TAR1 Chapter 09d.ppt

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Chapter Introduction

Section 1 The Republicans Take Power

Section 2 The Louisiana Purchase

Section 3 A Time of Conflict

Section 4 The War of 1812

Chapter Summary

Chapter Assessment

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Chapter Objectives

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• Discuss how the election of 1800 was resolved.

• Explain how the Supreme Court was strengthened.

Section 1: The Republicans Take Power

Chapter Objectives


• Discuss how the United States expanded in the early 1800s.

• Review the expeditions of explorers such as Lewis and Clark.

Section 2: The Louisiana Purchase

Chapter Objectives


• Explain why Tecumseh built a Native American confederacy.

• Discuss why the War Hawks wanted to go to war.

Section 3: A Time of Conflict

Chapter Objectives


• Describe how the British seized and set fire to Washington, D.C.

• Explain why Andrew Jackson fought a battle after the war was over.

Section 4: The War of 1812

Why It MattersIn 1801 the Democratic-Republican Party took control of the nation’s government. The Federalists–the party of Alexander Hamilton and John Adams–were now on the sidelines and played the role of critics to the Republican administration.

The Impact Today


Politicians today operate within the party system that took shape at that time.

• While the two main parties have changed, each still worked to win votes and gain power.

• If the people vote to change the party in power, the newly elected representatives take office peacefully and the government continues.

Guide to Reading


The election of 1800 marked the transfer of power from one political party to another through a democratic election.

• laissez-faire

Main Idea

Key Terms

• customs duties • judicial review


Guide to Reading (cont.)

Organizing Information As you read the section, use a diagram like the one shown on page 278 of your textbook to identify ways Republicans tried to reduce the role of government.

• how the election deadlock of 1800 was resolved.

Reading Strategy

Read to Learn

• how John Marshall strengthened the Supreme Court.


Government and Democracy Jefferson believed that a large federal government threatened liberty.

Section Theme


Abigail Adams in the unfinished White House


The Election of 1800• The election campaign of 1800 between

Adams/Pinckney and Jefferson/Burr was very different from those of today.

(pages 278–279)

• Candidates and their friends wrote letters to leading citizens and newspapers to spread their views.

• The Federalists and Republicans fought a bitter letter-writing campaign.


The Election of 1800 (cont.) • The election was deadlocked. • Both Jefferson and Burr received 73 electoral

votes, so the House of Representatives had to decide the election.

- The Federalists decided to support Burr to prevent the election of Jefferson.

- Hamilton distrusted Burr but was not a friend of Jefferson either.

- Finally, at Hamilton’s request, one Federalist voted against Burr, and Jefferson became president and Burr vice president.

(pages 278–279)


• To avoid another election deadlock, Congress passed the Twelfth Amendment in 1803.

• It required electors to vote for the president and vice president on separate ballots.

The Election of 1800 (cont.)

(pages 278–279)


• Thomas Jefferson was inaugurated on March 4, 1801.

• In his Inaugural Address, Jefferson tried to close the gap between the political parties.

• His goals included:


- “a wise and frugal government” - “support of state governments in all their rights”

(pages 278–279)


• Jefferson was a proponent of states’ rights.

• He believed strong states would best protect freedom and that a large federal government would threaten liberty.

• He also believed in laissez-faire, a policy in which government plays a small role in the economic concerns of a country.


(pages 278–279)

Click the mouse button or press the Space Bar to display the answer.

Why were the election campaigns of Adams and Jefferson different from campaigns of today?In 1800 transportation was limited. The best way to reach a large group of constituents was through letter writing.


(pages 278–279)


Jefferson’s Policies• Jefferson surrounded himself with men who

shared his Republican principles.

(page 280)

• His cabinet had James Madison as secretary of state and Albert Gallatin as secretary of the treasury.

• Under Jefferson the government allowed the unpopular Alien and Sedition Acts to expire and repealed the Naturalization Act.


• Jefferson and Gallatin reduced the huge national debt.

• They cut back on military expenses by reducing the size of the army and navy.

• Jefferson and Gallatin also persuaded Congress to repeal federal internal taxes, including the whiskey tax.

• The government funds would come from customs duties, or taxes on imported goods, and from the sale of Western lands.

Jefferson’s Policies (cont.)

(page 280)


• The number of federal government employees was small under Jefferson.

• He believed that the responsibility of government should be limited to delivering the mail, collecting customs duties, and conducting a census every 10 years.


(page 280)


Jefferson was a wealthy landowner and a slaveholder, although he believed in individual freedoms. He was also an excellent practical politician. Do you think that his views of government would have been different had he not been wealthy?Possible answer: Jefferson did not let his wealth interfere with his principles. Jefferson cared about people.


(page 280)


Jefferson and the Courts• The Federalists controlled the court system

even though Jefferson was a Republican.

(pages 280–281)

• The Federalists passed the Judiciary Act of 1801 before Jefferson took office.

• Prior to Adams leaving office, he made hundreds of appointments to the courts.

• He also appointed John Marshall, his secretary of state, as chief justice of the United States after Chief Justice Ellsworth resigned.


• Adams and Marshall worked around the clock to process the papers (commissions) for these last-minute “midnight judges.”

• A few of the commissions had not been processed when Jefferson took office on March 4.

• Jefferson told Madison, his secretary of state, to hold them.

• One of these was for William Marbury.

Jefferson and the Courts (cont.)

(pages 280–281)


• The Supreme Court heard the case of Marbury v. Madison.

• Marbury went right to the Supreme Court to force delivery of his commission.

• Marbury claimed that he had jurisdiction as a result of the Judiciary Act of 1789.

• Marshall turned down his claim.


(pages 280–281)


• Marshall said that the Constitution did not give the Supreme Court jurisdiction to decide Marbury’s case.


- This was the first time that judicial review was used.

- Judicial review is the right of the Supreme Court to review and rule on acts of other branches of government.

- Today judicial review is a basic part of our government and is a way to check and balance the other branches of the government.

(pages 280–281)


• Under Justice Marshall, who served as chief justice until 1835, the Supreme Court became an equal partner in government due to judicial review.


• Under Marshall the court usually upheld the power of the national government over the rights of states.

• The Marshall court used many Federalist beliefs in the American system of government.

(pages 280–281)


Why did John Adams make so many judicial appointments in the final hours of his presidency?Adams, along with Chief Justice Marshall, attempted to process the commissions for judicial appointments until the final hours so that the court system would be full of “Federalist thinking” judges when Jefferson took office. Adams did not win the presidency, but he did have a large impact on the courts. Presidents through history have made an impact as well by their Supreme Court appointments because justices serve for life or until they are too ill to serve the country.


(pages 280–281)

Click the mouse button or press the Space Bar to display the answers.

Checking for Understanding

__ 1. the right of the Supreme Court to determine if a law violates the Constitution

__ 2. policy that government should interfere as little as possible in the nation’s economy

__ 3. taxes on foreign imported goods

A. laissez-faireB. customs dutiesC. judicial

review

Define Match the terms on the right with their definitions on the left.

C

A

B



Reviewing Facts Explain how Jefferson cut government spending.

He cut the size of the army and navy, reduced the national debt, and kept the number of government workers low.


Reviewing Themes

Government and Democracy How did the judicial branch under Jefferson serve as a check on the executive and legislative branches?

With the establishment of judicial review, the Supreme Court could review and rule on acts of the other branches of government.

Critical Thinking

Identifying Central Issues How was the deadlock in the presidential election of 1800 finally resolved?

The House of Representatives decided the election. Hamilton swayed the vote in Jefferson’s favor.


Analyzing Visuals

Analyzing Architecture Examine the photograph of Monticello on page 279 of your textbook. Who lived there? What do you think gives Monticello its unique look? Explain.

Thomas Jefferson lived at Monticello.


Expository Writing A letter of recommendation is written to discuss the positive qualities of a person. Write a letter from John Adams to Thomas Jefferson about John Marshall. Address Marshall’s skills and leadership qualities.


Guide to Reading

The Louisiana Purchase opened a vast area to exploration and settlement.

• Conestoga wagon

Main Idea

Key Terms

• secede



Classifying Information As you read, re-create the diagram on page 282 of your textbook and describe the area that Lewis and Clark, and Zebulon Pike explored.

• how the United States expanded in the early 1800s.

Reading Strategy

Read to Learn

• how Lewis and Clark led an expedition to explore the Louisiana Territory.


Geography and History The purchase of the Louisiana Territory doubled the nation’s size.

Section Theme


Conestoga wagon


Western Territory• Settlers in the less settled areas of the

Northwest Territory and in Kentucky and Tennessee were pioneers.

(pages 282–283)

• They loaded their belongings onto Conestoga wagons and made the long, tiring journey over the Appalachian Mountains to the area west of the Mississippi River known as the Louisiana Territory.

- The Louisiana Territory, a large area, belonged to Spain.

- The region extended from New Orleans in the south, west to the Rocky Mountains.


Western Territory (cont.) - It was undefined to the north. - Many pioneers settled near the rivers that fed into

the upper Mississippi River. - The Spanish allowed them to sail on the lower

Mississippi and trade in New Orleans. - This access allowed farmers to unload goods in New

Orleans and then ship these goods to markets in the East.

(pages 282–283)


• In 1802 Spain changed its policy and refused to allow American goods to move into or past New Orleans.

• Jefferson confirmed that Spain had transferred the Louisiana Territory to France in a secret agreement.

• The United States was surprised and fearful that Napoleon Bonaparte, France’s leader, wanted to increase his empire in Europe and the Americas.

Western Territory (cont.)

(pages 282–283)

• Jefferson authorized Robert Livingston, the new minister to France, to offer as much as $10 million for New Orleans and West Florida.


(pages 282–283)


• Because of unrest in Santo Domingo (now Haiti and the Dominican Republic), Napoleon had to cancel his plans in America.

• He sent in troops to crush a revolt against French rule.

• Toussaint-Louverture, a former enslaved African, led the revolt.

• He helped drive the British and Spanish from the island and end slavery there.

• The French captured Toussaint-Louverture but did not regain the island.


(pages 282–283)


Why was the Louisiana Territory important to Americans?It was a large area of land that provided space for settlers to begin a new life in the West. Because of its proximity to the Mississippi River, farmers had a way to transport their goods and make money from the markets in the East. When Spain, who owned the land, refused American access to or past the port of New Orleans, it became even more important for Americans to continue to have access to the territory and use the Mississippi River for transport. Once Jefferson learned of the transfer of the Louisiana Territory from Spain to France, he sent Monroe to France to negotiate a sale of New Orleans to the United States.


(pages 282–283)


The Nation Expands• America bought the Louisiana Territory from

France, not just New Orleans.

(pages 283–285)

• The French needed money to finance Napoleon’s plans for war against Britain, so while the American diplomats were in France, Talleyrand informed them that the entire Louisiana Territory was for sale.

• Monroe and Livingston negotiated a price of $15 million for the territory.

• With this territory, the size of the United States doubled.


• The United States ratified the treaty with France in October 1803 to make the Louisiana Territory purchase legal.

• Jefferson was concerned because the Constitution said nothing about acquiring new territory.

• Jefferson was interested in knowing more about the lands west of the Mississippi River.

The Nation Expands (cont.)

(pages 283–285)


• Jefferson sent Meriwether Lewis and William Clark to explore the new territory even before the Louisiana Purchase was complete.


- Jefferson saw the expedition as a scientific adventure, while Congress was interested in commercial possibilities and places for future ports.

- Lewis and Clark put together a crew and left St. Louis in the spring of 1804.

- Along the way they kept a journal of valuable information on people, plants, animals, and geography of the West.

(pages 283–285)


The Nation Expands (cont.) - After traveling nearly 4,000 miles in 18 months,

they reached the Pacific Ocean. - They spent the winter there and traveled back along

different routes.

• Jefferson sent another expedition to explore the wilderness.

• Lieutenant Zebulon Pike led two expeditions into a region that is now Colorado.

• There he found a snowcapped mountain he called Grand Peak. Today it is called Pikes Peak.

(pages 283–285)


• A group of Federalists who opposed the Louisiana Purchase planned to secede, or withdraw, from the Union.

• They were concerned that the new territory would become agricultural and Republican, and because it was so large, they would lose power.


- They wanted to form a Northern Confederacy including New York.

- To get the New York support, the Federalists supported Aaron Burr for governor of New York in 1804.

(pages 283–285)


The Nation Expands (cont.) - Hamilton, who never trusted Burr, heard rumors

that Burr had secretly agreed to lead New York out of the Union.

- Burr lost the election and blamed Hamilton. - Burr challenged Hamilton to a duel with armed

pistols. - It took place in July 1804 in Weehawken, New

Jersey. - Hamilton fired first but missed actually injuring

Burr. - Burr, on the other hand, seriously wounded

Hamilton, who died the next day. - Burr fled so he would not be jailed.

(pages 283–285)


What was so valuable about the Lewis and Clark expedition and the other expeditions to the West?Since the nation had little knowledge of the lands west of the Mississippi, Jefferson wanted to be able to provide information for people who were looking to move west. By sponsoring government expeditions, Jefferson hoped to gain knowledge for new settlers about the land, the climate, the wildlife, and the geography. Lewis and Clark’s journal kept detailed records, including maps of their travels, to prepare people who wanted to move west. Sending men into the wilderness and seeing them return also offered hope and inspiration to Americans who had desires to move west.


(pages 283–285)



__ 1. to leave or withdraw __ 2. sturdy vehicle topped with

white canvas and used by pioneers to move west

A. Conestoga wagonB. secede


BA



Reviewing Facts What European countries controlled the Louisiana Territory up until 1800?

Spain controlled the Louisiana Territory up until 1800.


Reviewing Themes

Geography and History Why were the Mississippi River and New Orleans important to the United States?

Farmers needed to ship their goods down the Mississippi River to New Orleans to get them to markets.

Critical Thinking

Determining Cause and Effect How do you think the Lewis and Clark expedition helped to prepare people who wanted to move west?

Possible answers: It provided maps, descriptions and locations of landforms, and locations and information about Native American groups and distribution of animals and plants.


Analyzing Visuals

Geography Skills Review the map on page 284 of your textbook. What was the farthest western point that the Lewis and Clark expedition reached? What is the straight-line distance between St. Louis and Pikes Peak?

The Lewis and Clark expedition reached the Pacific Ocean. The distance is about 775 miles (1,250 km).


Descriptive Writing Accurate descriptions and drawings in their journals made Lewis and Clark’s observations valuable. Find an example of plants or animals nearby. Carefully draw and describe what you see.


Guide to Reading

Between 1800 and 1815 the United States experienced rapid expansion as well as the challenge of war.

• tribute

Main Idea

Key Terms

• neutral rights • impressment

• embargo • War Hawks • nationalism



Organizing Information As you read the section, re-create the diagram on page 288 of your textbook and describe in the box the actions the United States took in each of these situations.

• why Tecumseh built a confederacy among Native American nations.

Reading Strategy

Read to Learn

• why the War Hawks wanted to go to war.


Global Connections The nation’s neutrality was challenged.

Section Theme


American sailors


Americans in Foreign Seas• Many American merchant ships profited from

trade with foreign nations in the late 1700s and early 1800s.

(pages 288–289)

• Ships made calls in South America, Africa, and along the Mediterranean Sea.

• By 1800 the United States had almost 1,000 ships trading around the world.


• Sailing foreign waters could be dangerous, however.

• Ships had to watch for Barbary pirates from Tripoli and other Barbary Coast states of North Africa.

• These pirates demanded tribute, or protection money, to let ships safely pass the Mediterranean waters.

Americans in Foreign Seas (cont.)

(pages 288–289)


• The United States entered a war with Tripoli.

• When the ruler of Tripoli asked the United Stated for more money in 1801, Jefferson refused.

• War broke out. Jefferson sent ships to blockade Tripoli, but the Barbary pirates were too powerful to be defeated.


(pages 288–289)


• In 1804 the pirates seized the United States warship Philadelphia and towed it into Tripoli Harbor.

• When a United States navy captain and his raiding party burned the ship, a British admiral called it a “bold and daring act.”

• The conflict ended in June 1805 when Tripoli agreed to stop demanding tribute.

• However, the United States had to pay a ransom of $60,000 to release American prisoners.


(pages 288–289)


If you were an American merchant shipper, would you have sailed during the era of the Barbary pirates? Why or why not?

Possible answer: These people were in business despite the danger of the seas. They made profits by trading their goods with foreign nations, so they risked capture. If they did not sail, they did not make money.


(pages 288–289)


Freedom of the Seas• Great Britain and France were involved in a

war that threatened to interfere with American trade.

(pages 290–291)

• America traded with both Britain and France when they went to war in 1803.

• For two years American shipping had neutral rights, or the right to sail the seas because it did not side with either country.


• By 1805 Britain and France took action against America and its neutral rights.

• Britain blockaded the French coast and threatened to search all ships trading with France.

• France said it would search and seize ships trading with Britain.

Freedom of the Seas (cont.)

(pages 290–291)


• The British needed sailors, so they kidnapped American sailors.

• Their naval patrols claimed the right to stop American ships at sea.

• They seized sailors thought to be British deserters and forced them into service.

• This practice of impressment did catch some deserters, but thousands of the impressed sailors were native-born and naturalized American citizens.


(pages 290–291)


• The British attacked the American ship Chesapeake in June 1807.

• The British warship Leopard intercepted the Chesapeake and demanded to search the ship for British deserters.

• The British opened fire when the Chesapeake’s captain refused to let the British search his ship.

• Americans were furious at the British when they heard of the attack.

• Many demanded war.


(pages 290–291)


• However, Jefferson chose another path.

• Congress passed a disastrous trade ban in December 1807 called the Embargo Act.

• The hope was to hurt Britain.

• Instead, the embargo banned imports from and exports to all foreign countries.


- The act was a disaster. - It wiped out all American commerce with other

nations. - It was also ineffective against Britain because it

traded with Latin America for agricultural goods. (pages 290–291)


Freedom of the Seas (cont.) - On March 1, 1809, Congress repealed the act and

passed the Nonintercourse Act. - This act prohibited trade with only Britain and

France and their colonial possessions.

(pages 290–291)


• Jefferson announced his departure after two terms.

• The candidates nominated were Madison for the Republicans and Pinckney for the Federalists.

• Madison won with 122 electoral votes to Pinckney’s 47.


(pages 290–291)


Why was the Embargo Act such a disaster?

It killed American commerce by banning imports from and exports to all foreign countries, and it did not hurt Britain, which was the true target. Congress realized its mistake and repealed the act, though probably too late.


(pages 290–291)


War Fever• When James Madison took office, the country

was suffering from the embargo crisis and the possibility of war.

(pages 291–294)

• The war cry grew close, but it was hard to determine if the enemy was France or Britain.

• In 1801 Congress passed a law permitting direct trade with either France or Britain.

• Because France lifted its trade restrictions first, Americans were able to trade directly with France.


• Napoleon, however, tricked the United States and continued to seize ships.

• Madison still saw Britain as the larger threat to the United States, despite Napoleon’s actions.

• The country also had problems in the West.

War Fever (cont.)

(pages 291–294)


• Between 1801 and 1810, white settlers continued to move onto lands that had been guaranteed to Native Americans.

War Fever (cont.)

- Ohio became a state in 1803. - Native Americans renewed their associations with

British agents and fur traders in Canada for protection.

- Some Native Americans built a confederacy among their nations in the Northwest.

- They were led by Tecumseh, a Shawnee chief.

(pages 291–294)


War Fever (cont.) - Tecumseh believed that the treaties with separate

Native American nations were worthless and the land was meant for Native Americans to live on.

- Tecumseh’s brother, the Prophet, attracted a huge following with his teachings.

- He felt that the Native Americans should return to the customs of their ancestors and give up the white ways.

- He founded a village called Prophetstown near present-day Lafayette, Indiana, where the Tippecanoe and Wabash Rivers meet.

(pages 291–294)


• Tecumseh met with the white people and the governor of the Indiana Territory, General William Henry Harrison, after Harrison had warned him of the weakness of a Native American-British alliance and the power of the United States against them.

• Tecumseh said that it was the Americans who were killing the Native Americans, taking away the land, pushing the Native Americans to do mischief, and keeping the tribes from uniting.

War Fever (cont.)

(pages 291–294)


• In 1811 Harrison attacked Prophetstown at the Battle of Tippecanoe.

• The Americans proclaimed a victory, while the Prophet’s forces fled.

• Unfortunately for the Americans, Tecumseh and the British forces united as a result of the American victory.

War Fever (cont.)

(pages 291–294)


• The War Hawks, led by Henry Clay from Kentucky and John Calhoun from South Carolina, pushed for the president to declare war with Britain.

• The Federalists in the Northeast remained opposed to war.

War Fever (cont.)

- The War Hawks were eager to expand the nation’s power.

- By their efforts, the size of the army quadrupled through additional military spending.

- Their nationalism appealed to a new sense of American patriotism.

(pages 291–294)


• On June 1, 1812, Madison asked Congress for a declaration of war, concluding that war with Britain was inevitable.

• At the same time, Britain ended their policy of searching and seizing American ships.

• However, because the news took so long to travel across the ocean, the United States did not know of the change.

War Fever (cont.)

(pages 291–294)


Why did Madison think that the enemy was Britain, not France, and that the war with Britain was inevitable?

Madison did not trust the British in their alliance with the Native Americans. He sensed an anti-British feeling growing among Americans. Because Britain had once ruled the country and because of their powerful navy, Britain was a larger military threat to the United States than France was. Because Madison thought Britain was going to continue searching and seizing American ships, a war with Britain seemed about to happen.

War Fever (cont.)

(pages 291–294)



__ 1. forcing people into service, as in the navy

__ 2. money paid for protection __ 3. an order prohibiting trade with

another country __ 4. the right to sail the seas and

not take sides in a war __ 5. Republicans during Madison’s

presidency who pressed for war with Britain

A. tributeB. neutral rightsC. impressmentD. embargoE. War Hawks


C

AD

B

E



Reviewing Facts Describe the negotiations that ended the war between the United States and Tripoli.

Tripoli agreed to stop demanding tribute, but the United States had to pay a ransom for the release of American prisoners.


Reviewing Themes

Global Connections How did the conflict in Europe help the American shipping industry prosper?

By remaining neutral, the United States could trade with both France and Britain. Both countries kept most of their trading ships in port to avoid capture, so Americans increased their trade.

Critical Thinking

Determining Cause and Effect How did frontier battles with Native Americans intensify Americans’ anti-British feelings?

The British sided with Native Americans; this interference angered many Americans.


Analyzing Visuals

Geography Skills Examine the maps that appear on page 291 of your textbook. When did Tennessee gain statehood? Which of the maps shows the territory gained from the Louisiana Purchase? In what year was Florida ceded to the United States?

Tennessee gained statehood in 1796. The 1810 map shows the territory gained from the Louisiana Purchase. Florida was ceded to the United States in 1819.


Art Choose a side in the argument about war with Great Britain. Draw a political cartoon supporting your point of view.


Guide to Reading

Beginning in 1812 the United States was at war with Britain. Fighting took place in the United States, in Canada, and at sea.

• frigate

Main Idea

Key Terms

• privateer



Taking Notes As you read the section, re-create the diagram on page 296 of your textbook and in the boxes describe each battle’s outcome.

• how the British seized and set fire to Washington, D.C.

Reading Strategy

Read to Learn

• why Andrew Jackson fought a battle after the war was over.


Government and Democracy The end of the War of 1812 produced a new spirit of nationalism.

Section Theme


Madison peace medal


War Begins• The United States was unprepared for the war.

(pages 296–298)

• It had a government that provided no leadership, a small army of 7,000, and state militias with 50,000 to 100,000 poorly trained soldiers, some of whom were too old to fight.


• The war began in July 1812. • General William Hull led the army from

Detroit to Canada, but was forced to retreat.

• General William Henry Harrison made another attempt without luck and decided that as long as the British controlled Lake Erie, they would not be able to invade Canada.

War Begins (cont.)

(pages 296–298)


• Naval battles were more successful. • The navy was more prepared with three of the

fastest frigates, or warships.

• On September 10, 1813, after a bloody battle along Lake Erie led by Oliver Hazard Perry, American ships destroyed the British naval force.

War Begins (cont.)

(pages 296–298)


• British troops and their Native American allies tried to pull back from Detroit now that America controlled Lake Erie.

• In the Battle of the Thames on October 5, Tecumseh was killed when Harrison and his troops cut off the British and Native American forces.

• Canada remained unconquered, although Americans attacked York (present-day Toronto), burning the Parliament buildings.

War Begins (cont.)

(pages 296–298)


• The war at sea saw more victories. • In August 1812, the American warship

Constitution destroyed a British vessel and four months later destroyed another British ship.

• American privateers attacked and captured numerous vessels.

War Begins (cont.)

(pages 296–298)


• The Native Americans had some setbacks.

• When Tecumseh died, hopes of a Native American confederation also died.

• In March 1814, at the Battle of Horseshoe Bend, Indiana, Jackson attacked and defeated the Creeks.

• They were forced to give up most of their lands in the United States.

War Begins (cont.)

(pages 296–298)


Why do you think America wanted to seize Canada from the British?Possible answer: Canada was a vast land. If America could conquer the region, the United States would grow in size and in resources.

War Begins (cont.)

(pages 296–298)


The British Offensive• In the spring of 1814, the British won the war

with the French.

(pages 298–300)

• Now they could send more troops to America.

• In August 1814, the British marched into the capital of Washington, D.C., burning and destroying the city.


• The British then went on to attack Baltimore, but Baltimore was ready.

• The British attacked but could not enter.

The British Offensive (cont.)

- Roads were barricaded, the harbor was blocked, and some 13,000 militiamen stood guard.

- Francis Scott Key wrote the “Star-Spangled Banner” to exemplify the patriotic feeling when he saw the American flag still flying over Fort McHenry when the battle was over.

- He watched as bombs burst over the fort in the night.

- When he saw the American flag the next morning, he wrote the poem.

(pages 298–300)


• In September 1814, the British were defeated in the Battle of Plattsburgh, New York, even though they had the advantage of trained soldiers, better firepower, cavalry, and professional leaders.

• General George Prevost led more than 10,000 British troops from Canada but lost the battle.


(pages 298–300)


• The British decided after the Plattsburgh loss that the war in North America was too costly and unnecessary.

• In December 1814, in Ghent, Belgium, American and British representatives signed the Treaty of Ghent to end the war.

• The treaty did not change any of the existing borders.


(pages 298–300)


• One final battle was fought after the peace treaty was signed but before word reached the United States of the peace agreement.

• The Battle of New Orleans in December 1814 was a bloody battle in which the Americans were victorious.

• Andrew Jackson led the American army and became a hero.

• His fame helped him later win the presidency in 1827.


(pages 298–300)


• The Federalists in New England had opposed the war from the start.

• At the Hartford Convention, they drew up a list of proposed amendments to the Constitution.

• Once the word came of Jackson’s victory and the peace treaty, their grievances seemed unpatriotic and their party lost favor.


(pages 298–300)


How did the War of 1812 affect the country?The American victory brought a spirit of nationalism. The War Hawks, who urged the president to declare war, were winners, too. People viewed members of the Republican Party with respect. Even the New England Federalists, who had opposed the war, felt a sense of patriotism. Americans felt that now Britain would see the United States as more of an equal in their political policies. America could now focus again on Western expansion, developing the economy, and creating a strong army and navy.


(pages 298–300)



__ 1. warship__ 2. armed private ship

A. frigateB. privateer


AB



Reviewing Facts Who won the Battle of Lake Champlain? Why was it an important victory?

The Americans won the Battle of Lake Champlain. It secured the northern border of the United States and persuaded Britain to end the War of 1812.


Reviewing Themes

Government and Democracy Why did the Federalist Party lose support after the War of 1812?

It looked unpatriotic because it had opposed the war and wanted to amend the Constitution.

Critical Thinking

Drawing Conclusions Why did people from the North, South, and the West feel differently about going to war with Britain?

Possible answer: Westerners and Southerners thought war might make more land available and wanted to avenge British actions against Americans. Northerners saw little benefit in war.


Analyzing Visuals

Geography Skills Study the map on page 298 of your textbook. On what lake did Perry defeat the British? Which battle– Lake Champlain or Thames–took place later in time?

Perry defeated the British on Lake Erie. The Battle of Lake Champlain took place later.


Music Imagine if Francis Scott Key had been at the Battle of New Orleans instead of in Baltimore. Rewrite the first verse of “The Star-Spangled Banner” based on what occurred in that battle.



__ 1. the right of the Supreme Court to determine if a law violates the Constitution

__ 2. forcing people into service, as in the navy

__ 3. loyalty to a nation and promotion of its interests above all others

__ 4. policy that government should interfere as little as possible in the nation’s economy

A. laissez-faireB. impressmentC. embargoD. nationalismE. judicial reviewF. secede


E

B

D

A


Checking for UnderstandingDefine Match the terms on the right with their definitions on the left.

__ 5. an order prohibiting trade with another country

__ 6. to leave or withdraw

C

F

A. laissez-faireB. impressmentC. embargoD. nationalismE. judicial reviewF. secede


Reviewing Key Facts

What did Congress do to prevent a deadlock in presidential elections?

It passed the Twelfth Amendment that requires electors to vote for the president and vice president on separate ballots.


Reviewing Key Facts

How did events in Santo Domingo (Haiti) influence American expansion?

The revolt in Santo Domingo was costly in terms of lives and money. The revolt was a major factor in the sale of the Louisiana Territory to the United States.


Reviewing Key Facts

How did the Embargo Act of 1807 hurt the United States?

It stopped American commerce with other nations.


Reviewing Key Facts

Who were the War Hawks?

The War Hawks were a group of Republicans in Congress from the South and West who urged war with Britain.


Reviewing Key Facts

What effect did Tecumseh’s death have on Native Americans?

It had a negative effect. With the death of Tecumseh, hopes for a Native American confederation died.


Critical Thinking

Analyzing Themes: Government and Democracy Summarize the importance of the Marbury v. Madison decision.

It established the Supreme Court’s right of judicial review, in which the judiciary branch could review the acts of other branches of government.

Critical Thinking

Analyzing Information What were the boundaries of the Louisiana Territory?

The boundaries of the Louisiana Territory were the Mississippi River on the east, British Canada on the north, the Oregon Country on the northwest, and Spanish territory from the southern boundary of the Oregon Country to the Gulf of Mexico west of New Orleans.


Geography and History ActivityStudy the maps on the following slides and answer the questions that follow.

Geography and History Activity


Louisiana, Mississippi, and Alabama were admitted as states between 1810 and 1820.


Region What three Southern states were admitted to the nation between 1810 and 1820?


Mississippi became a state in 1817.


Location In what year did Mississippi become a state?

Directions: Use the map below to choose the best answer to the following question.


Standardized Test Practice

Test-Taking Tip Double-check all answer choices to make sure that you have chosen the best answer. Make sure that your answer choice is supported by information on the map. Check each choice against the map. Only one is correct.

Which of the following statements about the election of 1800 is true?F Federalists won Georgia’s electoral votes.G New Hampshire supported the Democratic-Republican

ticket.H Connecticut had seven electoral votes.J Pennsylvania was one of the states that split its votes.


Standardized Test Practice

As Lewis and Clark traveled down the Columbia River, they knew they were getting close to the ocean when they saw salmon in the river. Why?

Salmon are an ocean-dwelling fish and travel only in freshwater to lay their eggs.


Explore online information about the topics introduced in this chapter.

Click on the Connect button to launch your browser and go to The American Republic to 1877 Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://tarvol1.glencoe.com

Wagons with wooden wheels gave passengers a bumpy ride over rough terrain. When the wagons came to especially rocky stretches, people often had to get out and walk.

Embargoes Throughout its history, the United States has used the embargo as a political weapon. In 1980 President Jimmy Carter placed an embargo on the sale of American grain to the Soviet Union because the country’s troops had invaded Afghanistan. The embargo was meant to put pressure on the Soviet Union to withdraw its troops.

Uncle Sam During the War of 1812, Samuel Wilson, an army meat inspector from Troy, New York, stamped “U.S.” for United States on the barrels of salted meat he approved. One day government inspectors asked a meat packer what the initials stood for. The worker did not know, so he said that the initials represented his boss, “Uncle Sam.” “Uncle” Samuel Wilson soon became a symbol of the federal government.

EmbargoConestogaTecumseh

Click on a hyperlink to view the corresponding slide.

Embargo Americans enraged by the embargo made anagrams of the word embargo that reflected their anger: “O Grab Me,” “Go Bar ‘Em,” and “Mobrage.” One cartoon of the time shows a snapping turtle (the embargo) clenching a merchant’s trousers in its jaws, preventing the man from loading his cargo. The merchant’s speech balloon reads, “Oh! This cursed Ograbme.”

Conestoga Conestoga is the name of a Native American group whose population was reduced by epidemics from about 5,000 in 1600 to 20 people in 1763. White settlers massacred these last few.

Tecumseh Tecumseh is the anglicized version of Tek-am-thi, which is Shawnee for “Panther Passing Across.” His father chose that name because Tecumseh was born just as a shooting star of great brilliance passed overhead. According to Shawnee legend, shooting stars were panthers looking for a deep hole or cave in which to sleep.

By the mid-1700s, sturdy Conestoga wagons transported settlers and their freight over the Appalachian Mountains. These wagons were first built in the Conestoga Creek region of Lancaster, Pennsylvania. As people pushed even farther westward, the Conestoga was seen rolling across the plains toward Oregon and California.

The Conestoga Wagon

This feature can be found on page 293 of your textbook.

Six to eight draft horses or a dozen oxen pull the wagon. The driver rides or walks beside the animals.

1

This feature can be found on page 293 of your textbook. Click the mouse button or press the Space Bar to display the information.

The Conestoga Wagon

12

3 toolbox 4 wagon bows

5 wheels

The boat-shaped wagon’s high front and back keep goods from falling out on steep mountain trails.

2


The Conestoga Wagon

12


5 wheels

A toolbox attached to the side of the wagon holds spare parts for needed repairs.

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The Conestoga Wagon

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5 wheels

A white canvas cloth stretches over the hoops or wagon bows. This cover protects passengers and cargo from heat, rain, and snow.

4


The Conestoga Wagon

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5 wheels

The Conestoga Wagon

Broad wheels help keep the heavy wagon from being mired in the mud.

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12

5 wheels


12


5 wheels


The Conestoga Wagon

The average Conestoga wagon was 21 feet long, 11 feet high, and 4 feet in width and length. It could carry up to 12,000 pounds of cargo.

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5 wheels

Writing a Journal

Why Learn This Skill?Journal writing is personal writing with a casual style. What you write on is not as important as what you write about–your experiences, interests, and even your feelings.

This feature can be found on page 301 of your textbook.Click the Speaker button to replay the audio.


Learning the SkillA journal is a written account that records what you have learned or experienced. In the journal you can express your feelings about a subject, summarize key topics, describe difficulties or successes in solving particular problems, and draw maps or other visuals. To help you get started writing in your journal, follow these steps:

• As you read your textbook, jot down notes or questions about a specific topic or event. Then look for details and answers about it as you continue reading.

Writing a Journal

Learning the Skill

• Ask yourself if drawing a map or flowchart would help you understand an event better. If so, draw in your journal.


• Describe your feelings as you read a selection or look at a photograph. Are you angry, happy, frustrated, sad? Explain why.

Writing a Journal

Practicing the SkillThe following excerpt describes the burning of Washington, D.C., during the War of 1812. Read the excerpt, then use the following questions to help you write entries in your own journal.


Writing a Journal

Practicing the Skill“[T]his was a night of dismay to the inhabitants of Washington. They were taken completely by surprise. . . . The first impulse of course tempted them to fly. . . . [T]he streets were . . . crowded with soldiers and senators, men, women, and children, horses, carriages, and carts loaded with household furniture, all hastening towards a wooden bridge which crosses the Potomac. The confusion . . . was terrible, and the crowd upon the bridge was such to endanger its giving way.”


Writing a Journal

Practicing the Skill1. What is particularly interesting about this description?

2. What are your feelings as you read the excerpt?

Writing a Journal


Practicing the Skill3. Draw a map or other visual to help you understand the situation

described here.

Writing a Journal


The True Story of Sacagawea

After viewing “The True Story of Sacagawea,” you should:

• Be aware of the difficult requirements of the Lewis and Clark expedition.

• Appreciate the importance of Sacagawea to the expedition.

• Acknowledge the help that the Shoshoni Indians provided Lewis and Clark.

Objectives

Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of The American Republic to 1877 video.

Discussion Question

Why did Lewis and Clark need horses?

Horses were essential to help the expedition to cross the Rocky Mountains.



Discussion Question

Even though Clark never paid Sacagawea, why did she still like and value him?

Sacagawea recognized the value of the education that he provided for her son.




The second pen made the copy.


The Embargo Act was established because of the Chesapeake-Leopard Affair.

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TAR1 Chapter 09d.ppt

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Transcript of TAR1 Chapter 09d.ppt