Chapter 10 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... ·...

$: Chapter 10 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Chapter 10 Resources ... Why It Matters Growth and Expansion Chapter 10 ... Use$
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Chapter 10 Resources

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 10

Graphic Organizer 5

Copyright © by The McGraw-Hill Companies, Inc.

W hy It Matters 10Growth and Expansion Chapter

Manufacturing todayManufacturing in the early 1800s

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Time Line Activity 10★

Inventions in the Early 1800s

DIRECTIONS: Use the information about the technological advances in thedecades of the early to mid-1800s to create a time line.

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Vocabulary Activity 10

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Name Date Class

Vocabulary Activity 10★

DIRECTIONS: Word Cross Complete the puzzle by using the definitions tospell out each term. Then fill in the missing letters to write the termspelled vertically. Write the term and its definition on line 11.

disarmament factory system turnpike canaltechnology Industrial Revolution census lockpatent internal improvements capital

DIRECTIONS: Using VocabularyUse each of the following terms correctly in a complete sentence. Write the sentences on a separate sheet of paper.

cotton gin sectionalism American Systemcourt-martial demilitarize interchangeable parts

1. money for investment2. the removal of weapons3. the official count of the population4. a toll road5. an artificial waterway6. an arrangement bringing manufactur-

ing steps together in one place toincrease efficiency

7. federal, state, and privateprojects to develop thenation’s transportationsystem

8. the application of scientific discover-ies to practical use

9. a grant that gives an inventor thesole legal right to an invention and itsprofits for a certain period of time

10. one of several separate compartmentswhere water levels are raised or lowered

111— — — — — — —

—2— — — — — — — — — — ——

3— — — — — ——

4— — — — — — — ——

5— — — — ——

6— — — — — — — — — — — — ——

7— — — — — — — — — — — — — — — — — — — ——

8— — — — — — — — — ——

9— — — — — ——

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11. ��

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Workbook Activity 10

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Growth and Expansion

DIRECTIONS: Drawing Conclusions Read the paragraphs and write a V in the blank at the left of each of the statements that you believe to be valid conclusions.

A. The Industrial Revolution began in the United States in New Englandaround 1800. Although New England’s soil was poor and farming wasdifficult, New England’s rushing rivers provided water power to runmachinery. New England was close to resources, such as coal and iron inPennsylvania, and had many seaports that allowed goods to be shipped.Most important, New England’s population included wealthy merchantseager to provide the money necessary to build industries.

�� 1. Because farming was difficult, people were willing to leave their farms andwork in the new factories.

�� 2. Machinery in New England’s factories ran on water power.

�� 3. Industry developed in New England because all New Englanders were wealthy.

�� 4. The Industrial Revolution in the United States occurred first in New Englandbecause of a combination of several important factors.

�� 5. Industry in the United States developed wherever there were wealthy peopleinterested in progress.

B. In 1814 Francis Cabot Lowell opened a textile plant in Waltham,Massachusetts. Lowell’s mill was based on the factory system, which for the first time brought manufacturing steps together in one place toincrease efficiency. About 80 percent of Lowell’s workers were youngunmarried women who left their farms to work in the factories in towns.The “Lowell girls” endured difficult working conditions—long hours ofmonotonous work—for low pay. Most of them worked in the mills for afew years.

�� 1. Keeping all of the manufacturing steps of textile production together in oneplace was a more efficient method of production.

�� 2. The Lowell girls left their farms because factory work was more interestingthan farm work.

�� 3. The Lowell girls left their farms because at the textile mill they had anopportunity to earn a wage.

�� 4. At least 20 percent of Lowell’s workers were not young unmarried women.

�� 5. Lowell girls often left the mill to return to work on the farms.

Workbook Activity 10★

Name �� Date �� Class ��

V

V

V

V

V

V

(continued)

Critical Thinking SkillsActivity 10

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SOCIAL STUDIES OBJECTIVE: Analyze information by comparing and contrasting

LEARNING THE SKILLComparing and contrasting helps you identify similarities and differ-

ences between two or more items. You can compare and contrast writtendocuments as well as information from maps, charts, and graphs.

APPLYING THE SKILLDIRECTIONS: Use the passage to answer the following questions.

1. Describe where most people lived before and after the Industrial Revolution.

��

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2. How were goods made before the Industrial Revolution? Contrast thiswith how goods were made after the Industrial Revolution.

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3. Compare and contrast the demand for the work of craftspeople beforeand after the Industrial Revolution.

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The Industrial Revolution Brings Changes

Before the Industrial Revolution, goods were produced locally. Craftspeople such asfurniture makers and silversmiths made some items, but many families made most ofwhat they needed, such as clothing and household tools. People burned wood and usedwater power for energy sources. Most people lived in rural areas or small towns.

The Industrial Revolution, however, brought about many changes. Goods no longerhad to be produced at the local level since canals, steam engines, and railroads allowedthese items to be transported more easily. Factories and machines allowed more goodsto be produced at a faster rate. Coal burning became an important energy source so thatsteam engines and other machines could operate. Cities grew as people moved fromrural areas and small towns to fill new factory jobs in cities.

Critical Thinking Skills Activity 10 Comparing and Contrasting

(continued)

Take-Home ReviewActivity 10

Take-Home Review Activity 10

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1780 1790 1810 18201800

1785 The steam enginewas invented and pro-vided water power.

1814 Frances Lowell opened a textile plantin Waltham, Massachusetts, that used thefactory system for production.

1816 Congress chartered a second national bank.The Tariff of 1816 passed to protect American industry from British competition.

1790 Congress passed a patent law that gaveinventors the legal right to their inventionsand the profits for a specific period.

1793 Eli Whitneyinvented the cotton gin.

1798 Eli Whitney manu-factured rifles usinginterchangeable parts.

1807 Robert Fultondeveloped a riversteamboat.

THE INDUSTRIAL REVOLUTION

2. More people moved west into the new lands of the Louisiana Purchase.• Between 1790 and 1820, America’s population grew from four to approximately ten million people.• In 1806 Congress approved funds for a National Road to the West.• The Erie Canal linked Albany on the Hudson River with Buffalo on Lake Erie. Trade between

the East and West increased as more canals were built.• Between 1816 and 1821, Indiana, Illinois, Mississippi, Alabama, and Missouri became states.

3. Regional differences grew.• Weak political divisions allowed James Monroe to be elected president

in 1816 and 1829.• Sectionalism, or loyalty to a region, increased as states disagreed over

domestic policies.• The Missouri Compromise of 1820 defined whether new states could

be slave states or free states.

4. The United States tried to make peace with other countries so that it could further grow and develop.

• In the Rush-Bagot Treaty of 1817, Britain and America agreed to removeweapons along the American-Canadian border.

• Spain and the United States signed the Adams-Onís Treaty in 1819. Spainretained Texas, while the United States gained Florida. The United States also received much of the Pacific Northwest.

• President Monroe issued the Monroe Doctrine in December 1823. This doctrine declared that theUnited States would oppose new European colonies in the Americas but would not interfere withexisting colonies.

?DID YOU KNOW?The United Statespaid France $15million for theLouisianaTerritory. The landrepresented about800,000 squaremiles, so eachsquare mile costjust over $18.

GROWTH AND EXPANSIONThree events impacted the growth of the United States during the early 1880s. Theseevents are the birth of the Industrial Revolution, the movement of settlers west, andthe announcement of the Monroe Doctrine.

Reviewing Chapter 101. The Industrial Revolution brought new ways of working and producing

goods. Around 1800 industrial technology took off in the United States.

Linking Past andPresent Activity 10

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Linking Past and Present Activity 10

Refrigeration

In the 1820sAmericans used ice forrefrigeration. Frederick

Tudor designed a new kind of saw to cutice from ponds. Because Tudor cut the iceinto blocks of the same size and shape, itpacked into carts and shipped more eas-ily. Soon Nathaniel Jarvis Wyeth discov-ered that sawdust prevented ice frommelting in transit. By the 1830s Tudor cut1,000 tons (907 t) of ice eachday in Massachusetts andshipped it to distantcountries such as Persia andIndia.

Tudor also designed amore efficient ice-storagehouse, which reduced theseasonal loss of ice in hotclimates. His technique led tothe invention of the icebox, aminiature ice-storage housefor the kitchen. Tudorencouraged ice cream andiced drink consumption, andiceboxes quickly became a middle-class necessity.

Today we take refrig-eration for granted. Themost widely used sys-

tem is the vapor compression system.(See the diagram.) A refrigerant (a vaporthat melts and freezes at a low tempera-ture) boils at a temperature low enoughto absorb heat from the space beingcooled. A compressor removes the vaporat a rate that keeps both the pressure

and temperaturein the evaporatorlow. The compres-sor sends therefrigerant to acondenser. Thecondenser distrib-utes heat to circu-lating water or airand returns thecondensed refrig-erant to the evap-orator for anothercycle.

T H E N N O W

Refrigeration SystemCoolantin

Coolantout

Condenser

Motor

Refrigerated space

Refrigerantcompressor

Expressionvalve

A C T I V I T Y R E P O R TData Collection

1. Airtight plastic bowl

Melting Time: �� minutes �� seconds

2. Sock


3. Dirt packed around ice in a container


Data Comparison

1. Which cube required the least melting time?

2. Which cube required the most melting time?

Conclusions

DIRECTIONS:Conducting an

Experiment On a separate sheet of paper, complete the lab activityreport. Use three ice cubes of thesame size. Measure how long ittakes an ice cube to melt in: (1) an airtight plastic bowl, (2) a sock, (3) a container in which dirt is packed around theice. How does this experimenthelp you understand Wyeth andTudor’s accomplishments?

Primary SourceReading 10

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★ Primary Source Reading 10 ★★

Choosing a Boat Line on the Erie CanalInterpreting the SourceAdvertisements are a form ofpersuasive writing, created towin customers. As you read,evaluate the information in theadvertisement as if you were apotential customer in 1843.

DOCUMENT-BASED QUESTIONDIRECTIONS: Answer the fol-lowing question on a separatesheet of paper.How does this company’sadvertisement try to attractpassengers to travel on itsboat line?

DIRECTIONS:Creating aBrochure The

owners of the boat line wantto create a brochure that tellspotential customers about thesights along the Erie Canal.Create a brochure with a map,drawings, and text thatexplains points of interestalong the Erie Canal. Use themedia center to research rele-vant information.

SOURCE: Harry Sinclair Drago. Canal Days in America: The History and Romanceof Old Towpaths and Waterways. New York: Clarkson N. Potter, 1972.

ROCHESTERA N D

ALBANY.Red Bird Line of Packets,

In connection with Rail Road from NiagaraFalls to Lockport.

1843. 1843.

12 hours ahead of the Lake Ontario Route!

The Cars leave the Falls every day at 2 o’clock, P.M. for Lockport wherepassengers will take one of the following new

Packet Boats 100 Feet Long.

THE EMPIRE!Capt. D. H. Bromley,

THE ROCHESTERCapt. J. H. Warren,

and arrive in Rochester the next morning at 6 o’clock, and can take the 8o’clock train of Cars or Packet Boats for Syracuse and Albany, and arrive inAlbany the same night.

☞Passengers by this route will pass through a delightful country, and will havean opportunity of viewing Queenston Heights, Brock’s Monument, the TuscaroraIndian Village, the combined Locks at Lockport, 3 hours at Rochester, and passthrough the delightful country from Rochester to Utica by daylight.

N.B.•••These two new Packets are 100 feet long, and are built on an entire newplan, with

Ladies’ & Gentlemen’s Salons,[sitting rooms]

and with Ventilators [air vents] in the decks, and for room and accommodations forsleeping they surpass any thing ever put on the Canal.

For Passage apply at Railroad and Packet Office, Niagara Falls.

September, 1843 T. CLARK,J.J. STATIA }Agents

Geography and HistoryActivity 10

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GEOGRAPHY AND HISTORY ACTIVITY 10★

DIRECTIONS: Write your answers to questions 1–5 on the map. You mayabbreviate if you wish.1. The United States and Spain signed the Adams-Onís Treaty in 1819. Trace the

Adams-Onís Treaty Line in red. 2. Mexico gained its independence in 1821. Use blue to color the area claimed by

Mexico in 1824.3. Label the Louisiana Purchase. Label the river that formed the eastern boundary of

the Louisiana Purchase.4. Use green to color the area north of the Louisiana Purchase, which became United

States territory in 1818.5. In 1824 both the United States and Great Britain claimed the region west of the

Louisiana Purchase and north of the Adams-Onís Treaty Line. Circle the name of this region.

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Ala.

Ind.

Tenn.

Ky.

ArkansasTerritory

La.Miss.

Mo.

Texas

Ill.

CANADA

OregonCountry

MEXICO

Michigan Territory

Michigan Territory

ROCKYM

OUNTAINS

AAddaammss--OOnnííss TTrreeaattyy LLiinnee,, 11881199

Adams-Onís Treaty Line, 1819

Boundary fixed, 1818 Lake ofthe Woods

L. Superior

L.M

ichi

gan

Red R.

Sabine R.

Arkansas R.

Gulf of Mexico

PACIFICOCEAN

N

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W

Britain and United StatesMexicoBritainUnited States

Louisiana Purchase

0 300 miles150

300 kilometers1500��

Western United States in 1824

The following standards are highlighted in Chapter 10:Section 1 VII Production, Distribution, & Consumption: A, B, ISection 2 VIII Science, Technology, & Society: ASection 3 IV Individual Development & Identity: B, F

Meeting NCSS Standards

Foldables arethree-dimensional,

interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.

GEOGRAPHYGEOGRAPHYREVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

304B


The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

Chapter 10 Test Form B

Chapter 10 Test Form A

Performance AssessmentActivity 10

ExamView® Pro Testmaker CD-ROM

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is covered in the Student Edition.

You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape programs are available from Glencoe as supplements to Chapter 10:

• The Best of the Real West (five video set) (ISBN 1-56501-352-2)• The Mighty Mississippi (ISBN 0-7670-1090-6)• Textiles: Birth of an American Industry (ISBN 0-7670-0624-0)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Standardized Test PracticeWorkbook Activity 10

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Document Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History

MULTIMEDIAMULTIMEDIA

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DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. changed how people worked

�� 2. gives legal right to inventions

�� 3. made British goods more expensive

�� 4. James Monroe’s secretary of state

�� 5. invaded Spanish East Florida in 1818

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 6. The changes in the way goods were made in the mid-1700s first appeared inA. France. C. Britain.B. Spain. D. the United States.

�� 7. America’s Industrial Revolution began to take root inA. New England. B. the West. C. Middle Atlantic. D. the South.

�� 8. Who invented the mechanical flour mill?A. Eli Whitney B. Samuel Slater C. Oliver Evans D. Lucy Larcom

�� 9. Who owned the Boston Manufacturing Company?A. Samuel Slater C. Eli WhitneyB. Oliver Evans D. Francis Cabot Lowell

�� 10. The National Road went as far west asA. Vandalia, Ohio. C. Vandalia, Illinois.B. Cincinnati, Ohio. D. Indianapolis, Indiana.

�� 11. Pioneers usually migrated westA. individually. B. in small groups. C. as families. D. on railroads.

�� 12. Who believed high tariffs to be against the agricultural and slavery interestsof Southerners?A. Daniel Webster B. John C. CalhounC. Henry Clay D. John Marshall


ScoreChapter 10 Test, Form A

(continued)

Column B

A. Andrew JacksonB. Industrial RevolutionC. Tariff of 1816D. John Quincy AdamsE. patent

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Column A

�� 1. money for investment

�� 2. uniform pieces

�� 3. chartered in 1816 by Congress

�� 4. proposed the American System

�� 5. Mexican revolutionary


�� 6. The revolution that changed the way people worked was theA. Technology Revolution. C. Industrial Revolution.B. Modern Revolution. D. Machinery Revolution.

�� 7. Scientific discoveries that simplify work are calledA. technology. B. industry. C. machinery. D. factory work.

�� 8. Who invented the cotton gin?A. Oliver Evans B. Eli Whitney C. Samuel Slater D. James Monroe

�� 9. Whose mill launched the factory system?A. James Monroe B. Eli Whitney C. Samuel Slater D. Oliver Evans

�� 10. Thirty years after the first census, the population of the United States wasA. 4 million. B. 7 million. C. 2 million. D. 10 million.

�� 11. What are separate compartments where water levels were raised or lowered?A. canals B. locks C. turnpikes D. shelves

�� 12. Who began his political career as a supporter of free trade and the shippinginterests of New England?A. Henry Clay C. Daniel WebsterB. John C. Calhoun D. John Marshall


ScoreChapter 10 Test, Form B

(continued)

Column B

A. Second Bank of the United States

B. capitalC. Miguel HidalgoD. interchangeable partsE. Henry Clay

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Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will organize and interpret information from diagrams.

A simplified drawing that shows how something works is called a diagram. Some diagramsuse arrows or lines to show movement or relationships. For example, the diagram in this activityshows how a textile mill in New England in the 1830s worked.

★ Practicing the SkillRead the selection below and complete the activity that follows.

In the early 1800s New England became acenter of manufacturing in the United States. Itwas here that the Industrial Revolution first tookhold in America. New England had plenty ofpeople to work in factories and many rushing riversand streams that provided the waterpower to runmachinery. New England was also close to otherresources like coal and iron, and it had several portsfor shipping.

Most importantly, merchants in New Englandhad capital—money for investment. The merchantsof Boston and Providence grew wealthy asAmerican shipping thrived in the late 1700s andearly 1800s. Their money—capital—was essentialfor developing needed machinery and buildingindustries.

In 1811 Francis Cabot Lowell, a wealthy New

Englander, traveled to Great Britain where hestudied and made detailed drawings of Englishfactories and machinery. Upon his return to theUnited States Lowell borrowed capital to establisha textile mill, which he called the BostonManufacturing Company. Lowell used theknowledge he gained in England and improvedupon the design of the British power looms.

In 1814 he opened a textile plant in Waltham,Massachusetts. For the first time, all the stages ofcloth making were performed under one roof.Lowell’s mill launched the “factory system,” asystem bringing manufacturing steps together inone place to increase efficiency. The factory systemwas a significant development in the way goodswere made—and an important part of theIndustrial Revolution.

★ Learning to Interpret a Diagram Use the following guidelines to help you interpret diagrams.

• Review the diagram’s title to find out thesubject or concept.

• Study the information on the diagram,noting the direction of arrows or the

connection of lines.• Identify the relationships among the parts of

the diagram.

ACTIVITY 10Interpreting Diagrams

Standardized Test Practice


Use with Chapter 10

The Latin American Liberators

BACKGROUNDIn the early 1800s the people of Latin America also sought self-rule. Tired of Spanish exploitation, they rebelled. Revolutionary leaders came forward.Some earned the same respect among their people as George Washington andThomas Jefferson achieved in the United States. They became legends whoinspired future generations.

TASKYou are a sculptor. A Latin American country has commissioned you to designa monument to one of its liberators. This memorial statue will stand outsidethe country’s embassy in Washington, D.C. Your task is to create a clay modelof this figure and write an inscription that will appear on the statue’s base.

AUDIENCEYour audience is visitors from this country and abroad who will view the statueand react to the message you wish to communicate.

PURPOSEThe purpose of your project is to help your audience understand this individual’scontribution to the spread of democracy in the Americas.

PROCEDURE1. Consult the Performance Task Assessment Lists for a Model and an

Individual Performance Task Management Plan to assist you in planning,designing, and making your sculpture.

2. Research and select a Latin American revolutionary leader.3. Conduct further research to learn as much as possible about your chosen

leader.4. Create prototypes (rough models) of your subject and write a first draft of

the inscription that will appear on the statue’s base.5. Share your examples with a partner to obtain feedback and to help you

select your best creations. Make revisions if necessary.6. Prepare your final presentation.

ASSESSMENT1. Use the Performance Task Assessment Lists for a Model and an Individual

Performance Task Management Plan to evaluate each stage of your project.2. Add or improve elements at each stage as needed.3. Complete a final self-assessment of your work before displaying your model.

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★ Performance Assessment Activity 10

tx.tarvol1.glencoe.com

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

304C


SECTION 1Economic Growth1. Describe how the Industrial

Revolution began in the UnitedStates.

2. Describe how the United Stateschanged as it became more economically independent.

SECTION 2Westward Bound1. Explain how transportation improved

in the early 1800s.2. Understand how Western settle-

ments affected the nation’s economyand politics.

SECTION 3Unity and Sectionalism1. Describe why sectional differences

grew in the 1820s.2. Identify the effect the Monroe

Doctrine had on foreign policy.

Assign the Chapter 10 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 10–1Daily Lecture and Discussion Notes 10–1Guided Reading Activity 10–1*Section Quiz 10–1*Reteaching Activity 10–1*Reading Essentials and Study Guide 10–1Enrichment Activity 10–1



Daily Focus Skills Transparency 10–1American Music: Hits Through HistoryABCNews Interactive™ HistoricAmerica Electronic Field TripsInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 10–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 10–3Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

304D


Michael BranchVan Devender Junior HighParkersburg, WV

Westward JourneyGive students the following scenario: You and yourspouse are part of a small caravan of wagons travel-ing west. Because your wagon is falling behind, youmust eliminate eight of the items listed on the chalk-board to reduce your load. Remind students to keepwhat is important. Write the following list: 1. two bar-rels of bacon; 2. pans you received as a weddingpresent; 3. four bolts of cloth; 4. small Franklin metalstove; 5. crate of lead and gunpowder; 6. 100 feet ofheavy rope; 7. barrel of flour; 8. spare tools; 9. case ofsalted dried beef; 10. trunk of winter clothing; 11.small anvil and hammer; 12. spare wheel rim; 13.plow; 14. heirloom table and chairs; 15. set of axes;16. set of books; 17. spinning wheel; 18. barrel ofmolasses. Ask: What were the reasons you discardedthese items? What were the two most importantitems you kept?

From the Classroom of…Teacher’s Corner

The following articles relate to this chapter.

• “The Way West,” by John G. Mitchell, September 2000.• “The Cherokee,” by Geoffrey Norman, May 1995.• “Powwow,” by Michael Parfit, June 1994.• “The Cruelest Commerce: African Slave Trade,” by Colin

Palmer, September 1992.• “Philadelphia’s African Americans,” by Roland L. Freeman,

August 1990.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: Story of America Library, Part 1 (CD-ROM)• PictureShow: Lewis and Clark (CD-ROM)• PictureShow: The Westward Movement (CD-ROM)• PicturePack: The Westward Movement (Transparencies)• PicturePack: Story of America Library, Part 1 (Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: Lewis and Clark (Kit)• GeoKit: Westward Movement (Kit)• The West That Was (Video)• Exploration (Map)• United States/ Territorial Growth (Map)• National Geographic Desk Reference (Book)• Washington, D.C. (Video)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

• American Music: Cultural Traditions• American Art and Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the Middle School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards

ADDITIONAL RESOURCES FROM GLENCOE

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELLActivities that are suited to use within the

block scheduling framework are identified by:PRE-AP PRE-ADVANCED PLACEMENT activities

http://www.nationalgeographic.com

304

Why It Matters Activity

Westward expansion was a major factorin the growth of American economic andmilitary power. Discuss with students howwestward expansion affected the area inwhich they live. Did people from theirarea primarily become settlers whomoved west, or was their region a part of the frontier that was settled during the nineteenth century?

304

Growth and

Expansion1790–1825

1793• Eli Whitney

invents cotton gin1790• First U.S. Census

1807• Robert Fulton designs

first practical steamboat

1792• Russia invades Poland

1804• Haiti claims independence

from France

Washington1789–1797

CHAPTER 10 Growth and Expansion

1790 1800 1810

Adams1797–1801

Jefferson1801–1809

Madison1809–1817

Why It MattersDuring the early 1800s, manufacturing took on a stronger role in the American

economy. During the same period, people moved westward across the conti-nent in larger and larger numbers. In 1823 the United States proclaimed its

dominant role in the Americas with the Monroe Doctrine.

The Impact Today These developments were important factors in shaping the nation. Today the

United States is one of the leading economic and military powers in the world.

The American Republic to 1877 Video The chapter 10 video, “The One-Room Schoolhouse,” depicts a typical school day in the

nineteenth century.

IntroducingCHAPTER 10

IntroducingCHAPTER 10

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERThe westward expansion of the United States involved individuals and families who were willing toleave their friends and homes for the chance to make a new life on the frontier. Ask students toconsider whether they would have been willing to become pioneers in the early 1800s. Have eachstudent write a paragraph explaining what decision he or she would make and why. Then poll stu-dents to determine what percentage of the class would have wanted to become pioneers. SS: 8.30E; ELA: 8.15C

Refer to Activity 10 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American Republic to1877 Video ProgramTo learn more about what it was like toattend school during the nineteenth cen-tury, have students view the Chapter 10video “The One-Room Schoolhouse”from The American Republic to 1877Video program.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 10 content.

Available in VHS

ELA: Page 304: 8.13D; Page 305:8.10L, 8.13D, 8.13E

Student Edition TEKS

305

Monroe1817–1825

305

1819• Florida ceded

to U.S.

1825• Erie Canal completed

1815• Battle of Waterloo

crushes Napoleon 1819• Bolívar defeats Spanish forces at Boyacá

HISTORY

Chapter OverviewVisit and click on Chapter 10—Chapter Overviews to pre-view chapter information.


Valley of the Yosemite by Albert Bierstadt Bierstadt’s panoramicscenes of the American West capture the vastness of the landscape.


1820 1830

1821• Peru claims independence

from Spain

1820• Missouri

Compromisepassed

1823• Monroe Doctrine

issued

J.Q. Adams1825–1829

Expansion Growth

West East

Expansion Growth

West East

Step 1 Fold one sheet of paper in half from topto bottom.

Step 2 Fold it in half again, from side to side.

Step 3 Unfold the paper once. Sketch an outlineof the United States across both tabs and labelthem as shown.

Step 4 Cut up the fold of the top flap only.

This cut willmake two tabs.

Cause-and-Effect Study Foldable Make thisfoldable to help you analyze the causes and effectsof growth in the East and expansion into the Westof the United States.

Reading and Writing As you read the chapter,list causes and effects of eastern growth andwestern expansion under the appropriate tabsof your foldable.

Social Studies TAKS tested at Grade 8: Obj 5:8.30BIntroducing

CHAPTER 10Introducing

CHAPTER 10

HISTORY

Introduce students to chapter content and key terms by havingthem access Chapter 10 Overviewat

Albert Bierstadt (1830–1902) was born in Germany and moved to Massachusetts with his familywhen he was a young boy. He returned to Germany to study painting, but kept a studio in NewYork City from 1861 to 1879. Bierstadt was always attracted to mountains as a subject for his paint-ings. He became best known for depicting American western landscapes in his work. Throughouthis life, Bierstadt made many trips to the West. Paintings such as Valley of the Yosemite featurehighly detailed landscapes and emphasize the unspoiled natural splendors of the West.

More About the Art

Purpose This foldable helps stu-dents analyze information byidentifying cause-and-effect rela-tionships in the chapter material.Direct students to identify thecauses and effects of two separateevents occurring in the UnitedStates between 1790 and 1825.These two separate events wereeconomic growth in the East andexpansion in the West.

Have students completeReading and Study SkillsFoldables Activity 10.

Have students review the time line onpages 304–305 as they read the chap-ter. Ask students to list advances intechnology or transportation thatoccurred between 1790 and 1830 thataided Western expansion. (1793:invention of cotton gin made it possi-ble to cultivate more land in the Southand West; 1807: Robert Fulton inventsthe first practical steamboat, whichspurs the growth of river transporta-tion; 1825: completion of the ErieCanal, linking the Great Lakes regionwith the East Coast) SS: 8.30C;ELA: 8.13D

SOCIAL STUDIES:Page 304: 8.1A, 8.1B, 8.30C;Page 305: 8.1B, 8.30B, 8.30C



http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/637/1


SE page 306

306

1 FOCUSSection OverviewThis section describes howindustry changed cities and the American economy.

CHAPTER 10Section 1, 306–311CHAPTER 10Section 1, 306–311

Guide to Reading

Answers to Graphic: Cities grew aspeople moved to work in factoriesand mills; changes in the factory sys-tem allowed products to be producedfaster and cheaper; inventionsallowed agriculture to expand; theUnited States gained wealth, power,and independence.

Preteaching VocabularyHave students look up revolution in a dictionary and choose the meaningthey think will fit best in the termIndustrial Revolution.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 10–1• Daily Lecture and Discussion Notes 10–1• Guided Reading Activity 10–1• Section Quiz 10–1• Reteaching Activity 10–1• Reading Essentials and Study Guide 10–1• Enrichment Activity 10–1

Transparencies• Daily Focus Skills Transparency 10–1Multimedia

ABC News Interactive™ Historic AmericaElectronic Field Trips

American Music: Hits Through HistoryInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 10-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: ATeacher Tip: Have students read every detail on the chartbefore answering the question. Tell them that each boxlists an event and the time of that event.

UNIT

4Chapter 10

Interpreting Charts and Tables

Directions: Answer the following question based on the chart.

At what time did a worker end work?

A 8:00 P.M. B 6:00 A.M. C 7:00 A.M. D 2:00 P.M.

Typical Work Day—1800s

6:00 A.M.

Awaken7:00 A.M.

Begin work at factory

9:00 A.M.Breakfast

break

1:00 P.M.Lunch break

begins

2:00 P.M.Lunch break

ends

8:00 P.M.Finish work

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 10–1

306

1793Eli Whitney inventsthe cotton gin

1807Congress passesEmbargo Act

1814Francis Lowell opens textileplant in Massachusetts

1816Second NationalBank is chartered


Both men and women in the early 1800s valued hard work. An English journalistdescribed the farmers of Long Island in 1818: “Every man can use an axe, a saw, and a hammer. Scarcely one who cannot do any job at rough carpentering, and mend aplough and wagon. . . . ” Another European noted the daily activities of Americanwomen in 1823: “They take care of everything pertaining to the domestic economy, for example, making candles, boiling soap, preparing starch, canning berries, fruit andcucumbers, baking, and spinning, sewing, and milking the cows.”

The Growth of IndustryDuring the colonial era, workers were in short supply. Americans learned to

develop tools that made work easier and more efficient. American methods andinventions won the admiration of Europeans. One observer exclaimed:

“The axe here [in America] . . . is a combination axe, wedge, and sledgehammer;what an accomplished woodchopper can do with this instrument! There are someamong them who can chop and split five and one-half loads of wood a day, includingstacking them.”

Main IdeaThe rise of industry and trade led tothe growth of cities.

Key TermsIndustrial Revolution, capitalism, capital, free enterprise, technology,cotton gin, patent, factory system,interchangeable parts

Reading StrategyOrganizing Information As you read the section, re-create the dia-gram below and describe in the ovalschanges brought about by the Industrial Revolution.

Read to Learn• how the Industrial Revolution

began in the United States.• how the United States changed as

it became more economically independent.

Section ThemeEconomic Factors The Industrial Rev-olution changed the way goods weremade.

Economic Growth

Industrial Revolution

Preview of Events

Guide to Reading

✦1790 ✦1800 ✦1810 ✦1820

American blacksmith,early 1800s woodcut

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 3:8.14B

ELA: Page 306: 8.13D, 8.13E;Page 307: 8.10K, 8.13D, 8.13E


307

2 TEACH


COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking a Flowchart Note that one innovation often creates a need for another. Have students doresearch as needed on the following six innovations and then create an illustrated flowchartexplaining the relationships among them: flying shuttle, spinning jenny, water frame, spinningmule, power loom, cotton gin. Have students choose their own role in the project: researching,making the chart, drawing the illustrations, writing descriptive paragraphs. L2, SS: 8.10A;ELA: 8.24A

ELL

Finding Changes Among theseveral umbrella terms thatcould characterize this section isthe term change. Write the termon the chalkboard and have stu-dents brainstorm the changesdiscussed in the section. L1, SS: 8.29C; ELA: 8.11D

ELL

Daily Lecture and Discussion Notes 10–1

I. The Growth of Industry (Pages 306–308)

A. The Industrial Revolution began in the mid-1700s in Britain. It was a period duringwhich machinery and technology changed how people worked and produced goods.

B. The Industrial Revolution took hold in the United States in New England around1800.

1. Rivers and streams provided waterpower to run machinery in factories.

2. New England was near needed resources, such as coal and iron from Pennsylvaniaand therefore had an advantage


Daily Lecture and Discussion Notes

Chapter 10, Section 1

Did You Know? Eli Whitney, who invented the cotton gin, wasnot only an inventor. At different times in his life, he was a black-smith, a nail maker, and the country’s only maker of ladies’ hatpins.

People working in their homes or in work-shops made cloth and most other goods. Usinghand tools, they produced furniture, farmequipment, household items, and clothing.

In the mid-1700s, however, the way goodswere made began to change. These changesappeared first in Great Britain. British inventorscreated machinery to perform some of the workinvolved in cloth making, such as spinning. Themachines ran on waterpower, so British clothmakers built mills along rivers and installed themachines in these mills. People left their homesand farms to work in the mills and earn wages.The changes this system brought about were sogreat that this historic development is known asthe Industrial Revolution.

The Industrial Revolution in New EnglandThe Industrial Revolution began to take root

in the United States around 1800, appearing firstin New England—Massachusetts, Rhode Island,Connecticut, Vermont, and New Hampshire.New England’s soil was poor, and farming wasdifficult. As a result, people were willing to leavetheir farms to find work elsewhere. Also, NewEngland had many rushing rivers and streams.These provided the waterpower necessary to runthe machinery in the new factories.

New England’s geographic location alsoproved to be an advantage. It was close to otherresources, including coal and iron from nearbyPennsylvania. New England also had manyports. Through these ports passed the cotton

TextileMillThe Lowell factory systemwas designed to bringwork and workerstogether. A typical Lowelltextile mill in 1830 housed4,500 spindles, 120 powerlooms, and more than 200employees under one roof.What type of energypowered the mills?

The first steps in textile productionclean the raw cotton and turn loose cotton into crude yarn.

At the weaving stage, power loomsinterlace the threads into coarse cloth or fabric.

1

2

3

Fabric is measured and batched for dyeing. Vegetable dyes were the earliest known dyes.

4

Gears

The spinning process transforms the yarn into thread.

307

weaving looms

3

spinning2

clean1

dyeingdyeing4

Social Studies TAKS tested at Grade 8: Obj 3:8.28C Obj 2:8.12A

Textile Mill Factory jobs were haz-ardous to people’s health and safety.Some workers lost their hearingfrom the din of the machinery. Tinyparticles of fiber filled the air peoplebreathed, causing lung cancer andother respiratory diseases. The hugeand powerful machines had nosafety devices, so the workers had to be careful. If a worker made amistake, he or she could have lost a hand or an arm.Answer: waterpower

SOCIAL STUDIES:Page 306: 8.1B, 8.14B, 8.30B,8.30C; Page 307: 8.12A, 8.13A,8.28C, 8.30C


shipped from Southern states to New Englandfactories, as well as the finished cloth boundfor markets throughout the nation.

Also necessary to strong industrial growthis an economic system that allows competitionto flourish with a minimum of governmentinterference. The economic system of theUnited States is called capitalism. Under capi-talism, individuals put their capital, or money,into a business in hopes of making a profit.

Free enterprise is another term used todescribe the American economy. In a systemof free enterprise, people are free to buy, sell,and produce whatever they want. They can alsowork wherever they wish. The major elementsof free enterprise are competition, profit, privateproperty and economic freedom. Business own-ers have the freedom to produce the productsthat they think will be the most profitable. Buy-ers also compete to find the best products at thelowest prices.

New TechnologyWorkers, waterpower, location, and capital all

played roles in New England’s Industrial Revo-lution. Yet without the invention of newmachines and technology—scientific discover-ies that simplify work—the Industrial Revolu-tion could not have taken place.

Inventions such as the spinning jenny andthe water frame, which spun thread, and thepower loom, which wove the thread into cloth,made it possible to perform many steps in mak-ing cloth by machine, saving time and money.Because these new machines ran on water-power, most mills were built near rivers. In1785, for the first time, a steam engine providedpower for a cotton mill.

In 1793 Eli Whitney of Massachusettsinvented the cotton gin, a simple machine thatquickly and efficiently removed the seeds fromthe cotton fiber. The cotton gin enabled oneworker to clean cotton as fast as 50 people work-ing by hand.

In 1790 Congress passed a patent law to pro-tect the rights of those who developed “usefuland important inventions.” A patent gives aninventor the sole legal right to the invention and

308 CHAPTER 10 Growth and Expansion

Cloth for manufactured goods such asshirts and sheets is produced at textile

mills (cloth factories).The mills in Lowell,Massachusetts, drewabout 80 percent oftheir workers fromyoung women, many in theirteens, known asthe “Lowell girls.”

The Lowell Girls

its profits for a certain period of time. One of thefirst patents went to Jacob Perkins for a machineto make nails.

Analyzing Why were the first millsin Great Britain built near rivers?

New England FactoriesThe British tried to keep their new industrial

technology a secret. They even passed laws pro-hibiting their machinery as well as their skilledmechanics from leaving the country. However, afew enterprising workers managed to slip awayto the United States.

In Britain Samuel Slater had worked in a fac-tory that used machines invented by RichardArkwright for spinning cotton threads. Slater

Social Studies TAKS tested at Grade 8: Obj 3:8.15A Obj 3:8.28A Obj 2:8.12A

308

Answer: because the machinesused waterpower


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVerbal/Linguistic As American cities grew, thousands of people lived in close proximity to oneanother. Conflicts often arose between different groups. The causes of these problems were oftendifferences in religion, social class, and political beliefs. Organize students into nine groups andhave each group conduct research on one of these three causes of urban problems in the 1600s,1700s, or 1800s. Have the groups stand together according to conflict and then according to timeperiod. Each time they should discuss what their topics have in common. SS: 8.24B; ELA: 8.13C

Guided Reading Activity 10–1Name Date Class

Guided Reading Activity 10-1★

DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.

1. When did the Industrial Revolution begin in the United States?

��

2. How did New England’s location help industrial growth?

��

3. Why were merchants essential to the Industrial Revolution?��

��

4. What three British inventions revolutionized the textile industry? ��

��

The Lowell Girls The women whoworked in the Lowell mills stayed inwell-kept, supervised company board-inghouses. Women living in thesecompany houses were not allowed to drink or play cards. They wererequired to be in bed by ten o’clockand to attend church on Sunday. Thewomen were encouraged to readbooks, write letters, and listen to lec-tures. The Lowell girls received weeklywages of about $3.00, about half ofwhich went for room and board. Ask:Why do you think there were rulesat the boardinghouses? (Answersmay include that the women wereyoung and away from their parents’guidance.)

ELA: Page 308: 8.8C, 8.10K;Page 309: 8.8C, 8.10K


309CHAPTER 10 Growth and Expansion

MagazineThe Lowell Offering was

a magazine written for

and about the mill girls.

◗

◗

On the JobLucy Larcom started working in the mills when

she was 11 years old. She later recalled her life

at Waltham:

“We did not call ourselves ladies. We did not forget that we were working girls, wearingaprons suitable to our work, and that therewas some danger of our becoming drudges.”

Working ConditionsThe young women who worked in Low-

ell’s mills endured difficult working con-

ditions. They put in long hours—from

sunrise to sunset—for low wages. The

volume of the factory machinery was

earsplitting and the work was monoto-

nous. The women usually performed

one task over and over again.

◗

memorized the design of Arkwright’s machinesand slipped out of Britain in 1789. Once in theUnited States, Slater took over the managementof a cotton mill in Pawtucket, Rhode Island.There he duplicated Arkwright’s machines.Using these machines the mill made cottonthread. Women working in their homes wovethe thread into cloth. Slater’s mill marked an important step in the Industrial Revolution in America.

In 1814 Francis Cabot Lowell opened a textileplant in Waltham, Massachusetts. The plan heimplemented went several steps beyond Slater’smill. For the first time, all the stages of clothmaking were performed under one roof. Low-ell’s mill launched the factory system, a systembringing manufacturing steps together in oneplace to increase efficiency. The factory system

was a significant development in the way goodswere made—and another important part of theIndustrial Revolution.

Interchangeable PartsConnecticut inventor Eli Whitney started

the use of interchangeable parts. These wereidentical machine parts that could be quicklyput together to make a complete product.Because all the parts were alike, they could bemanufactured with less-skilled labor, and theymade machine repair easier. Interchangeableparts opened the way for producing many dif-ferent kinds of goods on a mass scale and forreducing the price of the goods.

Describing How did the factory system work?

Social Studies TAKS tested at Grade 8: Obj 3:8.28C

309


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYEconomics Pay for factory workers depended not on the job, but on the worker’s age and gender.Lowell girls (among the best-paid women) made from $2.50 to $3.00 per week; men earned $4.00for the same job. Note that despite modern legislation, women still struggle for equal pay. Havestudents research the current gender gap in earnings by locating and using primary and secondarysources. L3/PRE-AP SS: 8.30A; ELA: 8.13C; MATH: 8.1A

American Music: Hits ThroughHistory, “Welcome GospelKindred”

History and theHumanities

VIDEOCASSETTEHistoric America ElectronicField Trips

View Chapter 4 to learn more aboutLowell’s mills.

Answer: It was a system of bringingall of the steps in making a producttogether in one place to increase efficiency.

New expressions New expressions fromthe early 1800s reflect the nation’s rapidgrowth: “like greased lightning,” “quick asa wink,” “like a house afire,” “shake aleg,” and “lickety-split.”

SOCIAL STUDIES:Page 308: 8.12A, 8.14B, 8.15A,8.28A, 8.28D, 8.30B, 8.30C; Page309: 8.12A, 8.28A, 8.28C, 8.28D


Agriculture ExpandsAlthough many New Englanders went to

work in factories, most Americans still lived andworked on farms. In the 1820s more than 65 per-cent of Americans were farmers.

In the Northeast, farms tended to be small,and the produce was usually marketed locally.In the South, cotton production increased dra-matically. The demand for cotton had grownsteadily with the development of the textileindustries of New England and Europe. South-ern plantation owners used enslaved workersto plant, tend, and pick the cotton. The cottongin—which made it possible to clean the cottonfaster and less expensively than by hand—encouraged the planters to raise larger crops.Between 1790 and 1820, cotton productionsoared from 3,000 to more than 300,000 bales a year.


Rural92.8 %

Urban7.2 %

Urban and Rural Population, 1820

90°W

70°W

30°N

ATLaNTIC

OCEaN

Boston

New York CityPhiladelphiaBaltimore

New Orleans

ME.

N.H.VT.

MASS.N.Y.

PA.

VA.

N.C.

S.C.

GA.ALA.

TENN.

KY.

OHIOIND.ILL.

MO.

LA.

MISS.

MD.

N.J.

DEL.

CONN.R.I.

UN

OR

G.

TERR

.

UNORGANIZEDTERR.

M I C H I G A NT E R R .

ARKANSASTERR.

N

S

EW

Albers Conic Equal-Areaprojection

400 kilometers

400 miles0

0

Pop

ula

tion

(in

mill

ion

s)

1800 1810 1820 1830 1840

10

0

20

Year

Population Growth, 1800–1840

5.3

7.2

9.6

12.9

17.1

Source: Historical Statistics of the United States.

In the West, agriculture also expanded. South-ern farmers seeking new land moved west toplant cotton. Western farmers north of the OhioRiver concentrated on raising pork and cashcrops such as corn and wheat.

Describing How was the Northeastdifferent from the South in what it produced?

Economic IndependenceMost new industries were financed by

small investors—merchants, shopkeepers, andfarmers. These people invested some of their

Less than 100,000100,000 – 500,000500,000 – 1 millionMore than 1 millionCities with 25,000 or moreTerritories with unknown population

Po p u l a t i o n b y S t a t ei n 1 8 2 0

Population of the United States, 1820

Social Studies TAKS tested at Grade 8: Obj 2:8.12A Obj 5:8.30C Obj 3:8.13A

The tremendous growth in population helped to spur the growthof industry.1. Analyzing Information What states had passed one

million in population by 1820?2. Comparing Which state had the larger population—

Missouri or Alabama?

310


Reteaching Activity 10–1

3 ASSESSAssign Section 1 Assessment as homework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 10–1

Name Date Class

Reteaching Activity 10-1★

DIRECTIONS: Matching Match each item in Column A with its correspondingitem in Column B. Write the correct letters in the blanks.

1. technology

2. New England

3. Oliver Evans

4. Eli Whitney

5. Samuel Slater

6. Francis Cabot Lowell

COLUMN BCOLUMN A

A. memorized designs of Britishmachinery, then duplicated them in the United States

B. more than 65 percent of Americans inthe 1820s

C. profited from location on major riversD. opened a textile plant in Waltham,

Massachusetts, in 1814 h d h

★

Section Quiz 10-1


Column A

1. capital

2. developed mechanical flour mill

3. invented cotton gin

4. launched factory system in United States

5. factory workers

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the


ScoreChapter 10

Column B

A. Oliver EvansB. Francis Cabot LowellC. money for investmentD. Lowell girlsE. Eli Whitney

Answer: In the Northeast producewas usually marketed locally onsmall farms. In the South cotton production took place on largerplantations.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYDetermining Cause and Effect Whitney’s cotton gin (and others like it) made it profitable to growmore cotton, and production increased dramatically. While some planters did grow rich, social andeconomic problems resulted from the cotton boom. First, slavery, which had been decliningbecause of economic problems in the South, rebounded. Second, reliance on cotton meant a lackof economic diversity for the region. Have students think about the cause-and-effect relationshipssurrounding the cotton boom. Then ask students to identify at least one possible effect thatresulted from each problem. L2 SS: 8.13B, 8.30B; SCIENCE: 8.3E

Answers:1. New York, Pennsylvania, Virginia2. Alabama

ELA: Page 310: 8.10K, 8.13D,8.22B; Page 311: 8.10K, 8.10L,8.11A, 8.13E, 8.22BMATH: Page 310: 8.14A, 8.14D,8.15A; Page 311: 8.14A, 8.14D,8.15A


money in the hope of earning profits if the newbusinesses succeeded. Low taxes, few govern-ment regulations, and competition encouragedpeople to invest in new industries.

Large businesses called corporations began todevelop rapidly in the 1830s, when some legalobstacles to their formation were removed. Therise of these new corporations made it easier tosell stock—shares of ownership in a company—to finance improvement and development.

The charter of the First Bank of the UnitedStates had expired in 1811. In 1816 Congresschartered the Second Bank of the UnitedStates, also chartered for 20 years. The Bankhad the power to make large loans to busi-nesses. State banks and frontier people criti-cized the Bank on the grounds that it was amonopoly used by the rich and powerful fortheir own gain. Those who believed in strictinterpretation of the Constitution also criti-cized it because they believed Congress did nothave the power to charter such a bank.

Cities Come of AgeThe growth of factories and trade spurred the

growth of towns and cities. The new industrialtowns grew quickest. Many developed alongrivers and streams to take advantage of thewaterpower. Older cities like New York, Boston,and Baltimore also grew as centers of commerce

and trade. In the West, towns like Pittsburgh,Cincinnati, and Louisville profited from theirlocations on major rivers. As farmers in the Westshipped more and more of their products bywater, these towns grew rapidly.

Cities and towns looked quite different frommodern urban areas. Buildings were made ofwood or brick. Streets and sidewalks wereunpaved, and barnyard animals often roamedfreely. There were no sewers to carry waste anddirty water away, so the danger of diseases suchas cholera and yellow fever was very real. In1793, for example, a yellow fever epidemic inPhiladelphia killed thousands of people.

Fire posed another threat to cities. Sparksfrom a fireplace or chimney could easily ignite awooden building and spread to others. Fewtowns or cities had organized fire companies,and fires could be disastrous.

Cities and towns of the period also hadadvantages, however. Some people left farmingbecause cities and towns offered a variety of jobsand steady wages. As cities grew they addedlibraries, museums, and shops that wereunavailable in the countryside. For many, thejobs and attractions of city life outweighed anyof the dangers.

Analyzing Why did cities such asPittsburgh and Louisville grow?

Checking for Understanding

1. Key Terms Use each of these terms

in a sentence that will help explain

its meaning: Industrial Revolution,

capital, technology, cotton gin,

patent, factory system, inter-

changeable parts.

2. Reviewing Facts Describe the rea-

sons New England was ideal for the

development of factories.

Reviewing Themes

3. Economic Factors How did the cot-

ton gin affect cotton production?

Critical Thinking

4. Categorizing Information Re-create

the diagram below and describe the

characteristics and benefits of the

free enterprise system.

5. Determining Cause and Effect Was

new technology necessary for the

Industrial Revolution? Explain.

Analyzing Visuals

6. Geography Skills Study the map and

the graphs on page 310. What do the

cities shown on the map have in com-

mon? Which state had the larger popu-

lation in 1820—Georgia or Ohio ?

CHAPTER 10 Growth and Expansion 311

Expository Writing Study the

map and graphs on page 310.

Create a quiz for your classmates

based on the information pre-

sented. Trade quizzes with a class-

mate and answer those questions.

Free enterprise

system

Social Studies TAKS tested at Grade 8: Obj 3:8.15A Obj 2:8.12A Obj 3:8.29C

311


4 CLOSEAsk students if they would havechosen to stay on the familyfarm or move to a city if theyhad lived in the early 1800s. Askthem to explain why or why not.SS: 8.30D

Answer: They grew because farmersin the West increased the amount ofproduct they shipped by water.

Reading Essentials and Study Guide 10–1

Enrichment Activity 10–1Name Date Class

★ Enrichment Activity 10-1 ★★

A Home Away From HomeDuring the Industrial Revolution young women became factory workers

and had to obey strict rules, such as those from the Middlesex WoolenMills boardinghouse.

Regulations for the Boarding Housesof the Middlesex Company

The [keepers] of the Boarding Houses are not to board, or permit any part oftheir houses to be occupied by any person except those in the employ of theCompany.

They will be considered answerable for any improper conduct in their houses,and are not to permit their boarders to have company at unseasonable hours.

The doors must be closed at ten o’clock in the evening, and no one admitted

For use with textbook pages 306–311

ECONOMIC GROWTH

Study GuideChapter 10, Section 1

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

DRAWING FROM EXPERIENCEII

Have you ever worked with a group of people to accomplish a task? Did the group divide thework up so that each worker had one or two simple jobs? How did this affect the outcome of thegroup’s work.

This section focuses on the development of industries in the United States.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes as you read the summaries that follow. Think abouthow the rise of industry and trade led to the growth of cities.

KEY TERMS

Industrial Revolution A new way of working and producing goods (page 307)

capital Money invested to start new businesses (page 308)

technology Scientific discoveries that simplify work (page 308)

cotton gin A machine that removes cotton seeds from the fiber (page 308)

patent A law that gives an inventor the sole legal right to the invention and its profits for a certain period of time (page 308)

factory system A system bringing manufacturing steps together in one place to increase efficiency (page 309)

interchangeable parts Large amounts of uniform pieces that can replace any other identical pieces (page 309)

Growth of Cities

1. Student work should reflect correctuse of terms. SS: 8.31A

2. Poor soil caused people to leavetheir farms to find work; rivers pro-vided waterpower to run machinery;ports for passage; proximity toresources SS: 8.12A

3. It made cleaning quicker and moreefficient. SS: 8.28A

4. Students may note the benefits ofcompetition: buyers compete tofind products at the lowest prices;profit: owners produce profitableproducts; private property: peoplecan work wherever they want; eco-nomic freedom: people can buy,sell, and produce whatever theywant. SS: 8.15B

5. Yes; without technology, produc-tion might have continued, on asmall scale. SS: 8.29A

6. They are all coastal cities; GeorgiaSS: 8.10B

Interdisciplinary Activity Quizzesshould reflect information aboutcanals or states. SS: 8.10B

SOCIAL STUDIES:Page 310: 8.12A, 8.13A, 8.13B,8.13C, 8.30B, 8.30C; Page 311:8.10B, 8.12A, 8.14B, 8.15A, 8.15B,8.28A, 8.29A, 8.29C, 8.30B, 8.30C,8.30H, 8.31A, 8.31B, 8.31C, 8.31D


N O T E B O O K N O T E B O O K

V E R B A T I MV E R B A T I M

1790S WORD PLAY

Ahoy There!

WHAT PEOPLE ARE SAYING

“We are one.”“Mind your business.”FIRST OFFICIAL U.S. COIN,

sayings are on the front and back of the coin minted in 1787

“I die hard,

but I am not

afraid to go.”GEORGE WASHINGTON,on his deathbed in 1799

“My mother and myself begged

Mr. Carter not to sell this child

out of Fredg [plantation], he gave

us his word and honor that he

would not, but as soon as we left

him, he sold the child.”JAMES CARTER,African American slave of

Landon Carter, writing around 1790 about his sister,

whom he never saw again

“May the Lord bless King

George, convert him, and take

him to heaven, as we want no

more of him.”REVEREND JOHN GRUBER,to his Baltimore congregation

during the War of 1812

The U.S.S. Constitution, the world’s largest frigate, or warship, waslaunched in 1797 with a crew of 450 and 54 cannons. Want to join thecrew? First, you must prove you can understand a sailor’s vocabulary. Match each word or phrase in the first column with its original meaning.

a. Sailors who do wrong are disciplinedwith a cat-o’-nine-tails whip that’s keptin a red sack

b. Putting a ship in for repair

c. Bartenders keep track of what sailors drink and owe by marking numbers under “pints” and “quarts”

d. The course or direction boats take into the wind

e. Good condition

BE

TTMA

NN

/CO

RB

IS

HU

LTON

GE

TTY

1 Keel over

2 Try a new tack

3 Let the cat out of the bag

4 Mind your p’s and q’s

5 Shipshape

answers:1. b; 2. d; 3. a; 4. c; 5. eTIM

E IN

C. P

ICTU

RE

CO

LLEC

TION

What were people’s lives like in the past?What—and who—were people talking about? What did they eat?

What did they do for fun? These two pages will give you some clues to

everyday life in the U.S. as you step back in time with TIME Notebook.

ProfileSAGOYEWATHA is the great Iroquois leader some call Red Jacket. Why? Because he fought with the British in the Revolutionary War. Sagoyewatha means “He Causes Them to Be Awake.” Below is part of a speech Sagoyewatha delivered in 1805 to a group of religious leaders from Boston, just after the Revolutionary War:

“BROTHERS, OUR (NATIVE AMERICAN) SEATS

were once large and yours (colonists) were small. You have now become a great people, and we have scarcely a place left to spread our blankets. You have got our country but are not satisfied; you want to force your religion upon us. …

Brothers, continue to listen. You say there is but one way to worship and serve the Great Spirit. If there is but one religion, why do you white people differ so much about it?…

Brothers, we … also have a religion which was given to our forefathers and has been handed down to us, their children. …” Sagoyewatha

312

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Iroquois Sagoyewatha was a chief of the Seneca, one of the five Native American nations thatformed the Iroquois Confederacy, or Iroquois League. By the early 1600s, five once-warring nationsin what is now northern New York State had formed a union that offered mutual support, butallowed each group to claim a certain portion of their vast territory. The Mohawk were in the east,overlooking the present Mohawk River Valley. The Seneca were in the west, on lands that reachedbeyond the Genesee River. The Oneida, Onondaga, and Cayuga occupied lands in between. Inabout 1722 the Tuscorora joined the confederation, which then became known as the Six Nations.

TEACHAnalyzing Primary SourcesHave students readSagoyewatha’s speech on page 312. Ask: What two things does Sagoyewatha saythe whites have done to hispeople? (He says whites took theirland and are now trying to forcethem to accept white religion.)Ask: Why does Sagoyewathathink the whites are hypocriti-cal about religion? (He says the whites tell Native Americansthere is just one way to worshipGod, but the whites have many different religions.) Ask: What is Sagoyewatha’s tone in hisspeech? (Students should concludethat Sagoyewatha is angry and crit-ical of the actions of whites, but histone is respectful and controlled. Hedoes not show open hostility, evencalling the whites, “Brothers.”)

Have students write a shortessay in which they discusssomething they perceive to be aninjustice, explaining why theythink as they do. The subject canbe something personal, or a localor national issue. Encourage stu-dents to share and discuss inclass what they have written. L1SS: 8.30E; ELA: 8.15B

Visit the Web site atwww.time.com for up-to-datenews, weekly magazine articles,editorials, online polls, and anarchive of past magazine andWeb articles.

312

ELA: Page 312: 8.8C, 8.13D;Page 313: 8.13D, 8.22BMATH: Page 313: 8.14A, 8.15A


http://www.time.com

N O T E B O O K

30 Number of treaties that took away Native Americanland or moved their borders. The treaties were between the U.S. and the Creeks,Choctaws, and Chickasawsbetween 1789 and 1825

$158 millionThe price the U.S. spent to fight the War of 1812

First Elizabeth Setonfounds the Sisters of Charity, aRoman Catholic order, in 1809

First Mary Kies becomes the first woman to receive a U.S.patent in 1809 for a method ofweaving straw with silk

$3,820.33 Amountpaid to Paul Revere for providingthe U.S.S. Constitution with copperparts and a ship’s bell in 1797

45 feet Length of thedinosaur dug up by Lewis andClark on their 1804 expedition

N E W H O R I Z O N S : 1 7 9 0 – 1 8 2 0

N U M B E R S N U M B E R SNATIVE AMERICAN L IFE

Sports StoryGEORGE CATLIN is a white man with a strong interest in Native American life. This lawyer has made a name for himself as an artist,painting portraits of Native American leaders, families, and everydayWestern life. Here he paints with words, telling us about a game (one the French call lacrosse) played by Choctaw men:

“EACH PARTY (TEAM) HAD THEIR GOAL MADE WITH TWO UPRIGHT POSTS,about 25 feet high and six feet apart, set firm in the ground, with a poleacross at the top. These goals were about 40 to 50 rods (660–825 feet)apart. At a point just halfway between was another small stake, drivendown, where the ball was to be thrown up at the firing of a gun, to bestruggled for by the players … who were some 600 or 700 in numbers,and were (trying) to catch the ball in their sticks, and throw it home and between their respective stakes. …For each time that the ball was passed between the stakes of either party, one was counted fortheir game… until the successfulparty arrived to 100, which was the limit of the game, andaccomplished at an hour’s sun.”

RIGHT: George Catlin painted this pic-ture of a 15-year-old Native Americangirl. Her name, Ka-te-qua, means“female eagle.”

BELOW: Painting by George Catlin ofChoctaw athletes playing their versionof lacrosse.

U.S. AT THE T IME

NATIO

NA

L GA

LLER

Y O

F AR

T

NY

PU

BLIC

LIBR

AR

Y/TIM

E IN

C. P

ICTU

RE

CO

LLEC

TION

313

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYExamining Coins The first official United States coin had “We are one,” on one side, and “Mindyour business,” on the other. What messages do American coins carry today? Have students look at pennies, nickels, dimes, quarters, and coin dollars and list the mottos or slogans on each. Lead a discussion of the meaning of the words and mottos. (Front of all coins: “Liberty,” which refers toa belief in freedom, and “In God We Trust,” the national motto that affirms a belief in divine guid-ance. Back of all coins: “e pluribus unum,” a Latin phrase meaning “out of many, one” whichrefers to the creation of the United States from the original thirteen colonies.) L2 SS: 8.30A

CLOSEAsk students to brainstorm the names of famous NativeAmerican leaders other thanSagoyewatha (such as Geronimo,Seattle, Pontiac, and CrazyHorse). As students call out thenames, have the class give onereason for that leader’s fame.

Alternative AssessmentHave students read the description oflacrosse written by George Catlin. Thenchallenge students to write a similar shortdescription of the rules of any game orsport, as if explaining it to someone whohad never seen it played before. Havestudents who write about the same gameor sport compare and contrast theirdescriptions. SS: 8.32A; ELA: 8.15C

313

The 200-year old U.S.S. Constitution—the oldest commis-sioned warship in existence today—isoften called “Old Ironsides.” The namestuck after a sea battle with a British ship,Guerrière, during the War of 1812. Whencannonballs fired at the Constitutionseemed to just bounce off its sides (itstough hull was 63 cm [25 inches] thick atthe waterline), a British sailor was sup-posed to have said in astonishment, “Her sides are made of iron!”

SOCIAL STUDIES:Page 312: 8.26A, 8.30C; Page313: 8.30C, 8.30H


314

1 FOCUSSection OverviewThis section describes advancesin transportation in the first partof the nineteenth century andhow they aided westwardexpansion.

CHAPTER 10Section 2, 314–319CHAPTER 10

Section 2, 314–319

Guide to Reading

Answers to Graphic: National Road:connected areas of the Midwest tothe East; John Fitch: helped developthe steamboat; Erie Canal: linkedNew York City with the Great Lakesregion and inspired the building ofother canals; Students should notethat each led to improved transporta-tion and increased settlement.

Preteaching VocabularyAsk students which three of the KeyTerms have to do with transportation.(turnpike, canal, lock)



Transparencies• Daily Focus Skills Transparency 10–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: CTeacher Tip: Tell students to consider the names of eachvehicle. Ask them to think about what makes each onemove. Then have them look for the vehicles with smokestacks.

UNIT

4Chapter 10

Evaluating Print, Visual, and Electronic Sources of Information

Directions: Answer the following question based on the information presented.

Which modes of transportation were powered by wood-fueled steam engines?

A Steamboat and Stagecoach

B Stagecoach and Steam Locomotive

C Steamboat and Steam Locomotive

D None of the above

Steamboat

Stagecoach

Steam Locomotive

Transportation in the 1800s



ELA: Page 314: 8.13D, 8.13E;Page 315: 8.8CMATH: Page 314: 8.14A


314

1806Congress approves

funds for national road

1807Fulton’s Clermontsteams to Albany

1820U.S. population

stands at 9.6 million

1825Erie Canal is completed


During the 1800s, settlers poured into the frontier west of the Appalachians. The typ-

ical frontier family moved from place to place as the line of settlement pushed ever

westward. Their home often consisted of a three-sided shack or a log cabin with a dirt

floor and no windows or door. A pile of leaves in the loft of the cabin often served as

a bed. Loneliness, poverty, and an almost primitive lifestyle were daily companions to

many frontier people.

Moving WestThe first census—the official count of a population—of the United States in

1790 revealed a population of nearly four million. Most of the Americanscounted lived east of the Appalachian Mountains and within a few hundredmiles of the Atlantic coast.

Within a few decades this changed. The number of settlers heading westincreased by leaps and bounds. In 1811 a Pennsylvania resident reported see-ing 236 wagons filled with people and their possessions on the road to Pitts-burgh. A man in Newburgh, New York, counted 60 wagons rolling by in asingle day. In 1820, just 30 years after the first census, the population of the

Main Idea

The huge amount of territory added

to the United States during the early

1800s gave the country a large store

of natural resources and provided

land for more settlers.

Key Terms

census, turnpike, canal, lock

Reading Strategy

Taking Notes As you read the sec-

tion, re-create the diagram below and

describe why each was important to

the nation’s growth and development.

Read to Learn

• how land and water transportation

improved in the early 1800s.

• how settlements in the West

affected the nation’s economy and

politics.

Section Theme

Science and Technology Expansion

of transportation systems helped set-

tlement spread westward.

Westward Bound

Pioneer homestead, Smoky Mountains

Significance

National Road

John Fitch

Erie Canal

Preview of Events

Guide to Reading

✦1800 ✦1810 ✦1820 ✦1830

Social Studies TAKS tested at Grade 8: Obj 3:8.28B; Obj 5:8.30C

United States had more than doubled, to about10 million people, with nearly 2 million livingwest of the Appalachians.

Traveling west was not easy in the late 1790sand early 1800s. The 363-mile trip from NewYork City to Buffalo could take as long as threeweeks. A pioneer family heading west with awagonload of household goods faced hardshipand danger along the way.

Roads and TurnpikesThe nation needed good inland roads for travel

and for the shipment of goods. Private companiesbuilt many turnpikes, or toll roads. The fees trav-elers paid to use those roads helped to pay forconstruction. Many of the roads had a base ofcrushed stone. In areas where the land was oftenmuddy, companies built “corduroy roads,” con-sisting of logs laid side by side, like the ridges ofcorduroy cloth. ; (See page 599 of the Primary Sources

Library for an account of a typical stagecoach journey.)

When Ohio joined the Union in 1803, the newstate asked the federal government to build aroad to connect it with the East. In 1806 Congressapproved funds for a National Road to the West

and five years later agreed on the route. Becausework on the road stopped during the War of 1812,the first section, from Maryland to western Vir-ginia, did not open until 1818. In later years theNational Road reached Ohio and continued on toVandalia, Illinois. Congress viewed the NationalRoad as a military necessity, but it did not under-take other road-building projects.

GeographyRiver Travel

River travel had definite advantages overwagon and horse travel. It was far more com-fortable than travel over the bumpy roads, andpioneers could load all their goods on riverbarges—if they were heading downstream in the direction of the current.

River travel had two problems, however. Thefirst related to the geography of the easternUnited States. Most major rivers in the regionflowed in a north-south direction, not east towest, where most people and goods were headed.Second, traveling upstream by barge against thecurrent was extremely difficult and slow.

Robert Fulton grew upin Lancaster, Pennsylva-nia. At an early age hecreated his own lead pen-cils and rockets. Whileliving in Europe in thelate 1790s, Fultondesigned and built a sub-marine called the Nautilusto be used in France’s war against Britain. Sub-marine warfare becamecommon later.

Fulton returned to theUnited States and devel-oped a steamboat enginethat was more powerfuland provided a smootherride than previousengines. On August 17,1807, Fulton’s Clermontmade its first successfulrun. By demonstratingthe usefulness of two-way river travel, Fultonlaunched the steamboat

era. Although his enginewas considered a greatsuccess, trouble fol-lowed after Fultonreceived a monopolyand government money.Eventually, the collapseof the monopoly led tolower prices, growth of competition, andintroduction of newtechnology to improvethe steamboat.


Social Studies TAKS tested at Grade 8: Obj 3:8.28B; Obj 5:8.30A Obj 2:8.12A

315

2 TEACH


Section 2, 314–319

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYImpact on the Environment Have students work together in small groups to learn about the envi-ronmental impact of westward settlement. Have them use library sources to discover what differ-ent immigrant groups did as they moved west during the nineteenth century. How did they growfood? How did they use the land to their advantage? In what kind of houses did they live? Alloweach member of the group to research their favorite aspect of the subject. Have each group give apresentation on one particular immigrant group and how it interacted with the environment in thenineteenth century. L2 SS: 8.12A, 8.12B, 8.12C; ELA: 8.11A; SCIENCE: 8.14C

Making Graphic OrganizersAfter students have read the sec-tion, work with them to make agraphic organizer for each majorpart. The first graphic organizer,for example, might consist of acentral oval called “land travel.”Surrounding ovals might consistof “turnpikes,” “crushed stone,”and so on. L1, SS: 8.30C;ELA: 8.10L

ELL


I. Moving West (Pages 314–317)

A. In 1790 most of the nearly 4 million people of the United States lived east of theAppalachian Mountains and near the Atlantic coast. In 1820 the population had morethan doubled to about 10 million with almost 2 million living west of the AppalachianMountains.

B. Travel west was difficult. A pioneer family faced many hardships along the way.

C. Good inland roads were needed. Private companies built turnpikes, or toll roads. In




Did You Know? The first turnpike, the Lancaster Turnpike, wasbuilt in 1793. The word turnpike comes from the Middle English ofthe 1500s. A turnepike was a revolving frame bearing spikes andserving as a barrier. Turnpikes today use toll booths as barriers.

Designing steamboats was RobertFulton’s second career. He began asan artist who painted miniature por-traits of people such as BenjaminFranklin. After several years Fultonabandoned the fine arts to work inwhat he called the “useful arts.”Fulton worked on canals, then ondesigning experimental submarines,called “plunging boats.” Have stu-dents discuss how the steamboataided river travel.

SOCIAL STUDIES:Page 314: 8.1B, 8.28B, 8.30B,8.30C, 8.30H; Page 315: 8.12A,8.28A, 8.30A


80°W 70°W

40°N

30°N

ATLaNTIC

OCEaN

NATC

H

EZ TRAC

E

CO

A STA

LP

OST

W ILDERNESS RD.

MOHAWKTURNPIKE

BOST

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TURNPIKE

CumberlandGap

BaltimoreWheeling

Indianapolis

St. Louis Vandalia

PA.

MD.W.VA.

OH.

IND.

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N

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Albers Conic Equal-Areaprojection

200 kilometers

200 miles0

0


Tying the Nation Together:

The NationalRoad

For a large part of the early 1800s, the

National Road was the nation’s busiest land

route to the west. It stimulated trade. Wag-

ons hauled produce from frontier farms to

the East Coast, often passing wagons filled

with staples such as sugar for the western

settlements. It also stimulated settlement.

From the day it opened, the road was

crowded with people moving west, their

possessions packed into covered wagons.

National Road

Steam engines were already being used inthe 1780s and 1790s to power boats in quietwaters. Inventor James Rumsey equipped asmall boat on the Potomac River with a steamengine. John Fitch, another inventor, built asteamboat that navigated the Delaware River.Neither boat, however, had enough power towithstand the strong currents and winds foundin large rivers or open bodies of water.

In 1802 Robert Livingston, a political andbusiness leader, hired Robert Fulton to developa steamboat with a powerful engine. Livingston

wanted the steamboat to carry cargo and pas-sengers up the Hudson River from New YorkCity to Albany.

In 1807 Fulton had his steamboat, the Clermont, ready for a trial. Powered by a newlydesigned engine, the Clermont made the 150-mile trip from New York to Albany in theunheard-of time of 32 hours. Using only sails,the trip would have taken four days.

About 140-feet long and 14-feet wide, the Cler-mont offered great comforts to its passengers.They could sit or stroll about on deck, and at

Social Studies TAKS tested at Grade 8: Obj 3:8.28A Obj 3:8.28B

Major Roads Before the Civil War

A Road Through the WildernessAn east-to-west national road was the first major step in

the creation of a national transportation system.

1752Delaware chief

Nemacolin

marks path

for road

1760sMilitary road

constructed from

Cumberland to

Fort Duquesne

1784George Washington

travels west to study

best routes

1802Albert Gallatin pro-

poses National Road

funds to come from

federal land sales

1805Senate considers

Cumberland-to-

Ohio route

316


Section 2, 314–319

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVisual/Spatial Have students make labeled diagrams showing how canal locks work. Studentsshould be able to explain their diagrams orally or in writing. Explanations should include the reason that locks are necessary. Students should not have trouble finding diagrams to use for reference; the subject is covered in encyclopedias. Challenge students to find the name of a canal built between 1859 and 1869 that has no locks. (the Suez Canal) SS: 8.10A; ELA: 8.24A;SCIENCE: 8.3E

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.



DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Use another sheet of paper if necessary.

Clermont New York City north-south Robert Fultonmules or horses Erie Canal 4 million fivethe Atlantic coast National Road 10 million fourDe Witt Clinton the great rivers steamboats turnpikes

Moving West

The 1790 census of the United States showed a population of nearly (1) .

Most Americans lived within a few hundred miles of (2) . By 1820 the popula-

tion of the United States had increased to about (3) people. The 363-mile trip

from (4) to Buffalo took a pioneer family about three weeks by wagon.

Private companies built (5) , which charged fees to offset their costs. In 1806

Congress approved funds for a (6) to the West. Although river travel was

more comfortable, rivers allowed travel in only a (7) direction. In 1802 Robert

Livingston hired (8) to develop a more powerful steamboat. In 1807 the

(9) made the 150-mile trip from New York City to Albany in only 32 hours.

Canals

Led by (10) , New York officials planned to link New York City with the

Great Lakes region. Thousands of laborers worked on the construction of the

363-mile (11) . At first this waterway did not allow the passage of (12) .

Instead, teams of (13) hauled the boats and barges.

Western Settlement

Between 1791 and 1803, (14) new states were admitted to the Union.

Between 1816 and 1821, (15) new states were created. Pioneers tended to

settle in communities along (16) with others from their home communities.

Over $7 million in federal funds wasspent on the National Road, whichwas also called the CumberlandRoad. It was eventually replaced inthe nineteenth century by railroadlines. In the twentieth century, U.S.Highway 40 was built, largely follow-ing the path of the National Road.There are now plans to restore a partof the National Road to its early nine-teenth-century condition, as a histori-cal landmark. Ask: How did theNational Road help with westwardexpansion? (It provided a more con-venient route for goods and peopleto move west.)

ELA: Page 316: 8.13D; Page 317:8.10K, 8.13D, 8.22BMATH: Page 317: 8.14A



ARIZ.

CALIF.NEV. UTAH

COLO.DEL.ILL. IND.

OHIO

KANS.

IOWA

MD.MO.

NEBR.N.J.

N. MEX. OKLA.

PA.

TEXAS

WYO.

By 1926, the long-distance motorist

could use transcontinental highways

for car travel.

night they could relax in the sleeping compart-ments below deck. The engine was noisy, but itspower provided a fairly smooth ride.

Steamboats ushered in a new age in rivertravel. They greatly improved the transport ofgoods and passengers along major inlandrivers. Shipping goods became cheaper andfaster. Steamboats also contributed to thegrowth of river cities like Cincinnati and St. Louis.

Comparing What advantages didsteamboat travel have over wagon and horse travel?

CanalsAlthough steamboats represented a great

improvement in transportation, their routesdepended on the existing river system. Steam-boats could not effectively tie the eastern andwestern parts of the country together.

In New York, business and government offi-cials led by De Witt Clinton came up with a planto link New York City with the Great Lakes

OfficialStatus

From/ToLength

in miles/km

National Road 1806 780/1,255

Lincoln Highway* 1913 3,390/5,456

Route 40 1926 3,020/4,860

Route 66 1926 2,450/3,943

*first transcontinental road for automobiles

The National Road and Other Major Highways

Cumberland, Md./Vandalia, Ill.

New York City/San Francisco

Atlantic City, N.J./San Francisco

Chicago/Santa Monica, Calif.

Social Studies TAKS tested at Grade 8: Obj 3:8.28A, 8.28B

ARIZ.

CALIF.NEV. UTAH

COLO.DEL.ILL. IND.

OHIO

KANS.

IOWA

MD.MO.

NEBR.N.J.

N. MEX. OKLA.

PA.

TEXAS

WYO.

Route 40

Lincoln Highway

Route 66

American Highways

1811Construction begins

at Cumberland

1818Cumberland-to-

Wheeling section

completed

1825Construction in

Ohio begins

1833Route to

Columbus, Ohio,

completed

1850National Road

stops at Vandalia

317


Section 2, 314–319

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography Have students break into groups of three to report on the Erie Canal. Have each groupcreate a map of New York State that shows the Hudson River and the route of the Erie Canalbetween Albany and Buffalo. Maps should include major towns and cities along the canal. Havestudents choose one city along the route and research the way the canal affected the economyand development of that city. Students in each group can divide the project tasks (research, mapdrawing, and writing a report) according to their skills. L2, SS: 8.10A, 8.28B; ELA: 8.24AELL

In 1815, goods could besent by land route from Cincinnati to NewYork City in 52 days. By the 1840s, afterthe canal-building boom, goods could besent from Cincinnati to New York City,using an all-water route that included theErie Canal, in just 18–20 days.

Answer: It was more comfortablethan traveling on bumpy roads, andpioneers could load all their belong-ings onto steamboats.

Federal Road Building Another federal road project was completedmuch later than the National Road. In the 1950s truckers asked Congressfor modern high-speed highways.Increased car and truck use on suchhighways would benefit the construc-tion, oil, and auto industries. To justifyfinancing the interstate highway sys-tem with federal funds, Congressdecided that interstates were neces-sary for defense.

What?Who?Where?When?

SOCIAL STUDIES:Page 316: 8.1B, 8.2A, 8.28B,8.30C; Page 317: 8.1B, 8.28A,8.28B, 8.30A, 8.30B, 8.30C, 8.30H


region. They would build a canal—an artificialwaterway—across New York State, connectingAlbany on the Hudson River with Buffalo onLake Erie.

Building the Erie CanalThousands of laborers, many of them Irish

immigrants, worked on the construction of the363-mile Erie Canal. Along the canal they builta series of locks—separate compartmentswhere water levels were raised or lowered.Locks provided a way to raise and lower boatsat places where canal levels changed.

After more than two years of digging, the ErieCanal opened on October 26, 1825. Clintonboarded a barge in Buffalo and journeyed on thecanal to New York City. As crowds cheered inNew York, the officials poured water from LakeErie into the Atlantic. The East and Midwestwere joined.

In its early years, the canal did not allowsteamboats because their powerful engines could


IL

IN

OH

PA

NY

MD

VA

�

ChamplainCanal

Erie Canal

PennsylvaniaCanal

Chesapeakeand Ohio Canal

James andKanawha Canal

Miamiand Erie

Canal

Ohio andErie Canal

Wabash andErie Canal

Illinois andMichigan

Canal

Hud

son

R.

Ohi

o R.

W

abash R.

La

ke

Mic

hig

an

Lake Superior

Lake Huron

Lake Erie

Lake Ontario

Illin

ois

R.

LakeChamplain

Potomac R.

Troy

Philadelphia

Washington, D.C.

Pittsburgh

Cleveland

ToledoChicago

Cincinnati

La Salle

Evansville

Richmond

Buffalo

40°N

70°W

CANADA

300 kilometers0Albers Conic Equal-Area projection

300 miles0

N

S

EW

damage the earthen embankments along thecanal. Instead, teams of mules or horses hauledthe boats and barges. A two-horse team pulled a100-ton barge about 24 miles in one day—aston-ishingly fast compared to travel by wagon. In the1840s the canal banks were reinforced to accom-modate steam tugboats pulling barges.

The success of the Erie Canal led to an explo-sion in canal building. By 1850 the United Stateshad more than 3,600 miles of canals. Canals low-ered the cost of shipping goods. They broughtprosperity to the towns along their routes. Per-haps most important, they helped unite thegrowing country.

Identifying What two cities did theErie Canal connect?

Canal Mileage,1850

NY and PA,1,757 miles

OH, 792 milesIN, 214 milesIL, 100 milesOther states,800 miles

Canals, 1820–1860

Social Studies TAKS tested at Grade 8: Obj 3:8.28B; Obj 5:8.30B, 8.30C Obj 3:8.28B

In the early 1800s, Americans shipped many goods alongcanals, which helped to unite the country.1. Location What two bodies of water did the Erie Canal

connect?2. Analyzing Information About how many miles long

was the Erie Canal?

318


Section 2, 314–319



Section Quiz 10–2

pyg

yp

Section Quiz 10-2


Column A

1. official count of the population

2. toll roads

3. designed the Clermont

4. planned the Erie Canal

5. artificial waterway


6. Named after a cloth, roads consisting of logs laid side by side were calledA. ridge roads. C. cotton roads.B. corduroy roads. D. silk roads.

7. Which road connected Ohio with the East?A. Vandalia Road C. Ohio RoadB. East-West Road D. National Road

8. Pioneers tended to settle with others from their home communities alongA. canals. C. great rivers.B. toll roads. D. state borders.

9. Which of these contributed greatly to the growth of river cities such as Cincinnati?A. Conestoga wagons C. canalsB. new roads D. steamboats

10. The first wave of western settlement began before theA. 1760s. C. 1880s.B. 1790s. D. 1890s.

★


ScoreChapter 10

Column B

A. canalB. Robert FultonC. turnpikesD. censusE. De Witt Clinton

Answers:1. Lake Erie and the Hudson River2. 360

Answer: Albany and Buffalo

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYMaking Inferences Review the fact that people from the same community or region tended tosettle in certain areas. For example, mainly New Englanders settled western New York State, andprimarily people from Kentucky and Tennessee moved into frontier Indiana. Ask students to inferwhy settlers from certain regions clustered together in the same area. (Possible answers: they trav-eled to areas that were fairly nearby; they chose land and soil that was similar to what they wereused to; after some settlers had become established, later groups were attracted to areas withlarge numbers of people from back home.) L2 SS: 8.30B

ELA: Page 318: 8.10K, 8.13D,8.22B; Page 319: 8.10K, 8.10L,8.11A, 8.13D, 8.13EMATH: Page 318: 8.14A; Page319: 8.14A


Western SettlementAmericans moved westward in waves. The

first wave began before the 1790s and led to theadmission of four new states between 1791 and1803—Vermont, Kentucky, Tennessee, and Ohio.A second wave of westward growth beganbetween 1816 and 1821. Five new western stateswere created—Indiana, Illinois, Mississippi,Alabama, and Missouri.

The new states reflected the dramatic growthof the region west of the Appalachians. Ohio, forexample, had only 45,000 settlers in 1800. By1820 it had 581,000.

Pioneer families tended to settle in communi-ties along the great rivers, such as the Ohio andthe Mississippi, so that they could ship their cropsto market. The expansion of canals, which criss-crossed the land in the 1820s and 1830s, allowedpeople to live farther away from the rivers.

People also tended to settle with others fromtheir home communities. Indiana, for example,was settled mainly by people from Kentuckyand Tennessee, while Michigan’s pioneers camemostly from New England.

Western families often gathered together forsocial events. Men took part in sports such aswrestling. Women met for quilting and sewingparties. Both men and women participated incornhuskings—gatherings where farm families


1. Key Terms Use the following terms

to write a short newspaper article

about the opening of the Erie Canal:

turnpike, canal, lock.

2. Reviewing Facts Describe the

improvements for transportation

in the westward expansion during

the early 1800s.

Reviewing Themes

3. Science and Technology How did

steam-powered boats improve river

travel?

Critical Thinking

4. Drawing Conclusions How did bet-

ter transportation affect westward

expansion?

5. Comparing What forms of commu-

nication and transportation linked

East to West in the early 1800s? What

links exist today? Re-create the dia-

gram below and compare the links.

Analyzing Visuals

6. Geography Skills Study the infor-

mation on the National Road on

pages 316 and 317. When did con-

struction of the National Road begin?

To what city did it extend? How long

was the National Road?


Geography Create a chart that

lists the major means of trans-

portation that helped the United

States grow. Include the advan-

tages and disadvantages of each

type of transportation.

Paul Bunyan and John Henry Legends have grown

around mythical figures like Paul Bunyan. Imaginary

stories were passed along about how this giant lumber-

jack dug the Mississippi River and performed other

incredible feats. Yet some of the famous characters in

American folklore were real people. There was a John

Henry who worked on the railroads. He was an African

American renowned for his strength and skill in driving

the steel drills into solid rock. He is best remembered

for something that probably never happened. Accord-

ing to legend, John Henry defeated a steel-driving

machine, but the effort killed him.

Legendary Heroes

shared the work of stripping the husks fromears of corn.

Life in the West did not include the conven-iences of Eastern town life, but the pioneers hadnot come west to be pampered. They wanted tomake a new life for themselves and their fami-lies. America’s population continued to spreadwestward in the years ahead.

Identifying What states wereformed between 1791 and 1803?

Links

Early 1800s Today

Social Studies TAKS tested at Grade 8: Obj 3:8.28B Obj 2:8.11A

319


Section 2, 314–319

4 CLOSEAsk students to explain why itcould be said that Fulton“reversed the rivers.” SS: 8.28B

Answer: Vermont, Kentucky,Tennessee, and Ohio




Following Routes WestwardDIRECTIONS: Integrating Routes from Maps Study the two maps. On a separate sheet of paper, answer the following questions.

1. One settler isusing a road andone is using awater route totravel between thesame two cities.Name two cities, aroad, and a waterroute where this is possible.

2 A f ttl

N

E

S

W

Lake

Mic

higa

n

LakeHuron

Lake Erie

Lake Ontario

Mississippi R.

Albany

NewYork

Boston

Cleveland

BuffaloBuffaloBuffalo

Harrisburg

Wheeling

CumberlandCumberlandCumberland BostonPost Road

Seneca Road

Genesee RoadGenesee RoadGenesee Road

Catskill TCatskill TurnpikeurnpikeCatskill Turnpike

Forbes Road

National RoadNational Road

Roads, 1820–1850


WESTWARD BOUND



What is the farthest you have ever traveled? What kind of transportation did you use to get there?How long did it take to arrive? Was your trip slow and tiresome?

In the last section, you read about the growth of towns and cities caused by the increase in industryand trade This section focuses on how the development of transportation systems helped settlement

KEY TERMS

census The official count of the population (page 314)

turnpike Roads on which travelers pay a toll, or fee (page 315)

canal An artificial waterway (page 317)

lock Separate compartments where water levels were raised or lowered (page 318)

Reteaching Activity 10–2Name Date Class


DIRECTIONS: Sequencing Events For each section below, number the events inthe order in which they occurred.

SECTION I

A. The Clermont makes the trip up the Hudson River from New York City to Albany in only 32 hours.

B. Congress approves funds for a National Road.

C. Wagon travel from New York City to Buffalo takes as long as three weeks.

D. Thousands of laborers work on the construction of the Erie Canal.

E. Private companies build inland roads.

SOCIAL STUDIES:Page 318: 8.11A, 8.12B, 8.28C,8.30B, 8.30C, 8.30H; Page 319:8.1A, 8.6E, 8.12B, 8.28A, 8.28B,8.29A, 8.30B, 8.30C, 8.31A, 8.31D

Student Edition TEKS1. Student work should reflect correct

use of terms. SS: 8.31A2. Steamboats and canals made

transportation on inland water-ways easier; the Erie Canal shippedgoods between the East Coast andthe Great Lakes region; theNational Road became a new landroute between the East and theMidwest. SS: 8.1A

3. Steamboats could withstand cur-rents and winds to travel morequickly on rivers. SS: 8.28A

4. It shortened the travel time andmade travel more comfortable,which made western travel moreattractive. SS: 8.28B

5. Early 1800s: roads, canals, steam-boats and barges, wagons, horse-

back; Today: roads, motor vehicles,trains, canals, boats, airplanes SS: 8.29A

6. 1811; Vandalia, Illinois; 780 milesSS: 8.28B

Interdisciplinary Activity Chartsshould include different means oftransportation and advantages anddisadvantages. SS: 8.13E

320

TEACHReading a Diagram This skillteaches students what to look forwhen interpreting a diagram.After they have answered thequestions in Practicing the Skill,challenge students to think ofanother question that could beasked about the diagram.(Possible responses: What was theClermont’s width and length? Whomade the Clermont’s boiler? Whatwas the function of the boiler?) SS: 8.30C; ELA: 8.22B

Additional Practice

Social StudiesSocial Studies

ANSWERS TO PRACTICING THE SKILL1 steam (pressurized energy)

2 They pushed the steamboat upriver.

Applying the Skill Students will draw and label a diagramof either how to make macaroni and cheese or how to tie apair of shoes.

Chapter Skills Activity 10Name Date Class

Chapter Skills Activity 10★

Reading a Diagram

DIRECTIONS: Canals can link bodies of water that are at different levels.Locks make it possible for ships to travel from one water level to anotherby raising or lowering the ships. This diagram shows how a lock works.Study the diagram and then answer the questions below.

LowerGate

LockChamber

Lower Gate UpperGate

1. Water elevation in lock is made to matchlower level. Vessel enters at lower level.

2. Vessel enters through lower gate of lock.Lower gate is closed.

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 1

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.


Reading a Diagram

Social StudiesSocial Studies

Why Learn This Skill?Suppose you buy a new bicycle and discover that

you must assemble the parts before you can ride it. A diagram, or a drawing that shows how the parts fittogether, would make this job much easier.

Learning the SkillTo read a diagram, follow these steps:• Read the title to find out what the diagram shows.• Read all labels carefully to clearly determine

their meanings.• Read the legend and identify symbols and colors

used in the diagram.• Look for numbers indicating a sequence of steps,

or arrows showing movement.

Practicing the SkillAnalyze the diagram of the Clermont, then answerthe following questions.

1 What type of energy was used to power this ship?

2 What was the purpose of the paddle wheels?

The Clermont was about

140 feet (43 m) long and

14 feet (4.3 m) wide.

The Clermont SteamboatOn August 17, 1807, the Clermont steamed up the Hudson River from

New York City on its way to Albany, New York. The trip took only 32

hours—a commercial success!

Water is heated into

steam inside the boiler.

The steam is released

from the boiler as

pressurized energy,

which powered the

pistons that moved

the paddle wheels.

Two side paddle

wheels pushed the

steamboat upriver.

Social Studies TAKS tested at Grade 8: Obj 5:8.30C

Applying the SkillMaking a Diagram Draw a diagram showing

either how to make macaroni and cheese or how

to tie a pair of shoes. Label your diagram.

Glencoe’s Skillbuilder Interactive

Workbook CD-ROM, Level 1, provides

instruction and practice in key social

studies skills.

ELA: Page 320: 8.13D, 8.13E,8.22B; Page 321: 8.13D, 8.13E


321

1816James Monroe

elected president

1820Missouri Compromise

passed

1823Monroe Doctrine

issued

Main Idea

As the nation grew, differences in

economic activities and needs

increased sectionalism.

Key Terms

sectionalism, internal improve-

ments, American System, disarma-

ment, demilitarize, court-martial

Reading Strategy

Organizing Information As you read

the section, re-create the diagram

below and list four issues that created

sectional conflict.

Read To Learn

• why sectional differences grew in

the 1820s.

• what effect the Monroe Doctrine

had on foreign policy.

Section Theme

Individual Action Senators Calhoun,

Webster, and Clay represented differ-

ent regions and different interests.

Unity and Sectionalism


Following the War of 1812, Americans felt buoyed by a new sense of pride and faith

in the United States. In his Inaugural Address on March 4, 1817, President James

Monroe expressed this feeling of proud nationalism: “If we look to the history of other

nations, ancient or modern, we find no example of a growth so rapid, so gigantic, of a

people so prosperous and happy.”

The Era of Good FeelingsThe absence of major political divisions after the War of 1812 helped forge a

sense of national unity. In the 1816 presidential election, James Monroe, theRepublican candidate, faced almost no opposition. The Federalists, weakenedby doubts of their loyalty during the War of 1812, barely existed as a nationalparty. Monroe won the election by an overwhelming margin.

Although the Federalist Party had almost disappeared, many of its programsgained support. Republican president James Madison, Monroe’s predecessor, hadcalled for tariffs to protect industries, for a national bank, and for other programs.

Sectional conflict

Preview of Events

Guide to Reading

✦1815 ✦1820 ✦1825

James Monroepocket watch

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 1:8.6B

321


1 FOCUSSection OverviewThis section discusses the differ-ences in the economic and politi-cal interests of different sectionsof the country.

Guide to Reading

Answers to Graphic: existence ofslavery; the need for tariffs, a nationalbank, and internal improvementssuch as roads and canals

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.



Transparencies• Daily Focus Skills Transparency 10–3

MultimediaVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Tell students there is often a struggleinvolved before independence is gained. Have them lookfor other details in the chart that are related to Haiti’sindependence.

UNIT

4Chapter 10

Identifying Cause-and-Effect Relationships

Directions: Answer the following question based on the chart.

What caused Haiti to gain independence in 1803?

A François Toussaint-Louverture was defeated. C Chile and Peru were freed.

B Enslaved Africans revolted. D Spain no longer wanted Haiti.

UPRISINGS IN SPANISH LATIN AMERICAREVOLUTIONARIES LEADER(S) RESULTS

Haiti Enslaved Africans François Toussaint- Independence 1803Louverture

Mexico Native Americans Miguel Hidalgo Independence 1821and mestizos and José Morelos

Northern Volunteer army Simón Bolívar Freed Venezuela,S. America Panama, Bolivia, and

Ecuador

Southern Creole army José de San Martín Freed ChileS. America and Peru



SOCIAL STUDIES:Page 320: 8.30C; Page 321: 8.1B,8.5E, 8.13C, 8.22A, 8.30B, 8.30C


Political differences seemed to fade away,causing a Boston newspaper to call these yearsthe Era of Good Feelings. The president himselfsymbolized these good feelings.

Monroe had been involved in national politicssince the American Revolution. He worebreeches and powdered wigs—a style no longerin fashion. With his sense of dignity, Monroe rep-resented a united America, free of political strife.

Early in his presidency, Monroe toured thenation. No president since George Washingtonhad done this. He paid his own expenses andtried to travel without an official escort. Every-where Monroe went, local officials greeted himand celebrated his visit.

Monroe arrived in Boston, the former Feder-alist stronghold, in the summer of 1817. About40,000 well-wishers cheered him, and JohnAdams, the second president, invited Monroe tohis home. Abigail Adams commended the newpresident’s “unassuming manner.”

Monroe did not think the demonstrationswere meant for him personally. He wrote Madi-son that they revealed a “desire in the body of thepeople to show their attachment to the union.”

Two years later Monroe continued his tour,traveling as far south as Savannah and as farwest as Detroit. In 1820 President Monroe wonreelection, winning all but one electoral vote.

Describing Why was this periodcalled the Era of Good Feelings?

Sectionalism GrowsThe Era of Good Feelings did not last long.

Regional differences soon came to the surface,ending the period of national harmony.

Most Americans felt a strong allegiance to theregion where they lived. They thought of them-selves as Westerners or Southerners or North-erners. This sectionalism, or loyalty to theirregion, became more intense as differences aroseover national policies.

The conflict over slavery, for example, hadalways simmered beneath the surface. Most whiteSoutherners believed in the necessity and value ofslavery. Northerners increasingly opposed it. To

protect slavery, Southerners stressed the impor-tance of states’ rights. States’ rights are providedin the Constitution. Southerners believed theyhad to defend these rights against the federal gov-ernment infringing on them.

The different regions also disagreed on theneed for tariffs, a national bank, and internalimprovements. Internal improvements werefederal, state, and privately funded projects,such as canals and roads, to develop the nation’stransportation system. Three powerful voicesemerged in Congress in the early 1800s asspokespersons for their regions: John C. Cal-houn, Daniel Webster, and Henry Clay.

John C. Calhoun John C. Calhoun, a planter from South Car-

olina, was one of the War Hawks who had calledfor war with Great Britain in 1812. Calhounremained a nationalist for some time after thewar. He favored support for internal improve-ments and developing industries, and he backeda national bank. At the time, he believed theseprograms would benefit the South.

In the 1820s, however, Calhoun’s viewsstarted to change, and he emerged as one of thechief supporters of state sovereignty, the ideathat states have autonomous power. Calhoun


Flag of 1818 By 1818 the number

of states had reached 20. In April

President Monroe signed a bill that

set the basic design of the flag.

Each newly admitted state added

a star to the field of blue. The addi-

tion of a new star took place on the Fourth

of July following the state’s year of entry.

The Great Star Flag Congress did

not state how the stars should be

arranged, so flagmakers used vari-

ous designs. The Great Star Flag

placed the stars in the form of a

five-pointed star.

America’s Flags

Social Studies TAKS tested at Grade 8: Obj 1:8.7C Obj 2:8.7D Obj 4:8.18B

322


2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYWriting a Biography Have students work in small groups to study Calhoun, Webster, or Clay. Eachgroup should write a short biography of the person, write a description of an important event inhis life or make a drawing of it, and recite aloud a portion of one of his speeches. Assign the vari-ous tasks according to the skills of group members. L1, SS: 8.7D; ELA: 8.15CELL

Writing Questions Have studentswrite five questions that can beanswered with information in thesection. Then have students workin pairs and use their questions toquiz each other on knowledge ofsection content. Remind studentsto use correct grammar, spelling,sentence structure, and punctua-tion. L1 SS: 8.31B; ELA: 8.22A


I. The Era of Good Feelings (Pages 321–322)

A. James Monroe won the 1816 presidential election easily. He had been involved innational politics since the American Revolution.

B. The Federalist Party was almost nonexistent, but its programs gained support.Political differences seemed to disappear during this Era of Good Feelings, andMonroe’s presidency also symbolized the era. He traveled around the nation as farsouth as Savannah and as far west as Detroit. In 1820 Monroe was reelected, receivingall but one electoral vote.

Discussion QuestionWhy did Monroe so easily win the elections of 1816 and 1820? (He hardly had oppositionfrom the Federalist Party. Also, because of the Era of Good Feelings, people were satisfied withMonroe, so they elected him to a second term.)

II. Sectionalism Grows (Pages 322–324)

A. Regional differences soon surfaced, and the Era of Good Feelings disappeared. Peoplefelt a strong tie to the region in which they lived. This promoted sectionalism, or loyaltyto a region.

B. Differences arose over slavery and national policies. Slavery was opposed in the Northand protected in the South. National policies––such as tariffs, a national bank, andinternal improvements, or federal, state, and privately funded projects to develop thenation’s transportation system––were not accepted in all regions of the Union.

C. John Calhoun, a planter from South Carolina, was the spokesperson from the South.Early on he favored support for internal improvements, developing industries, and anational bank. In the 1820s, he backed state sovereignty, or the belief that states shouldhave power over the federal government, and was against high tariffs. Calhoun said hightariffs raised the prices of manufactured goods planters could not produce themselvesand tariffs protected unproductive corporations.




Did You Know? Aaron Burr and Alexander Hamilton were notthe only leaders in early America to fight a duel. In 1809 Kentuckystate legislator and Republican Henry Clay and his Federalist partycolleague, Humphrey Marshall, disagreed over an embargo ofBritish-made goods. Clay challenged Marshall to a duel. The twomen fired three rounds at each other, and both suffered minorwounds. Neither man changed his mind about the embargo.

turn

Answer: It was a time of strongnationalism and an absence of sectional conflict.

ELA: Page 322: 8.10K; Page 323:8.10K, 8.22B


36°30'N

Missouri,1821

MEXICO

OregonCountry

Maine,1820

MissouriCompromise Line

(36°30' N)

N

S

EW

500 kilometers

500 miles0

0

Azimuthal Equidistant projection


Webster gained fame as one of the greatestorators of his day. As a United States senator, hespoke eloquently in defense of the nation as awhole against sectional interests. In one memo-rable speech Webster declared, “Liberty andUnion, now and forever, one and inseparable!”

Henry Clay Another leading War Hawk, Henry Clay of

Kentucky, became Speaker of the House of Representatives in 1811 and a leader who repre-sented the interests of the Western states. Healso served as a member of the delegation thatnegotiated the Treaty of Ghent, ending the Warof 1812. Above all, Henry Clay became knownas the national leader who tried to resolve sec-tional disputes through compromise.

The Missouri CompromiseSectional tension reached new heights in

1820 over the issue of admitting new states tothe Union. The problem revolved around slav-ery. The South wanted Missouri, part of theLouisiana Purchase, admitted as a slave state.Northerners wanted Missouri to be free of

became a strong opponent of nationalist pro-grams such as high tariffs. Calhoun and otherSoutherners argued that tariffs raised the pricesthat they had to pay for the manufacturedgoods they could not produce for themselves.They also argued that high tariffs protectedinefficient manufacturers.

Daniel WebsterFirst elected to Congress in 1812 to represent

his native New Hampshire, Daniel Websterlater represented Massachusetts in both theHouse and the Senate. Webster began his politi-cal career as a supporter of free trade and theshipping interests of New England. In time,Webster came to favor the Tariff of 1816—whichprotected American industries from foreigncompetition—and other policies that he thoughtwould strengthen the nation and help the North.

FreeSlave

FreeSlave

State

Territory

The Missouri Compromise, 1820

Social Studies TAKS tested at Grade 8: Obj 2:8.10B; Obj 5:8.30B, 8.30C Obj 1:8.7D, 8.7A

After 1820 all new states north of 36°30’N were to be admittedas free states.1. Region Did Missouri enter the Union as a free state or a

slave state?2. Analyzing Information Was Maine a slave state or a

free state in 1820?

323


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSWriting a Biography The standardization of currency included many of the coins provided for in the Mint Act of 1792. Those were coins valued at $10.00, $5.00, $2.50, $1.00, 50¢, 25¢, 10¢, 5¢,1¢, and 1/2¢. Our currency system is a decimal system, based on the dollar. Present the list ofcoins, expressed in words, and have students express each as a decimal. ELA: 8.20E; MATH: 8.1A

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.


SE

CT

ION

10

-3


DIRECTIONS: Outlining Locate the heading in your textbook. Then use theinformation under the heading to help you write each answer. Useanother sheet of paper if necessary.

I. The Era of Good Feelings Why did a Boston newspaper call the years of James

Monroe’s presidency the “Era of Good Feelings”? ��II. Sectionalism Grows

A. Introduction—On what points did the different regions disagree? ��

B. John C. Calhoun—What did Calhoun believe about high tariffs? ��

C. Daniel Webster—What region did the great orator Daniel Webster represent?

��

D. Henry Clay—How did Clay try to bring conflicting interests together? ��

��

E. The Missouri Compromise—What were the terms of the Missouri Compromise?

��

III. The American System

A. Introduction—What did Clay’s American System include? ��B. McCulloch v. Maryland—How did the Supreme Court rule in McCulloch

v. Maryland? ��IV. Foreign Affairs

A. Relations With Britain—Through Adams’s efforts, where did Americans gainthe right to settle? ��

B. Relations With Spain—What did General Jackson do in April 1818?

��

C. Adams-Onís Treaty—What did Jackson’s raid demonstrate to the Spanish?

��

V. Latin American Republics

A. Bolívar and San Martín—What are the achievements of José de San Martín?

��

B. The Monroe Doctrine—What did the president state in the Monroe Doctrine?

��

Answers:1. slave state2. free state

Geography Skills PracticeAsk: Which parallel separated theNorth and South in the MissouriCompromise? (36°30′N)

Henry Clay Henry Clay first wonelection to the House of Representa-tives in 1811. When the session began,the other representatives disregardedhis lack of experience and electedhim Speaker of the House.

Who?What?Where?When?

SOCIAL STUDIES:Page 322: 8.7C, 8.7D, 8.18B;Page 323: 8.7D, 8.10B, 8.22C,8.30B, 8.30C


In the mid-1800s, a visit to the doctor’s office wasviewed with suspicion.

Faced with “cures” that were oftenfatal, people started using patent medicines—those they could buy in stores. One popularremedy, Snake Oil, was a mixture of wintergreenand white gasoline.

Today artificial hearts, cameras that movethrough veins, and other products have greatlyimproved Americans’ health.

“Modern” Medicine

slavery. The issue became the subject of debatethroughout the country, exposing bitterregional divisions that would plague nationalpolitics for decades.

While Congress considered the Missouri ques-tion, Maine—still part of Massachusetts—alsoapplied for statehood. The discussions aboutMissouri now broadened to include Maine.

Some observers feared for the future of theUnion. Eventually Henry Clay helped work out acompromise that preserved the balance betweenNorth and South. The Missouri Compromise,reached in March 1820, provided for the admis-sion of Missouri as a slave state and Maine as a

free state. The agreement banned slavery in theremainder of the Louisiana Territory north of the36°30'N parallel.

Identifying What issue did the Mis-souri Compromise address? How did the Northern andSouthern attitudes towards slavery differ?

The American SystemThough he was a spokesperson for the West,

Henry Clay believed his policies would benefitall sections of the nation. In an 1824 speech, hecalled his program the “American System.”The American System included a protectivetariff; a program of internal improvements,especially the building of roads and canals, tostimulate trade; and a national bank to controlinflation and to lend money to build develop-ing industries.

Clay believed that the three parts of his plan would work together. The tariff would pro-vide the government with money to build roadsand canals. Healthy businesses could use theirprofits to buy more agricultural goods from theSouth, then ship these goods northward alongthe nation’s efficient new transportation system.

Not everyone saw Clay’s program in suchpositive terms. Former president Jeffersonbelieved the American System favored thewealthy manufacturing classes in New England.Many people in the South agreed with Jefferson.They saw no benefits to the South from the tar-iff or internal improvements.

In the end, little of Clay’s American Systemwent into effect. Congress eventually adoptedsome internal improvements, though not on thescale Clay had hoped for. Congress had createdthe Second National Bank in 1816, but itremained an object of controversy.

McCulloch v. MarylandThe Supreme Court also became involved in

sectional and states’ rights issues at this time.The state of Maryland imposed a tax on the Bal-timore branch of the Second Bank of the UnitedStates—a federal institution. The Bank refusedto pay the state tax, and the case, McCulloch v.Maryland, reached the Court in 1819.

PresentGenetic engineer

CHAPTER 10 Growth and Expansion324

Past

Social Studies TAKS tested at Grade 8: Obj 1:8.7D Obj 1:8.7A

324


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYDaily Life Several colorful characters lived in the late 1700s and early 1800s. Among them wereJohn Chapman (Johnny Appleseed), Davy Crockett, Mike Fink, and Jean Lafitte. Have students,working in small groups, choose and read about a character, and decide on a way to present theirfindings to the class, such as role-playing, drawings, written reports, or a combination of forms.Groups should include factual information and tall tales in their presentations. Tasks should bedivided according to the skills of group members. L1, SS: 8.30C; ELA: 8.13IELL

The acceptance ofMissouri as a new slave state required thevotes of northern members of Congresswho were willing to compromise.Fourteen northern members of Congressjoined southern members in a vote toadmit Missouri as a slave state. But thesevotes were costly. Almost all of theNortherners who voted to admit the slavestate were voted out of office by angryconstituents in the next election.

Answer: the issue of whether newstates would be admitted to theUnion as slave states or free states;most white Southerners believed inthe necessity and value of slavery,whereas Northerners increasinglyopposed slavery

Many people today believe in alterna-tive remedies. These remedies includeacupuncture, herbalism, and chiro-practic healing.

ELA: Page 324: 8.10K; Page 325:8.10K, 8.13D, 8.22B



Speaking for the Court, Chief Justice JohnMarshall ruled that Maryland had no right totax the Bank because it was a federal institu-tion. He argued that the Constitution and thefederal government received their authoritydirectly from the people, not by way of thestate governments. Those who opposed theMcCulloch decision argued that it was a “looseconstruction” of the Constitution, which saysthat the federal government can “coin”money—gold, silver, and other coins—but theConstitution does not mention paper money. Inaddition, the Constitutional Convention hadvoted not to give the federal government theauthority to charter corporations, includingbanks. ; (See page 625 of the Appendix for a summary of

McCulloch v. Maryland.)

Gibbons v. OgdenAnother Supreme Court case, Gibbons v.

Ogden, established that states could not enactlegislation that would interfere with Congres-sional power over interstate commerce. TheSupreme Court’s rulings strengthened thenational government. They also contributed tothe debate over sectional issues. People who sup-ported states’ rights believed that the decisionsincreased federal power at the expense of state

power. Strong nationalists welcomed the rulings’support for national power. ; (See page 624 of the

Appendix for a summary of Gibbons v. Ogden.)

Examining Why was the Court’sdecision in Gibbons v. Ogden significant?

Foreign AffairsThe War of 1812 heightened Americans’ pride

in their country. Abigail Adams, wife of JohnAdams, wrote from England to her sister back inMassachusetts:

“Do you know that European birds have nothalf the melody of ours? Nor is their fruit half sosweet, nor their flowers half so fragrant, northeir manners half so pure, nor their people halfso virtuous.”

At the same time, many Americans realizedthat the United States needed peace with Britainto grow and develop. It had to put differencesaside and establish a new relationship with the“Old World.”

English cartoonist James Gillray shows European leaderscarving up the world (above). American cartoonist DavidClaypoole Johnston portrays Andrew Jackson as a ruthlessgeneral (right). What opinions are the cartoonistsexpressing?

Analyzing Political Cartoons

Social Studies TAKS tested at Grade 8: Obj 5:8.30C, 8.30D Obj 4:8.19A; Obj 5:8.30A

325


CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYComparing and Contrasting Have students compare and contrast the needs of the North, South,and West as they review the material in “The American System.” Then organize students into threegroups, with one group representing the interests of the North, one the interests of the South, andthe last the interests of the West. Have students participate in a panel debate in which they try tocome to a compromise on the components of the American system, while representing the inter-ests of their section. L2 SS: 8.30B; ELA: 8.24A

Answer: The ruling strengthened thenational government and contributedto the debate over sectional issues.

Answer: the opinion that the majorEuropean powers, such as Britain,France, and Spain, were dividing upcontrol of the world in pursuit ofempires; the opinion that Jackson was a harsh and difficult man

Analyzing Political Cartoons

Canadian-American Border Canadaand the United States share morethan 6,400 kilometers (3,978 miles) ofcommon border. Relations betweenthe two countries have generallybeen good since the Rush-BagotTreaty of 1817 and the Convention of 1818. The border is demilitarizedtoday, with millions of Canadians andAmericans crossing regularly to work,shop, and vacation.

Where?Who?What?When?

SOCIAL STUDIES:Page 324: 8.5B, 8.6E, 8.7A, 8.7C,8.7D, 8.18B, 8.19A, 8.22A, 8.22C,8.29A, 8.30C, 8.31A; Page 325:8.17C, 8.19A, 8.30B, 8.30C, 8.30D,8.30E, 8.30F


Relations With BritainIn the years following the War of 1812, Presi-

dent Monroe and his secretary of state, JohnQuincy Adams, moved to resolve long-standingdisputes with Great Britain and Spain.

In 1817, in the Rush-Bagot Treaty, the UnitedStates and Britain agreed to set limits on thenumber of naval vessels each could have on theGreat Lakes. The treaty provided for the disar-mament—the removal of weapons—along animportant part of the border between the UnitedStates and British Canada.

The second agreement with Britain, the Convention of 1818, set the boundary of theLouisiana Territory between the United Statesand Canada at the 49th parallel. The conven-tion created a secure and demilitarized bor-der—a border without armed forces. ThroughAdams’s efforts, Americans also gained theright to settle in the Oregon Country.

Relations With SpainSpain owned East Florida and also claimed

West Florida. The United States contended thatWest Florida was part of the Louisiana Purchase.In 1810 and 1812, Americans simply added partsof West Florida to the states of Louisiana andMississippi. Spain objected but took no action.

In April 1818, General Andrew Jacksoninvaded Spanish East Florida, seizing control oftwo Spanish forts. Jackson had been ordered tostop Seminole raids on American territory fromFlorida. In capturing the Spanish forts, however,Jackson went beyond his instructions.

Luis de Onís, the Spanish minister to theUnited States, protested forcefully anddemanded the punishment of Jackson and hisofficers. Secretary of War Calhoun said that Jack-son should be court-martialed—tried by a mili-tary court—for overstepping instructions.Secretary of State John Quincy Adams disagreed.

GeographyAdams-Onís Treaty

Although Secretary of State Adams had notauthorized Jackson’s raid, he did nothing to stopit. Adams guessed that the Spanish did not wantwar and that they might be ready to settle the

Florida dispute. He was right. For the Spanishthe raid had demonstrated the military strengthof the United States.

Already troubled by rebellions in Mexico andSouth America, Spain signed the Adams-OnísTreaty in 1819. Spain gave East Florida to theUnited States and abandoned all claims to WestFlorida. In return the United States gave up itsclaims to Spanish Texas and took over responsi-bility for paying the $5 million that Americancitizens claimed Spain owed them for damages.

The two countries also agreed on a borderbetween the United States and Spanish posses-sions in the West. The border extended north-west from the Gulf of Mexico to the 42ndparallel and then west to the Pacific, giving theUnited States a large piece of territory in thePacific Northwest. America had become atranscontinental power.

Identifying What areas did theUnited States obtain from Spain?

Latin American RepublicsWhile the Spanish were settling territorial dis-

putes with the United States, they faced a seriesof challenges within their empire. In the early


Miguel Hidalgo

Social Studies TAKS tested at Grade 8: Obj 1:8.5E Obj 2:8.6E

326


Reteaching Activity 10–3



Section Quiz 10–3

Name Date Class


DIRECTIONS: Organizing Facts Complete the diagram by writing the letters ofthe words from the Fact Bank in the correct boxes. Some items fit in more thanone box.

IMPORTANT POLITICAL FIGURES OF THE 1820s

John C. Calhoun Henry Clay Daniel Webster

★

Section Quiz 10-3


Column A

1. loyalty to a region

2. internal improvements

3. advocate of states’ rights

4. great orator, spoke against sectionalism

5. removal of weapons

DIR CTIONS: M lti l Ch i I th bl k t th l ft it th l tt f th


ScoreChapter 10

Column B

A. John C. CalhounB. sectionalismC. Daniel WebsterD. disarmamentE. federal projects



UNITY AND SECTIONALISM



KEY TERMS

sectionalism Loyalty to a region (page 322)

internal improvements Federal, state, and privately funded projects such as canals and roads (page 322)

American System Policies that benefited all sections of the country (page 324)

disarmament The removal of weapons (page 326)

demilitarize Without armed forces (page 326)

court-martial To try by a military court (page 326)

EXTENDING THE CONTENTEXTENDING THE CONTENTAmericans and Mexico At first the new independent government of Mexico welcomed Americansettlers into its northern frontier areas, such as Texas. But the number of American settlers becameso great that Mexico decided to cut off all migration from the United States into the area of Texasin 1830. Americans still continued to arrive. These defiant American settlers became a driving forcein splitting Texas from the rest of Mexico during the 1840s.

Answer: West Florida in 1810 and1812, and East Florida in 1819

ELA: Page 326: 8.8C, 8.10K;Page 327: 8.10L, 8.11A, 8.13D,8.22B, 8.24A


The Monroe DoctrineIn 1822 Spain had

asked France, Austria,Russia, and Prussia—the Quadruple Alliance—for help in its fightagainst revolutionaryforces in South Amer-ica. The possibility ofincreased European involvement in North Amer-ica led President Monroe to take action.

The president issued a statement, later knownas the Monroe Doctrine, on December 2, 1823.While the United States would not interfere withany existing European colonies in the Americas,Monroe declared, it would oppose any newones. North and South America “are henceforthnot to be considered as subjects for future colo-nization by any European powers.”

In 1823 the United States did not have the mil-itary power to enforce the Monroe Doctrine. TheMonroe Doctrine nevertheless became an impor-tant element in American foreign policy and hasremained so for more than 170 years. ; (See page

616 of the Appendix for an excerpt from the Monroe Doctrine.)

Evaluating How did the MonroeDoctrine affect foreign policy?

1800s, Spain controlled a vast colonial empirethat included what is now the southwesternUnited States, Mexico and Central America, andall of South America except Brazil.

In the fall of 1810 a priest, Miguel Hidalgo(ee• DAHL• goh), led a rebellion against theSpanish government of Mexico. Hidalgo calledfor racial equality and the redistribution of land.The Spanish defeated the revolutionary forcesand executed Hidalgo. In 1821 Mexico gained itsindependence, but independence did not bringsocial and economic change.

Bolívar and San MartínIndependence in South America came largely

as a result of the efforts of two men. SimónBolívar, also known as “the Liberator,” led themovement that won freedom for the present-day countries of Venezuela, Colombia, Panama,Bolivia, and Ecuador. José de San Martín suc-cessfully achieved independence for Chile andPeru. By 1824 the revolutionaries’ military vic-tory was complete, and most of South Americahad liberated itself from Spain. Portugal’s largecolony of Brazil gained its independence peace-fully in 1822. Spain’s empire in the Americashad shrunk to Cuba, Puerto Rico, and a fewother islands in the Caribbean.


1. Key Terms Write a short paragraph

in which you use the following key

terms: sectionalism, internal

improvements, American System,

disarmament, demilitarize.

2. Reviewing Facts Describe the dis-

agreement between the North and

South that resulted in the Missouri

Compromise.

Reviewing Themes

3. Individual Action What action did

Daniel Webster take that shows he

placed his concerns for the nation

above his sectional interests?

Critical Thinking

4. Identifying Central Issues Explain

the debate involved in Gibbons v.

Ogden and the final decision.

5. Determining Cause and Effect

Describe the chain of events in Latin

America and Europe that led to the

adoption of the Monroe Doctrine.

Show your answers in a diagram like

the one below.

Analyzing Visuals

6. Geography Skills Use the map on

page 323 to answer these questions.

Which parallel did the Missouri Com-

promise line follow? How many slave

states were there in 1820? How

many free states?


Art Design a flag to represent

either the North, South, or West

during the early 1800s. Use photos,

symbols, or mottoes that might

have been popular with the people

who lived in these regions.

event event eventMonroe

Doctrine

HISTORY

Student Web ActivityVisit

and click on Chapter 10—

Student Web Activities

for an activity on the

democratic movements

in the Americas.


Social Studies TAKS tested at Grade 8: Obj 1:8.5E

327


4 CLOSEHave students explain why itwas in the nation’s best interestto make peace with Europeanpowers. SS: 8.5E

Answer: It changed foreign policyby stating that the United Stateswould take action against Europeannations that tried to build newcolonies in the Americas.



Independence in South AmericaStudy the map and chart that provide

information about the independence of South American countries.

DIRECTIONS: Integrating Information Follow the directions below.

1. Color the countries in blue that made up the colony known as Río de la Plata.2. Color in red the South American countries that were never under Spanish rule.3. Circle the name of the country that is still held by France.

4. What countries made up New Granada? ��

5. What colony eventually became Chile and Peru? ��

6. On a separate sheet of paper, describe one or more shared features of location for each colony.

DIRECTIONS: Creating a Multimedia Presentation Explorethe cultures of the countries in South America. With your

teacher, form groups of three or four students. Select a South American coun-try and do research to find out what kinds of homes people live in, whatfoods they eat, what kind of art and music they enjoy, and what kinds ofclothes they wear. Present what your group discovers to the class in a creativeway, using photographs, drawings, and cassettes or videos.

S O U T HA M E R I C A

5050°°WW7070°°WW

00°°

2020°°SS

4040°°SS

50°W70°W

0°

20°S

40°S

Equator

ATLANTICOCEAN

Caribbean Sea

PACIFICOCEAN

ColombiaColombia

VenezuelaVenezuela

Ecuador

Colombia

Venezuela

Guyana*Guyana*Suriname**Suriname**

French Guiana (FR.)French Guiana (FR.)

Guyana*Suriname**

French Guiana (FR.)

BrazilPeru

Ecuador

Bolivia

Chile

Argentina

Paraguay

Uruguay

*Gained independence from Britain, 1966*Gained independence from Britain, 1966****Gained independence from the Netherlands, 1977Gained independence from the Netherlands, 1977

*Gained independence from Great Britain, 1966**Gained independence from the Netherlands, 1977

0 500 miles

500 kilometers0

N

E

S

W

South America

From Spanish Coloniesto Independent Countries

Spanish Independent Date ofColony Country Independence

New Colombia 1830Granada Ecuador 1830

Venezuela 1830

Peru Chile 1818Peru 1824

Río de la Argentina 1810Plata Paraguay 1811

Bolivia 1825Uruguay 1828

1. Student work should reflect correctuse of terms. SS: 8.31A

2. The South wanted Missouri to beadmitted as a slave state, while theNorth wanted it admitted as a freestate. SS: 8.18B

3. He supported policies, such as theTariff of 1816, that he thought wouldstrengthen the United States, notjust the North. SS: 8.7D

4. The case involved a debate oversectional issues between national-ists and those supporting states’rights. States could not enact legis-lation interfering with con-gressional power over interstatecommerce. SS: 8.19A

5. increased nationalism and self-confidence on the part of the Uni-ted States; many rebellions against

the rule of Spain occurred inSpanish colonies; Spain asked forhelp in its fight against revolution-aries SS: 8.5E

6. 36°30′N; 12; 12 SS: 8.10B

Interdisciplinary Activity Flagsshould have elements that make them unique to one of the regions.SS: 8.31D

SOCIAL STUDIES:Page 326: 8.5E, 8.6E, 8.24C,8.30C; Page 327: 8.5E, 8.6D, 8.6E,8.7D, 8.10B, 8.18B, 8.19A, 8.20F,8.30B, 8.30C, 8.31A, 8.31D


HISTORY

Objectives and answers to the student activity can be found in theWeb Activity Lesson Plan featureat tx.tarvol1.glencoe.com

http://www.glencoe.com/qe/qe36tx.php?&st=637&pt=2&bk=19


CHAPTER 10Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 10 content.

Available in VHS

328

Growth and Expansion1790• Samuel Slater builds first

cotton mill in America

1793• Eli Whitney invents the

cotton gin

1801• John Marshall is appointed

chief justice of the Supreme

Court

1807• Robert Fulton builds the

Clermont

1811• National Road is begun

1816• James Monroe elected president

• Second National Bank is chartered

1817• Rush-Bagot Treaty is signed

1818• Convention of 1818 agreement is

signed

1819• Adams-Onís Treaty is signed

• Supreme Court rules on McCulloch v.

Maryland

1820• Missouri Compromise is adopted

1823• Monroe Doctrine is

announced

1825• Erie Canal is opened

Reviewing Key TermsOn a sheet of paper, create a crossword puzzle using thefollowing terms. Use the terms’ definitions as your cross-word clues.1. Industrial Revolution 4. disarmament

2. factory system 5. demilitarize

3. sectionalism 6. court-martial

Reviewing Key Facts7. What problems did cities face as a result of rapid

growth during the Industrial Revolution?

8. How did the landscape of New England affect

how and where people lived in the late 1700s

and early 1800s?

9. How did canals boost the economy of the Great Lakes

region?

10. How did North and South differ on the issue of tariffs?

11. Identify factors in the United States that made it ideal

for the free enterprise system.

12. What was the American System?

13. Explain the debate involved in McCulloch v. Marylandand the final decision in the case. Why was the deci-

sion significant?

14. How did James Monroe change the nation’s foreign

policy?

Critical Thinking15. Analyzing Themes: Economic Factors How did the

Industrial Revolution help to make the United States

more economically independent in the early 1800s?

16. Analyzing Themes: Global Connections Why did

Secretary of State John Quincy Adams allow General

Jackson’s invasion into Spanish East Florida in 1818?

17. Determining Cause and Effect How did the develop-

ment of roads boost the growth of the United States?

Use a diagram like the one shown to organize your

answer.

Roads

Reviewing Key TermsStudents’ puzzles will vary. Definitionsshould include:1. the time in history when goods were

produced in mills with the help ofmachines SS: 8.31A

2. a system bringing manufacturingsteps together in one place toincrease efficiency SS: 8.31A

3. loyalty to one’s region SS: 8.31A4. the removal of weapons SS: 8.31A5. no armed forces SS: 8.31A6. to try by a military court SS: 8.31A

Reviewing Key Facts7. overcrowding, unsanitary conditions,

disease, threat of fire SS: 8.29C8. New England’s poor soil, rushing

rivers and streams, abundant ports,and proximity to resources such ascoal and iron made it a suitablelandscape for the Industrial Revolu-tion, during which many people leftfarming for factory work. SS: 8.12A

9. They linked the Great Lakes to theAtlantic Coast and allowed people toship their goods at a lower cost. SS: 8.28B

10. Business interests in the Northfavored them; agricultural and slav-ery interests in the South did not.SS: 8.12A

11. Answers include supply of workers,capital, inventions, and technology.SS: 8.15A

12. a set of policies proposed by HenryClay that were supposed to benefitall sections of the United States: pro-tective tariffs, the building of canalsand roads, and a national bank SS: 8.5B

13. The debate involved the Second Bank of the UnitedStates, a federal institution, refusing to pay a state tax.In ruling that a state could not tax the Bank, the Courtput forth a decision that helped strengthen the nation-al government. SS: 8.19A

14. Monroe announced the Monroe Doctrine, whichbecame one of the foundations of U.S. policy in LatinAmerica. It was a statement of policy on the activitiesand rights of European powers in the WesternHemisphere. SS: 8.5E, 8.23B

Critical Thinking15. The United States was able to produce more goods for

use domestically and for trade with other nations. As aresult the United States became less dependent eco-nomically on other nations. SS: 8.14B

16. He figured that Spain would not want to go to war andwould peacefully settle the Florida dispute.

17. stimulated settlements farther west; increased tradebetween different regions SS: 8.28B

328

CHAPTER 10Assessment and Activities

329

Ask: Which American inventor ofthe early 1800s invented a torpedo-firing submarine? (Robert Fulton)

Bonus QuestionBonus Question ??

Economics Activity27. Students should use the Internet to

find information about how to applyfor a patent to create their lists. SS: 8.30A; ELA: 8.15A

Alternative Assessment28. Students’ postcards should include

information presented in Section 2of Chapter 10. SS: 8.31D;ELA: 8.15C

Citizenship Cooperative Activity26. Exploring Your Community’s Past Working with two

other students, contact a local historical society to learnabout your community’s history. Then interview people inyour neighborhood to learn about their roots in the com-munity. Find out when their families first settled there.Write a history of the community and give a copy of it tothe historical society.

Economics Activity27. Using the Internet Search the Internet for information

about how to apply for a patent for an invention. Createa step-by-step list of directions describing the process.

Alternative Assessment28. Portfolio Writing Activity Review Section 2 of the chap-

ter for information about what it was like to live in theWest in the early 1800s. Record your notes in your jour-nal. Use your notes to write a postcard to a frienddescribing your social life.

Self-Check QuizVisit and click on Chapter 10—Self-Check Quizzes to prepare for the chapter test.


HISTORY


Directions: Choose the bestanswer to the following question.

The South opposed protective tariffs for which reason?

A They thought tariffs would not work.B They had very little industry to protect.C They thought foreign goods were better.D Their main business was smuggling.

Test-Taking Tip:

Eliminate answers that do not make sense. For example, it is not realistic that the main business

for the entire South was smuggling. Therefore, answer D cannot be correct.

Geography and History ActivityIn 1819 Spain ceded Florida to the United States in theAdams-Onís Treaty. The Spanish had established colonies inFlorida beginning in the 1500s. Study the map and answerthe questions that follow.

18. Region When was the largest portion of Florida acquiredfrom Spain?

19. Location What body of water blocked further expansionof Florida to the west?

20. Movement In what direction did the United Statesacquire the various parts of Florida?

Practicing SkillsReading a Diagram Study the diagram of the textile mill onpage 307. Use the diagram to answer these questions.21. What is the first step in the production of textiles?22. At what stage does the thread become cloth?23. What process turns the yarn into thread?24. When would a cotton gin be necessary in this process?25. Now choose one of the inventions mentioned in the

chapter. Prepare a diagram that traces the developmentof that invention to a similar device in use today. Forexample, you might diagram the development of a mod-ern cruise ship, showing all the improvements made fromstart to finish.

St. AugustinePensacola

New Orleans

BatonRouge

Natchez

Ceded by

Spain, 1819

Annexed byU.S., 1812

Annexed byU.S., 1810

Mis

s.R

.

GEORGIA

MISSISSIPPIALABAMA 80°W

90°W

30°N

Gulf of

Mexico

200 kilometers

200 miles0

0Albers Conic Equal-Areaprojection

N

S

EW

Acquisition of Florida, 1819

Geography and History Activity18. 1819 SS: 8.30C19. Mississippi River SS: 8.11A20. west to east SS: 8.10B

Practicing Skills 21. clean cotton, turn loose cotton into yarn SS: 8.30C22. weaving SS: 8.30C

23. spinning SS: 8.30C24. cleaning stage SS: 8.28A25. Students’ diagrams should reflect their research.

SS: 8.28A

Citizenship Cooperative Activity26. Students’ reports should show evidence of research

and an interview. SS: 8.30A; ELA: 8.5B

HISTORY

Have students visit the Web site atto review

Chapter 10 and take the Self-CheckQuiz.

Answer: BQuestion Type: EconomicsAnswer Explanation: Accordingto pages 322-323, someSoutherners argued that tariffsraised prices they had to pay forthe manufactured goods theycould not produce for themselves.SS: 8.13A




Chapter 10 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... ·...

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Transcript of Chapter 10 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... ·...