he felt about his

presidency later in life

1. Terms & NamesExplain the

significance of:• radical• Judiciary Act of 1801• John Marshall• Marbury v. Madison• unconstitutional• judicial review

Section Assessment

ACTIVITY OPTIONS

TECHNOLOGYART

Read more about Thomas Jefferson. Design Jefferson’s Internet home pageshowing his inventions or create a model of a building he designed. (HI1)

1

THE SUPREME COURTTODAYThe principle of judicial reviewis still a major force in Americansociety. In June 1999, theSupreme Court used this powerto restrict the ability of the fed-eral government to enforce itslaws in the 50 states.

In one case, Alden v. Maine,the Court ruled that employeesof a state government cannotsue their state even when thestate violates federal laborlaws—such as those that setguidelines for overtime wages.

Changes made by Democratic-Republicans

1.

Vocabularyjustice of thepeace: a low-level official withlimited authority,including thepower to per-form marriages

HISTORIC DECISIONS

OF THE SUPREME COURT

For more information onMarbury v.Madison, see pp.740–741.

318 CHAPTER 10

ONE AMERICAN’S STORYIn 1790, Captain Robert Gray became the first American

to sail around the world. Two years later, Gray explored

a harbor in what is now Washington state. New

England merchants like Captain Gray had to sail all the

way around South America to reach the profitable

trading regions of the Oregon Country. (See the map

on page 320.) In spite of the long trip, merchants from

Boston soon began to appear there frequently.

Gray’s explorations helped to establish U.S. claims to

the Pacific Northwest. In this section, you will learn how

a lucky land purchase and a daring expedition further

hastened westward expansion.

The West in 1800In 1800, when Americans talked about the “West,” they meant the areabetween the Appalachian Mountains and the Mississippi River.Thousands of settlers were moving westward across the Appalachians tosettle in this region. Many moved onto land long inhabited by NativeAmericans. Even so, several U.S. territories soon declared statehood.Kentucky and Tennessee had become states by 1800, and Ohio enteredthe union in 1803.

Although the Mississippi River was the western border of the UnitedStates, there was a great deal of activity further west. In 1800, France andSpain were negotiating for ownership of the Louisiana Territory—thevast region between the Mississippi River and the Rocky Mountains.

The Pacific coast region and the Oregon Country, as you read in OneAmerican’s Story, also attracted increasing attention. In California, Spainhad a chain of 21 missions stretching from San Diego to San Francisco.Starting just north of San Francisco, Russian settlements dotted the Pacificcoast all the way to Alaska. Great Britain also claimed land in the region.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

Robert Gray sailedhis ship Columbiaon voyages to theNorthwest andChina.

22

The Louisiana Purchase and Exploration

Jefferson purchased the LouisianaTerritory in 1803 and doubled thesize of the United States.

Thirteen more states wereeventually organized on the landacquired by the Louisiana Purchase.

LouisianaPurchase

Meriwether Lewis

William Clark

Lewis and Clarkexpedition

Sacagawea

Zebulon Pike


Main Idea: Details:

Main Idea: Details:

Main Idea: Details:


8.4.1 Describe the country's physicallandscapes, political divisions, andterritorial expansion during theterms of the first four presidents.

8.5.2 Know the changing bound-aries of the United States anddescribe the relationships the coun-try had with its neighbors (currentMexico and Canada) and Europe,including the influence of theMonroe Doctrine, and how thoserelationships influenced westwardexpansion and the Mexican-American War.

8.8.2 Describe the purpose, chal-lenges, and economic incentivesassociated with westward expan-sion, including the concept ofManifest Destiny (e.g., the Lewisand Clark expedition, accounts ofthe removal of Indians, theCherokees' "Trail of Tears," settle-ment of the Great Plains) and theterritorial acquisitions that spannednumerous decades.

8.8.4 Examine the importance ofthe great rivers and the struggleover water rights.

Taking Notes Use your chart totake notes about the exploration of the West.

As the number of Westerners grew, so did their political influence. Avital issue for many settlers was the use of the Mississippi River. Farmersand merchants used the river to move their products to the port of NewOrleans, and from there to east coast markets. Threats to the free navi-gation of the Mississippi and the use of the port at New Orleans broughtAmerica to the brink of war.

Napoleon and New Orleans“There is on the globe one single spot the possessor of which is our nat-ural and habitual enemy,” President Jefferson wrote. That spot was NewOrleans. This strategic port was originally claimed by France. After los-ing the French and Indian War, France turned over the LouisianaTerritory—including New Orleans—to Spain. But in a secret treaty in1800, Spain returned Louisiana and the port to France’s powerful leader,Napoleon. Now Napoleon planned to colonize the American territory.

In 1802, these developments nearly resulted in war.Just before turning Louisiana over to France, Spainclosed New Orleans to American shipping. AngryWesterners called for war against both Spain andFrance. To avoid hostilities, Jefferson offered to buyNew Orleans from France. He received a surprisingoffer back. The French asked if the United Stateswanted to buy all of the Louisiana Territory—a tract ofland even larger than the United States at that time.

The Louisiana PurchaseA number of factors may have led Napoleon to make hissurprising offer. He was probably alarmed by America’sfierce determination to keep the port of New Orleansopen. Also, his enthusiasm for a colony in America mayhave been lessened by events in a French colony in the West Indies. There, a revolt led by ToussaintL’Ouverture (too•SAN loo•vehr•TOOR) had resultedin disastrous losses for the French. Another factor was France’s costly war against Britain. America’smoney may have been more valuable to Napoleon than its land.

Jefferson was thrilled by Napoleon’s offer. However,the Constitution said nothing about the president’s rightto buy land. This troubled Jefferson, who believed in the strictinterpretation of the Constitution. But he also believed in arepublic of small farmers, and that required land. So, on April30, 1803, the Louisiana Purchase was approved for $15 mil-lion—about three cents per acre. The purchase doubled the sizeof the United States. At the time, Americans knew little aboutthe territory. But that would soon change.


TOUSSAINT L’OUVERTUREToussaint L’Ouverture was born inHispaniola, an island in the WestIndies once colonized by bothFrance and Spain. In 1791,L’Ouverture helped to lead a slaverevolt against the French-controlled part of Hispaniola. Anatural leader, L’Ouverture wonadmiration when he preachedharmony between former slavesand planters.

In 1801, L’Ouverture overranthe Spanish part of the island. Hethen freed all the slaves and puthimself in charge of theentire island.

Hoping to regaintheir territory, theFrench invaded in1802. They arrestedL’Ouverture butfailed to end therebellion.

BackgroundIn 1799,Napoleon wasmade the topofficial of theFrench Republic.In 1804, hebecame emperor.

B. PossibleResponse Hebelieved thatacquiring land for a republic ofsmall farmers wasimportant.

B. MakingInferences Whydid Jefferson pur-chase Louisianaeven though theConstitution saidnothing aboutthe president’sright to buy land?

A. Reading aMap Use themap on page 320to find the loca-tion of NewOrleans.

120°

W

115°

W

105°

W

100°

W

90°W

85°W 80°W

45°N

40°N

35°N

30°N

RO

CK

YM

OU

NT

AI

NS

Pike, 1805–1806

Pike, 1806–1807

Lewis and Clark 1804–1805

Clark’s return

L ewis’s return

Lewis and Clark 1806

BRITISHTERRITORY C A N A D A

O R E G O N C O U N T R Y

I N D I A N AT E R R I T O R Y

M I S S I S S I P P IT E R R I T O R Y

L O U I S I A N AT E R R I T O R Y

( P U R C H A S E D 1 8 0 3 )

S P A N I S H T E R R I T O R Y

S P A N I S H F L O R I D A

K E N T U C K Y

T E N N E S S E E

MICHIGANTERRITORY

OHIO

St. Louis

New Orleans

Ft. Clatsop

Missouri

R.

Columbia R.

Ohio R.

M

is s issippi R.

Sa lmon R.

S n a k e R.

Colorado R.

Arkansas R.

Red R.

P l atte R.

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Lake Huron

L ake Erie

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300 Miles

600 Kilometers

Lewis and Clark ExploreSince 1802, Thomas Jefferson had planned an expedition to explore theLouisiana country. Now that the Louisiana Purchase had been made,learning about the territory became even more important.

Jefferson chose a young officer, Captain Meriwether Lewis, to leadthe expedition. In Jefferson’s map-lined study, the two men eagerlyplanned the trip. Lewis turned to his old friend, Lieutenant WilliamClark, to select and oversee a volunteer force, which they called theCorps of Discovery. Clark was a skilled mapmaker and outdoorsmanand proved to be a natural leader. The Corps of Discovery soon becameknown as the Lewis and Clark expedition.

Clark was accompanied by York, his African-American slave. York’shunting skills won him many admirers among the Native Americansmet by the explorers. The first black man that many Indians had everseen, York became something of a celebrity among them.

Lewis and Clark set out in the summer of 1803. By winter, theyreached St. Louis. Located on the western bank of the Mississippi River,St. Louis would soon become the gateway to the West. But in 1803, thecity was a sleepy town with just 180 houses. Lewis and Clark spent thewinter at St. Louis and waited for the ceremony that would mark thetransfer of Louisiana to the United States. In March 1804, the Americanflag flew over St. Louis for the first time.

320

The Louisiana Purchase and Explorations, 1804–1807

GEOGRAPHY SKILLBUILDER Interpreting Maps1. Location What two rivers met at the starting point

of the Lewis and Clark expedition?2. Movement How were Lewis and Clark’s return routes

different from each other?

SkillbuilderAnswers1. Missouri andMississippi rivers2. For part of thetrip, Clark took asoutherly routealong theYellowstone River.

Vocabularycorps (kor): anumber of peopleacting togetherfor a similar purpose

The Rocky Mountain summit ofPikes Peak is 14,110 feet high.

Up the Missouri RiverThe explorers, who numbered about 40, set out from St. Louis in May of1804. They headed up the Missouri River in one shallow-bottomed river-boat and two pirogues—canoes made from hollowed-out tree trunks. Theyhad instructions from President Jefferson to explore the river and hoped tofind a water route across the continent. Lewis and Clark were also told toestablish good relations with Native Americans and describe the landscape,plants, and animals they saw.

The explorers inched up the Missouri. The first afternoon, they trav-eled only about three miles. Sometimes the men had to pull, rather thanrow or sail, their boats against the current. In late October, they reachedthe Mandan Indian villages in what is now North Dakota.

The explorers built a small fort and spent the winter with the friendlyMandan. There, they also met British and French-Canadian trappersand traders. They were not happy to see the Americans. They suspectedthat the Americans would soon compete with them for the rich trade inbeaver furs—and they were right.

In the spring of 1805, the expedition set out again. A French trapper,his 17-year-old-wife, Sacagawea (SAK•uh•juh•WEE•uh), and their babywent with them. Sacagawea was a Shoshone woman whose languageskills and knowledge of geography would be of great value to Lewis andClark—especially when they reached the area where she was born.


MERIWETHER LEWIS1774–1809

Meriwether Lewis was well qualifiedfor the first overland expedition to thePacific Northwest. In Virginia, he hadbecome an expert hunter. From 1801to 1803, he worked for PresidentJefferson, who had him trained ingeography, mineralogy, andastronomy.

The journals Lewis kepttell what the West waslike in the early 1800sand are still exciting toread. In one entry,dated September 17,1804, Lewis describes the “immense herds ofBuffaloe, deer Elk andAntelopes which wesaw in every direc-tion feeding on thehills and plains.”

C. MakingInferences Whydid Lewis andClark travel onthe MissouriRiver?C. PossibleResponse Theywere instructed toexplore the riverand find a waterroute across thecontinent.

WILLIAM CLARK1770–1838

William Clark was an army friend of Meriwether Lewis. Lewis personallychose him to be co-captain of theCorps of Discovery.

Clark’s experience in his state mili-tia and the U.S. Army had taught him

how to build forts, drawmaps, and lead expeditionsthrough enemy territory.

He had less formal train-ing than Lewis, but withhis six feet of height andmuscular build, he was amore rugged explorer.

Clark’s leadership skills smoothed disputes. Also,his artistic skills made theexpedition’s maps anddrawings both accurateand beautiful.

What were the different skills of Lewis and Clark that qualifiedthem as co-leaders of the expedition?

On to the Pacific OceanOn their way west, the expedition had to stop atthe Great Falls of the Missouri. Lewis called thisten-mile-long series of waterfalls “the grandestsight I ever beheld.” He described his approachto the falls.


I had proceeded on this course about two miles . . . whin my earswere saluted with the agreeable sound of a fall of water andadvancing a little further I saw the spray arrise above the plain likea collumn of smoke. . . . (It) soon began to make a roaring tootremendious to be mistaken for any cause short of the great falls ofthe Missouri.

Meriwether Lewis, quoted in Undaunted Courage

To get around the Great Falls, the explorers had to carry their boatsand heavy supplies for 18 miles. They built wheels from cottonwood treesto move the boats. Even with wheels, the trek took nearly two weeks.Rattlesnakes, bears, and even a hailstorm slowed their steps.

As they approached the Rocky Mountains, Sacagawea excitedlypointed out Shoshone lands. Eager to make contact with the tribe,Lewis and a small party made their way overland. Lewis soon found theShoshone, whose chief recognized Sacagawea as his sister. The chieftraded horses to Lewis and Clark, and the Shoshone helped them crossthe Rocky Mountains.

The explorers then journeyed to the mighty Columbia River, whichleads to the Pacific Ocean. In November 1805, Clark wrote in his jour-nal, “Ocian in view! O! The joy.” They soon arrived at the Pacific Coast.There, they spent a rain-soaked winter before returning to St. Louis thefollowing year.

The Lewis and Clark expedition brought back a wealth of scientificand geographic information. Though they learned that an all-waterroute across the continent did not exist, Americans received an excitingreport of what lay to the west.

Pike’s ExpeditionLewis and Clark explored the northern part of the Louisiana Purchase.In 1806, an expedition led by Zebulon Pike left St. Louis on a southerlyroute. (Refer to the map on page 320.) Pike’s mission was to find thesources of the Arkansas and Red rivers. The Red River formed a bound-ary between Spanish territory and Louisiana.

Pike’s party of two dozen men headed westward across the GreatPlains. When they reached the Arkansas River, they followed it towardthe Rocky Mountains. From 150 miles away, Pike spied the RockyMountain peak that would later bear his name—Pikes Peak. However,he failed in his attempt to climb it. Then they turned south, hoping thatthey would eventually run into the Red River. Instead, they ran into the

322 CHAPTER 10

Lewis and Clarkkept beautifuljournals thatprovided pricelessinformation aboutthe West.

BackgroundThe previousyear, Pike hadled a 5,000-mileexpedition tosearch for thesource of theMississippi River.

D. PossibleResponse Theexplorers broughtback importantscientific and geo-graphic informa-tion about thewest.

D. Finding MainIdeas Why wasthe Lewis andClark expeditionvaluable?

Image not avail-able for use onthis CD-ROM.Please refer tothe image in thetextbook.

Rio Grande, which was in Spanish territory. There, they were arrestedby Spanish troops.

The explorers returned to the United States after being released bySpanish officials in 1807. Though Pike and his men never explored theRed River, they did bring back valuable descriptions of the Great Plainsand the Rio Grande River Valley.

The Effects of ExplorationThe first American explorers of the West brought back tales of adven-ture as well as scientific and geographical information. As the chartabove shows, this information would have long-lasting effects.

Early in Jefferson’s presidency, events at home occupied much of thenew president’s time. In the next section, you will learn about foreignaffairs during the same time period.


2. Using GraphicsUse a chart like the onebelow to record the factorsthat might have ledNapoleon to sell theLouisiana Territory. (HI2)

3. Main Ideasa. What groups might dis-pute European land claims inthe West? (HI1)

b. Why was New Orleansimportant to Americans?(HI1)

c. How did Sacagawea helpLewis and Clark? (HI1)

4. Critical ThinkingRecognizing Effects Whatwere some of the effects ofthe explorations of the Westin the 1800s? (HI2)

THINK ABOUT• how other people might

use the informationbrought back by theexplorers

• the economic effects ofthe expedition


significance of:• Louisiana Purchase• Meriwether Lewis• William Clark• Lewis and Clark

expedition• Sacagawea• Zebulon Pike

Section Assessment

ACTIVITY OPTIONS

WORLD HISTORYGEOGRAPHY

Read more about New Orleans. Make an illustrated time line of the French,Spanish, and U.S. ownership of the city or create a map of its port. (CST2)

2

Compass used byLewis and Clark

SKILLBUILDER Interpreting ChartsWhy might Pike’s description of the Great Plains have led to the idea thatNative Americans east of the Mississippi should be moved there?

1. Accurate mapsLewis and Clark and Pike produced the first good maps of theLouisiana Territory. Later travelers would use these maps to make their way west.

2. Growth of fur tradeExploration boosted interest in the fur trade. Hunters and trapperswould add to the knowledge of the West.

3. Mistaken view of Great PlainsPike inaccurately described the treeless Great Plains as a desert. This led many Americans to believe that the Plains were useless for farming.

EFFECTS: Exploration of the West, 1804–1807

Napoleon sellsLouisiana Territory

Causes

Effect

VocabularyRio Grande:Spanish for big river

Skillbuilder AnswerThe land of theGreat Plains wasbelieved to be lessvaluable than thatof the East.

324 CHAPTER 10

Native Americans on the Explorers’ RouteWhen Thomas Jefferson bought the Louisiana Territory,Native Americans had already been living in that area forthousands of years. Before Lewis and Clark began their trip,Jefferson instructed them to deal with Native Americans in apeaceful manner and to make it clear that the United Stateswished to be “friendly and useful to them.” On their journey,Lewis and Clark met almost 50 different tribes.

Buffalo Robe Pictured to theright is a section of a Mandanbuffalo robe. On it, a Mandanpainted a battle scene betweenthe Mandan and the Sioux.

PLACE AND LOCATION

1 OtoIn 1804, Lewis and Clark met the Oto,a buffalo-hunting people. This was the first formal meeting of U.S.representatives with western NativeAmericans. Lewis told the Oto thatthey were “children” of a new great“father”—President Thomas Jefferson.

SacagaweaIn 1805, the explorers arrived in Shoshone territory near theRocky Mountains. A Shoshonechief, Cameahwait, confirmedthat there was no all-waterroute to the Pacific. Later, when Cameahwait recognizedSacagawea as his sister, he

agreed to sell the explorers the horses they needed to

cross the mountains.


8.4.1 Describe the country'sphysical landscapes, politicaldivisions, and territorial expan-sion during the terms of the firstfour presidents.

8.8.2 Describe the purpose, chal-lenges, and economic incentivesassociated with westwardexpansion, including the con-cept of Manifest Destiny (e.g.,the Lewis and Clark expedition,accounts of the removal ofIndians, the Cherokees' "Trail ofTears," settlement of the GreatPlains) and the territorial acqui-sitions that spanned numerousdecades.


CONNECT TO GEOGRAPHY1. Place What fort was built

where the Columbia Riverempties into the Pacific Ocean?

2. Location In what mountainrange did the Shoshone tribelive?

See Geography Handbook, page 4.

CONNECT TO HISTORY3. Forming Opinions What do

you think the Native Americansthat Lewis and Clark metthought about the explorers?

The Peabody Museum in Cambridge,Massachusetts, holds an important collectionof Native American artifacts. This rain hat wasworn by Chinook whalers of the Northwest.The Chinook made these water-repellent hatsout of cedar bark and bear grass.

For more about Native American artifacts . . .

RESEARCH LINKSCLASSZONE .COM

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MandanNeighboring tribes as well as exploringEuropeans relied on the mainstay ofMandan culture—corn. The Mandanalso crafted beautiful leatherwork and pottery. Lewis and Clark spent anentire winter with the Mandan.

Teton SiouxUpon meeting the Teton Sioux, Lewisand Clark showed off an air gun.Known for their aggressiveness, theTeton already viewed the Americans as competitors for trade in this region. As a result, confrontation markedLewis and Clark’s visit.

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326 CHAPTER 10


33

Problems with Foreign Powers

Jefferson tried to avoid involvementin the problems of other nations.

British interference with the affairs of the United States led to the War of 1812.

impressment

Embargo Act of 1807

Tecumseh

War Hawk

The Jefferson EraSummariesMain Idea: Details:

Main Idea: Details:

Main Idea: Details:

Main Idea: Details:


8.5.1 Understand the political andeconomic causes and consequencesof the War of 1812 and know themajor battles, leaders, and eventsthat led to a final peace.

8.5.2 Know the changing bound-aries of the United States anddescribe the relationships the coun-try had with its neighbors (currentMexico and Canada) and Europe,including the influence of theMonroe Doctrine, and how thoserelationships influenced westwardexpansion and the Mexican-American War.

8.5.3 Outline the major treatieswith American Indian nations dur-ing the administrations of the firstfour presidents and the varyingoutcomes of those treaties.

HI2 Students understand and distin-guish cause, effect, sequence, andcorrelation in historical events,including the long- and short-termcausal relations.

ONE AMERICAN’S STORYIn 1804, the United States was at war with Tripoli, a

state on the North African coast. The war was the

result of repeated attacks on American merchant ships

by African pirates. U.S. Navy Lieutenant Stephen

Decatur was sent to destroy the U.S. warship

Philadelphia—which had been captured by Tripoli—so

that it could not be used by the enemy.

Decatur set fire to the Philadelphia and then

escaped under enemy fire with only one man

wounded. Decatur later issued this rallying cry for all

Americans.


Our country! In her [relationships] with foreign nationsmay she always be in the right; but our country, right orwrong.

Stephen Decatur, 1816

The conflict with Tripoli showed how hard it was

for the United States to stay out of foreign affairs

while its citizens participated so heavily in overseas

trade. In this section, you will learn how President

Jefferson handled problems with other nations.

Jefferson’s Foreign PolicyWhen Thomas Jefferson took office in 1801, he wanted to focus on domes-tic concerns. In his inaugural address, he noted that America was “kindlyseparated by nature and a wide ocean from the exterminating havoc [wars]of one quarter of the globe.” He advised the United States to seek thefriendship of all nations, but to enter into “entangling alliances with none.”

However, the president’s desire to keep the United States separatedfrom other nations and their problems was doomed to fail. For one thing,American merchants were busily engaged in trade all over the world. For

Stephen Decaturstruggles in hand-to-hand combatwith African pirates.

Taking Notes Use your chart totake notes about problems with foreign powers.

another, the Louisiana Purchase and the Lewis and Clark expeditionwere about to open the country to westward expansion. Expansionwould bring Americans into closer contact with people from othernations who had already established settlements in the West.

Finally, the United States had little control over the actions of foreignnations—as North African interference with U.S. shipping had shown.Staying out of the ongoing conflict between France and England wouldbe just as difficult.

Problems with France and EnglandFor a long time, the United States managed not to get involved in theEuropean wars that followed the French Revolution. At times, thenation even benefited from the conflict. Busy with affairs in Europe,France sold the Louisiana Territory to the United States. And Americanshippers eagerly took over the trade interrupted by the war.

By 1805, however, the British began to clamp down on U.S. shipping.They did not want Americans to provide their enemies with food andsupplies. After the United States threatened to take action, the Britishdecided to set up a partial blockade. This would only allow someAmerican ships to bring provisions to Europe.

This partial blockade angered France, which enacted its own laws tocontrol foreign shipping. These changes put American merchants in adifficult position. If they obeyed the British rules, their ships could beseized by the French. If they obeyed the French rules, their ships couldbe seized by the British.

Britain also interfered with U.S. trade by the impressment, or kid-napping, of American sailors to work on British ships. Between 1803and 1812, the British impressed about 6,000 American sailors.

One of the most famous incidents occurred in 1807. TheBritish ship Leopard attacked an American naval ship,the Chesapeake, off the coast of Virginia. ThreeAmericans lost their lives in the battle. The attackaroused widespread anger. Had Congress been insession, America might have declared war. ButJefferson, who had been re-elected in 1804,decided against it. One critic, furious at thepresident’s caution, called Jefferson a“dish of skim milk curdling at the headof our nation.”

Trade as a WeaponInstead of declaring war, Jefferson askedCongress to pass legislation that would stop allforeign trade. “Peaceable coercion,” as the pres-ident described his policy, would prevent further bloodshed.

A. AnalyzingCauses Why wasit hard for theUnited Statesto avoid othernations’ problems?A. PossibleResponsesbecause of theoverseas involve-ment of U.S. mer-chants, westwardexpansion, andlack of controlover the actions offoreign nations

Vocabularycoercion: thepractice of forcing someoneto act in a certain way byuse of pressureor threats

British officersseize an Americansailor at gunpoint.

327

328 CHAPTER 10

In December, Congress passed the Embargo Act of 1807. NowAmerican ships were no longer allowed to sail to foreign ports. The act alsoclosed American ports to British ships.

Jefferson’s policy was more harmful to the United States than to theBritish and French. American farmers and merchants were especially hardhit. Southern and Western farmers, for example, lost important markets fortheir grain, cotton, and tobacco. Shippers lost income, and many violated theembargo by making false claims about where they were going.

The embargo became a major issue in the election of 1808. Jefferson’sold friend James Madison won the election. By the time he took office,Congress had already repealed the embargo.

Madison’s solution to the problem was a law that allowed merchantsto trade with any country except France and Britain. Trade with thesecountries would start again when they agreed to respect U.S. ships. Butthis law proved no more effective than the embargo.

Tecumseh and Native American UnityBritish interference with American shipping and impressment of U.S.citizens made Americans furious. They also were angered by Britain’sactions in the Northwest. Many settlers believed that the British werestirring up Native American resistance to frontier settlements.

Since the Battle of Fallen Timbers in 1794 (see page 299), NativeAmericans continued to lose their land. Thousands of white settlers had

swarmed into Ohio and then into Indiana. Jefferson’s NativeAmerican policy promoted what he called "civilization," gettingNative Americans to farm the land, convert to Christianity, and liveas white settlers lived. Instead of having Indian agents take land byforce, Jefferson increased the number of trading posts on the fron-tier. Jefferson hoped Native Americans would buy goods on credit,fall into debt, and sell off lands to repay the debts.

Tecumseh, a Shawnee chief, vowed to stop the loss of NativeAmerican land. He believed that the reason Native Americans con-

tinued to lose their land was because they were separated into many dif-ferent tribes. He concluded that Native Americans had to do what whiteAmericans had done: unite. Events in 1809 proved him right.

That September, William Henry Harrison, governor of the IndianaTerritory, signed the Treaty of Fort Wayne with chiefs of the Miami,Delaware, and Potawatomi tribes. They agreed to sell over three millionacres of land. But Tecumseh declared the treaty meaningless.


[Whites] have taken upon themselves to say this [land] belongs to theMiamis, this to the Delawares and so on. But the Great Spirit intended[Native American land] to be the common property of all the tribes, [and it cannot] be sold without the consent of all.

Tecumseh, quoted in Tecumseh and the Quest for Indian Leadership

After the Treaty of Fort Wayne, many Native Americans began toanswer Tecumseh’s call for unity. But his efforts ultimately failed. In

C. PossibleResponse Hebelieved that landcould be sold onlywhen all, not justsome, NativeAmericans gavepermission.

C. FormingOpinions Whydid Tecumsehdeclare the Treatyof Fort Waynemeaningless?

B. RecognizingEffects Whatwere the resultsof the EmbargoAct?B. PossibleResponse It wasdamaging to U.S.trade becausefarmers and mer-chants lost impor-tant markets.

The Shawnee chief Tecumseh ledNative Americanresistance to whiterule in the OhioRiver Valley.

November 1811, while Tecumsehwas away recruiting tribes for hisalliance, the Shawnee were defeatedby Harrison’s forces at the Battle ofTippecanoe. It was a severe setbackfor Tecumseh’s movement.

War HawksAfter the battle of Tippecanoe,Tecumseh and his warriors found awarm welcome with the British inCanada. At that point, the NativeAmericans and the British becameallies, which raised even higher theanti-British feelings in the West.

Leaders such as CongressmanHenry Clay of Kentucky angrilydemanded war against Britain.Westerners who called for warwere known as War Hawks. Theywanted British aid to Native Americans stopped, and they wanted theBritish out of Canada. Conquering Canada would open up a vast newempire for Americans.

Other Americans sought war because of the British violations ofAmerican rights at sea. Future president Andrew Jackson said hostilitieswere necessary to protect “our maritime citizens impressed on board Britishships of war,” and to “open a market for the productions of our soil.”

Urged on by Jackson and the War Hawks, Congress declared war onBritain on June 18, 1812. In the next section, you will read about thesecond—and final—war between the United States and Great Britain.

Impressment of U.S. Citizens

Interference with American

shipping

British supportof Native-Americanresistance

WAR


2. Using GraphicsUse a chart like the onebelow to record the effectsof Jefferson’s Embargo Act.

Why didn’t the act work?(HI2)

3. Main Ideasa. How did the British and French interfere withAmerican shipping? (HI1)

b. How did Jefferson respondto the interference? (HI1)

c. Why did the War Hawksfavor war? (HI1)

4. Critical ThinkingAnalyzing Points of ViewWhy did Tecumseh think itwas important for NativeAmericans to unite? (REP5)

THINK ABOUT• what he learned about

white men• what Native Americans

would lose if they did notact together


significance of:• impressment• Embargo Act

of 1807• Tecumseh• War Hawk

Section Assessment

ACTIVITY OPTIONS

ARTSPEECH

Do research on the Battle of Tippecanoe. Draw a comic strip story of the battleor hold a press conference to describe the battle’s outcome. (HI1)

3

Causes of the War of 1812

SKILLBUILDER Interpreting ChartsWhich cause of the War of 1812 was not related to activities on the sea?

Causes

Effects

Vocabularyhawk: a personwho favors theuse of militaryforce to carry outforeign policy Skillbuilder Answer

British support ofNative Americanresistance

Embargo Act

330 CHAPTER 10

ONE AMERICAN’S STORYThe war between the United States and Britain had begun

in 1812. Two years later, British troops were marching

toward Washington, D.C. Dolley Madison, the president’s

wife, stayed behind until the last minute to save

important historical objects from the White House.


I have had [a wagon] filled with . . . the most valuableportable articles belonging to the house. . . . I insist onwaiting until the large picture of General Washington is secured.

Dolley Madison, from a letter sent to her sister

When the British troops arrived in the city, they set

fire to many public buildings, including the White

House and the Capitol. You will learn about other

events of the War of 1812 in this section.

The War BeginsBritain did not really want a war with the United States because it wasalready involved in another war with France. To try to avoid war, theBritish announced that they would no longer interfere with Americanshipping. But the slow mails of the day prevented this news from reachingthe United States until weeks after June 18th, when Congress approvedMadison’s request for a declaration of war.

The War of 1812 had two main phases. From 1812 to 1814, Britainconcentrated on its war against France. It devoted little energy to the con-flict in North America, although it did send ships to blockade theAmerican coast. The second phase of the war began after the Britishdefeated France in April 1814. With their European war nearly at an end,the British could turn their complete attention to the United States.


Before British troopsset fire to thepresident’s mansion,Dolley Madisonsaved pricelesshistorical objects.

44

The War of 1812

Angered by Britain’s interference inthe nation’s affairs, the UnitedStates went to war.

The War of 1812 showed that theUnited States was willing and ableto protect its national interests.

Oliver HazardPerry

Battle of theThames

Francis ScottKey

Treaty of Ghent


Main Idea: Details:

Main Idea: Details:

Main Idea: Details:


8.5.1 Understand the political andeconomic causes and consequencesof the War of 1812 and know themajor battles, leaders, and eventsthat led to a final peace.

CST3 Students use a variety ofmaps and documents to identifyphysical and cultural features ofneighborhoods, cities, states, andcountries and to explain the histori-cal migration of people, expansionand disintegration of empires, andthe growth of economic systems.

HI2 Students understand and distin-guish cause, effect, sequence, andcorrelation in historical events,including the long- and short-termcausal relations.

Taking Notes Use your chart totake notes about the War of 1812.

The United States military was weak when the war was declared.Democratic-Republicans had reduced the size of the armed forces.When the war began, the Navy had only about 16 ships. The army hadfewer than 7,000 men. These men were poorly trained and equipped,and were often led by inexperienced officers. A young Virginia armyofficer complained that the older officers were victims of “sloth, igno-rance, or habits of [excessive] drinking.”

The First Phase of the WarIn spite of its small size, the United States Navy rose to the challenge.Its warships were the fastest afloat. American naval officers had gainedvaluable experience fighting pirates in the Mediterranean Sea. Early inthe war, before the British blockaded the coast, ships such as theConstitution and the United States won stirring victories. These victorieson the high seas boosted American confidence.

The most important U.S. naval victory took place on Lake Erie. Inthe winter of 1812-1813, the Americans had begun to build a fleet onthe shores of Lake Erie. Oliver Hazard Perry, an experienced officer,took charge of this infant fleet. In September 1813, the small Britishforce on the lake set out to attack the American ships. CommodorePerry, who had predicted that this would be “the most important day ofmy life,” sailed out to meet the enemy. Perry’s ship, the Lawrence, flew abanner declaring, “Don’t give up the ship.”

American forcesBritish forcesAmerican victoryBritish victoryFort

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The War of 1812

331

BATTLES OF THE WAR

1. Atlantic Ocean. British navy blockadesAmerican coast, 1813

2. Lake Erie. Perry’s fleet defeats a Britishfleet, 1813

3. Thames River. Harrison defeats British in Canada, killing Tecumseh, 1813

4. Washington, D.C. British burn thecapital but later fail to capture nearbyBaltimore, 1814

5. Lake Champlain. American shipsdefeat British, who retreat to Canada,1814

6. New Orleans. Jackson’s army defeatsBritish in Battle of New Orleans, 1815

GEOGRAPHY SKILLBUILDERInterpreting Maps1. Location Where was Fort McHenry located?2. Movement Which battle required American

troops to march into Canada?

SkillbuilderAnswers 1. in Baltimore,Maryland; near theChesapeake Bay 2. the Battle of theThames River

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1

6

For two hours, the British and Americans exchanged cannon shots.Perry’s ship was demolished and the guns put out of action. He grabbedhis ship’s banner and leaped into a rowboat. Under British fire, he and fourcompanions rowed to another ship. In command of the second ship, Perry

destroyed two of the enemy’s ships and soon forced the Britishto surrender. After the battle, Perry sent a message to GeneralHarrison: “We have met the enemy and they are ours.”

When General Harrison received Perry’s note, he set out toattack the British. But when Harrison transported his armyacross Lake Erie to Detroit, he discovered that the British had

retreated into Canada. Harrison pursued the British forces and defeatedthem at the Battle of the Thames in October. This victory put an end tothe British threat to the Northwest—and also claimed the life ofTecumseh, who died in the battle fighting for the British.

The Second Phase of the WarAfter defeating Napoleon in April 1814, Britain turned its full attention tothe United States. As you read in One American’s Story, British forcesburned the Capitol building and the president’s mansion in August. TheBritish then attacked Fort McHenry at Baltimore.

The commander of Fort McHenry had earlierrequested a flag “so large that the British will have nodifficulty in seeing it.” Detained on a British ship, aWashington lawyer named Francis Scott Key watchedthe all-night battle. At dawn, Key discovered that theflag was still flying. He expressed his pride in whatbecame the U.S. national anthem.


Oh say can you see by the dawn’s early lightWhat so proudly we hail’d at the twilight’s last gleaming,Whose broad stripes and bright stars through the perilous fightO’er the ramparts we watch’d 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 waveO’er the land of the free and the home of the brave?

Francis Scott Key, Star-Spangled Banner

Meanwhile, in the north, the British sent a force fromCanada across Lake Champlain. Its goal was to pushsouth and cut off New England. The plan failed whenthe American fleet defeated the British in the Battle ofLake Champlain in September 1814.

In the south, the British moved against the strategicport of New Orleans. In December 1814, dozens of shipscarrying 7,500 British troops approached Louisiana. Tofight them, the Americans patched together an armyunder the command of General Andrew Jackson.

A. DrawingConclusionsWhat was theoverall result ofthe Battle of theThames?A. PossibleResponse The vic-tory put an endto the Britishthreat from theNorthwest.

B. Reading a MapLocate the bat-tles of the secondphase of the waron the map onpage 331. Notehow far apart thesites were.

“Don’t give upthe ship.”

Banner on Perry’s ship, the Lawrence

332 CHAPTER 10

THE STAR-SPANGLEDBANNERThe “Star-Spangled Banner,”inspired by the flag that flewover Fort McHenry (see below),continues to move Americans.On hearing this nationalanthem, patriotic listenersstand, take off their hats, andput their hands over theirhearts. These actions payrespect to the American flagand the song that celebrates it.

Francis Scott Key’s songenjoyed widespread popularityfor more than 100 years beforean act of Congress made it thenational anthem in 1931.

The British attacked Jackson’s forces on January 8, 1815. Protected byearthworks, American riflemen mowed down the advancing redcoats. Itwas a great victory for Jackson. American casualties totaled 71, comparedto Britain’s 2,000. Though the Battle of New Orleans made Jackson ahero, it was unnecessary. Slow mails from Europe had delayed news of theTreaty of Ghent, which ended the War of 1812. It had been signed twoweeks earlier, on December 24, 1814.

The Legacy of the WarThe treaty showed that the war had no clear winner. No territorychanged hands, and trade disputes were left unresolved. Still, the warhad important consequences. First, the heroic exploits of men such asAndrew Jackson and Oliver Perryincreased American patriotism.Second, the war broke the strengthof Native Americans, who hadsided with the British. Finally,when war interrupted trade, theAmericans were forced to makemany of the goods they had previ-ously imported. This encouragedthe growth of U.S. manufactures.

The United States had also provedthat it could defend itself against themightiest military power of the era.For perhaps the first time, Americansbelieved that the young nation wouldsurvive and prosper. You will learnabout the country’s growing prosper-ity in Chapter 11.


2. Using GraphicsUse a chart like the oneshown to record militaryevents of the War of 1812.

Why was the war dividedinto two phases? (CST1)

3. Main Ideasa. What was the state of theU.S. military when the warbegan? (HI1)

b. What were the results ofGeneral Harrison’s victory atthe Battle of the Thames?(HI2)

c. Where did the British focustheir attacks during the sec-ond phase of the war? (HI1)

4. Critical ThinkingRecognizing Effects Whatwas the legacy of the War of1812? (HI2)

THINK ABOUT• Americans’ feelings

toward their country• U.S. relations with Native

Americans• possible economic effects


significance of:• Oliver Hazard Perry• Battle of the

Thames• Francis Scott Key• Treaty of Ghent

Section Assessment

ACTIVITY OPTIONS

LANGUAGE ARTSART

Research the U.S.S. Constitution. Write a poem to commemorate one of itsvictories or design a model to show its parts. (REP1)

4

SKILLBUILDER Interpreting ChartsWhich effect do you think resulted from the war’s interruption of U.S. trade?

The Effects of the War

IncreasedAmericanpatriotism

WeakenedNative American

resistance

U.S. manufacturing

grew

WAR

First Phase of War

1.

Second Phaseof War

2.

C. MakingInferences Whydid Jackson fightthe British atNew Orleansafter a peacetreaty wassigned?C. PossibleResponsebecause slowmails delayednews of the treaty

Skillbuilder AnswerU.S. manufacturinggrew.

The Jefferson Era(CST2)

Jefferson Takes OfficeThomas Jefferson and his party,the Democratic-Republicans, wincontrol of the government fromthe Federalists.

The Louisiana Purchaseand Exploration

After Jefferson purchasesLouisiana from France, Lewis and Clark are sent to explore the new American territory.

Problems with Foreign Powers

Other countries’ interferencemakes it difficult for Jefferson to stay out of foreign affairs.

The War of 1812When Britain continues tointerfere in American affairs, the two nations battle in theWar of 1812.

334 CHAPTER 10

TERMS & NAMES

1. Marbury v. Madison

2. judicial review

3. Louisiana Purchase

4. Lewis and Clark expedition

5. impressment

6. Embargo Act of 1807

7. Tecumseh

8. War Hawk

9. Oliver Hazard Perry

10. Treaty of Ghent

REVIEW QUESTIONSJefferson Takes Office (pages 313–317)

1. What were the main parties inthe election of 1800, and howdid their views differ? (HI1)

2. How did Jefferson envision thefuture of America? (HI1)

The Louisiana Purchase andExploration (pages 318–325)

3. What was the extent of U.S.territory after the LouisianaPurchase? (CST3)

4. What difficulties did Lewis andClark face on their expedition?(HI1)

5. What troubles did Zebulon Pikehave on his 1806-1807 trip? (HI1)

Problems with Foreign Powers(pages 326–329)

6. Why did Jefferson have difficulty staying out of foreign affairs? (HI2)

7. How did Tecumseh intend toprevent the loss of NativeAmerican land? (HI1)

8. What were some of the causesof the War of 1812? (HI2)

The War of 1812 (pages 330–333)

9. Which battle ended the Britishthreat to the U.S. Northwest? (HI2)

10. What event preceded the secondphase of the war? (HI2)

CRITICAL THINKING1. USING YOUR NOTES:SUMMARIZINGUsing your completed chart,answer the questions below. (HI1)

a. What were the major events ofthe Jefferson era?

b. Based on these events, howwould you describe thecharacteristics of the era?

2. ANALYZING LEADERSHIPHow do you think ThomasJefferson’s behavior as presidentmight have affected the way futurepresidents viewed the office? (CST1)

3. THEME: EXPANSIONHow did the expansion of theUnited States affect its foreignpolicy? (HI2)

4. RECOGNIZING PROPAGANDABefore elections, supporters of different candidates sometimesmake outrageous claims. How wasthe election of 1800 an example of this? (REP4)

5. APPLYING CITIZENSHIP SKILLSIn what ways did Jefferson’s behav-ior as president reflect his idea ofgood citizenship? (HI1)

How did the dangers you predictedbefore you read the chapter com-pare to those experienced by people on expeditions west?

VISUALSUMMARY

10Chapter ASSESSMENT

Briefly explain thesignificance of eachof the following:

The Jefferson Era

Summaries

Main Idea: Thomas Jefferson is elected president.Details: Jefferson replaces Federalist policies with his own but has problems with the judiciary.

Main Idea: Details:

Main Idea: Details:

Main Idea: Details:

Interact with History


TEST PRACTICECLASSZONE .COM

Use the graph and your knowledge of U.S. historyto answer questions 1 and 2.

Additional Test Practice, pp. S1–S33.

1. What was the value of imports in 1812? (8.4.3)

A. about 30 million dollars

B. about 40 million dollars

C. about 60 million dollars

D. about 70 million dollars

2. Between which years did the value of U.S. tradedecrease dramatically? (8.4.3)

A. 1800–1802

B. 1804–1806

C. 1806–1808

D. 1810–1812

This quotation from Thomas Jefferson is about polit-ical parties. Use the quotation and your knowledgeof U.S. history to answer question 3.

PRIMARY SOURCE

Let us, then, fellow-citizens, unite with one heart andone mind. . . . Every difference of opinion is a differ-ence of principle. . . . We are all Republicans, we areall Federalists.

Thomas Jefferson, First Inaugural Address

3. Which of the following statements best summa-rizes Jefferson’s point of view? (8.4.2)

A. Political parties are divisive and should bedissolved.

B. A new party, the Republican-Federalist party,should be formed.

C. Political parties should cooperate on issues ofgovernment.

D. The Republican party should be dissolved.

CLASSZONE .COMINTERNET ACTIVITY

ALTERNATIVE ASSESSMENT1. WRITING ABOUT HISTORYSuppose you are John Adams and the year is 1800.Thomas Jefferson is ending many of the Federalist pro-grams that you initiated while president. Write a letterto a friend that describes your distress. (REP5)

• Use library resources to find the programs thatJefferson eliminated and write about them.

• Find quotations that convey Adams’s emotions.

2. COOPERATIVE LEARNINGWork with two other students to develop a plan toend British interference with U.S. shipping. Have onestudent represent shippers, another represent farmers,and the third represent citizens who are demandingwar. Discuss the interests of these groups and possiblecompromises. Then write a policy statement. (HI1)

INTEGRATED TECHNOLOGYCREATING A MULTIMEDIA PRESENTATIONUse the Internet, books, and other reference materialsto create a multimedia presentation about one of themajor battles of the War of 1812. (HI1)

• Using the Internet and resources in the library, findwritten descriptions of the battle, paintings of thebattle, pictures of weaponry, battle statistics, andmusic from the time period.

• Present your findings to the class in a multimediapresentation. Consider adding sound effects toenhance the presentation.

For more about the War of 1812 . . .

STANDARDS-BASED ASSESSMENT

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18001802

18041806 1808 1810

1812

Foreign Trade, 1800–1812

Source: The Emergence of a NationalEconomy, by Curtis Nettels

Mil

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Imports Exports

On their expedition in the early 1800s, Lewis and Clark filled their journalswith field notes—detailed observations and scientific illustrations of theland, plants, and wildlife they saw. Lewis made drawings of plants andanimals. Clark drew detailed maps. For many years, their journals were themain source of information about the West.

ACTIVITY Create a journal of field notes that includes illustrations ofplants, animals, and terrain found in your neighborhood. Then write acomparison article between your field notes and those of Lewis and Clark.

drawing paper

poster board for covers

pencil and pen

scissors

ruler

string

hole punch and hole reinforcers

STEP BY STEP

Make your journal. Yourgroup will need a journal to

make field notes on the nature walk.Each page of the journal should be sixinches wide and roughly eight incheslong, approximately the size of theone used by Lewis and Clark. Cut10–15 sheets of that size out of thedrawing paper. Create a front andback cover for the journal using theposter board.

Form groups. Each groupshould consist of 3 to 4 students.

The members of your group will do the following tasks:

• design and create a handmade journal

• take a walk in your neighborhood and record observations as field notes

• compare the field notes you have created with those of Lewis and Clark

The scientific and artistic skills of Lewis and Clark made their journals both accurate and beautiful.

TOOLBOXEach group will need:

Making Explorers’ Field Notes

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HI3 Students explain the sourcesof historical continuity and howthe combination of ideas andevents explains the emergenceof new patterns.

Writing 2.6 Write technical documents.

Image not available for use onthis CD-ROM. Please refer tothe image in the textbook.

Put your journal together. Punch three holes in the leftside of the pages, including the covers. Place hole reinforcers

around the holes to ensure that the pages won’t tear. Bind thepages and the covers together with string.

For related information, see pages320–325 in Chapter 10.

Researching Your Project• You can find copies of Lewis andClark’s journals in many libraries.

• Undaunted Courage by StephenAmbrose gives a fascinatingaccount of the expedition.For more about Lewis and Clark . . .

Did You Know?• The Corps of Discovery sentJefferson six live specimens of ani-mals, including a prairie dog.

• At one point, the men on theexpedition consumed nine poundsof buffalo meat a day.

• Swarms of mosquitoes plaguedthe expedition. The explorersoften found it impossible to eatwithout inhaling some of thepesky insects.

• Clark estimated that the expedi-tion traveled 4,162 miles. His guesswas only 40 miles off the actualdistance.

RESEARCH LINKSCLASSZONE .COM

• What process did your groupuse to observe, draw, anddescribe your route?• How did you decide what

information to include inyour journal?

• How important are the illus-trations to understandingthe area in which yourgroup took its walk?

Model your field notes onthose of Lewis and Clark.

In their journals, Lewis and Clarkincluded drawings of animals andplants, as well as detailed observa-tions about them. Remember todraw the plants, insects, and ani-mals as if you have never seen them before.

Make a map of your route.In addition to the drawings,

create a map of your walk. Include anyinteresting landmarks as well as adetailed description of the terrain.Remember to sketch the route as if it’s unexplored territory.

Explore your neighborhood. Take a

walk in your neighborhood, inthe area around your school, orin a nearby woods. You mightwant to divide the tasks ofobserving, drawing, describing,and mapping among the mem-bers of the group.

REFLECT & ASSESS

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WRITE AND SPEAKWrite and present a paper that compares and contrasts Lewis and Clark’s journal with the one your group has completed. Also, explain how your journal might help someone who has just moved to your school or neighborhood.

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chapter era 1800–18161800–1816wars resume after brief peace. 1801 thomas jefferson is elected...

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