360

[T]he occasion has been judged proper for asserting, as a principle in whichthe rights and interests of the United States are involved, that the Americancontinents, by the free and independent condition which they have assumedand maintain, are henceforth not to be considered as subjects for future col-onization by any European powers. . . .

It was stated at the commencement of the last session that great effort wasthen making in Spain and Portugal to improve the condition of the peopleof those countries and that it appeared to be conducted with extraordinarymoderation. It need scarcely be remarked that the result has been so far verydifferent from what was then anticipated. . . . The citizens of the UnitedStates cherish sentiments the most friendly in favor of the liberty and hap-piness of their fellowmen on that side of the Atlantic. In the wars of theEuropean powers in matters relating to themselves we have never taken anypart, nor does it comport1 with our policy so to do. It is only when our rightsare invaded or seriously menaced2 that we resent injuries or make prepara-tion for our defense.

With the movements in this hemisphere we are of necessity more immedi-ately connected, and by causes which must be obvious to all enlightened andimpartial observers. The political system of the allied powers is essentiallydifferent in this respect from that of America. This difference proceeds fromthat which exists in their respective governments; and to the defense of ourown, which has been achieved by the loss of so much blood and treasure, andmatured by the wisdom of their most enlightened citizens, and under whichwe have enjoyed unexampled felicity,3 this whole nation is devoted. We oweit, therefore, to candor4 and to the amicable5 relations existing between the

The Monroe DoctrineSetting the Stage On December 6, 1823, President James Monroe gave a State of the Union address. Part of the speech became known as theMonroe Doctrine. The “allied powers” Monroe refers to are Russia, Prussia, Austria, and France. Earlier in the year, these European monarchieshad crushed a revolution in Spain and restored the Spanish king to histhrone. They were threatening to help Spain regain its Latin American colonies. See Primary Source Explorer

A CLOSER LOOK

NEUTRALITY TOWARD EUROPE

Monroe says that the United Stateswill not take sides in European wars.

2. Why might the United Stateswant to remain neutral toward conflicts in Europe?

1. comport: agree with.

2. menaced: threatened.

3. unexampled felicity:the greatest happiness.

4. candor: honesty.

5. amicable: friendly.

A CLOSER LOOK

NO FUTURE COLONIES

Monroe declares that Europeancountries may not start any newcolonies in the Americas.

1. Why might it threaten theUnited States to have newEuropean colonies near them?

CALIFORNIA STANDARDS

8.5.2 Know the changingboundaries of the UnitedStates and describe the rela-tionships the country had withits neighbors (current Mexicoand Canada) and Europe,including the influence of theMonroe Doctrine, and howthose relationships influencedwestward expansion and theMexican-American War.

Reading 2.2 Analyze text thatuses proposition and supportpatterns.

United States and those powers to declare that we should consider anyattempt on their part to extend their system to any portion of this hemi-sphere as dangerous to our peace and safety.

With the existing colonies or dependencies of any European power we havenot interfered and shall not interfere. But with the governments who havedeclared their independence and maintained it, and whose independence wehave, on great consideration and on just principles, acknowledged, we could notview any interposition6 for the purpose of oppressing them, or controlling inany other manner their destiny, by any European power in any other light thanas the manifestation of an unfriendly disposition toward the United States. Inthe war between those new governments and Spain we declared our neutralityat the time of their recognition, and to this we have adhered and shall continueto adhere, provided no change shall occur which, in the judgment of the com-petent authorities of this government, shall make a corresponding change onthe part of the United States indispensable to their security.

The late events in Spain and Portugal show that Europe is still unsettled. Ofthis important fact no stronger proof can be adduced than that the allied pow-ers should have thought it proper, on any principle satisfactory to themselves,to have interposed by force in the internal concerns of Spain. To what extentsuch interposition may be carried, on the same principle, is a question in whichall independent powers whose governments differ from theirs are interested,even those most remote, and surely none more so than the United States.

—James Monroe

361

1. Main Ideasa. Why might the United States want no more Europeancolonies in the Americas, particularly in Latin America?(REP4)

b. How would staying neutral in European wars protectthe United States? (REP4)

c. How might the U.S. system of government be threat-ened if Europeans regained control of former colonies inthe Americas? (REP4)

2. Critical ThinkingMaking Inferences For decades, the United Stateslacked the military power to enforce the Monroe Doctrineand depended on the British navy to keep otherEuropean powers out of Latin America. Why, then, didthe United States proclaim the Monroe Doctrine? (REP4)

THINK ABOUT• what the doctrine shows about the values and wishes

of the United States• what it shows about how the country saw itself or

wanted to be seen

Interactive Primary Source Assessment

6. interposition:interference.

A CLOSER LOOK

NO INTERFERENCE

Monroe warns that if Europeansinvade the newly independentrepublics in Latin America, thiswould be considered hostile to the United States as well.

4. What would the United Stateshave to fear if these republicswere overthrown?

A CLOSER LOOK

A DIFFERENT SYSTEM

Monroe states that the UnitedStates will defend its republicanform of government and would be threatened if Europeans set up monarchies in the Americas.

3. Why would U.S. citizens wanttheir government to be a republicand not an absolute monarchy?

TERMS & NAMESBriefly explain the significance ofeach of the following.

1. Samuel Slater

2. Industrial Revolution

3. Robert Fulton

4. Eli Whitney

5. cotton gin

6. Nat Turner

7. nationalism

8. sectionalism

9. Missouri Compromise

10. Monroe Doctrine

REVIEW QUESTIONSEarly Industry and Inventions(pages 341–347)

1. How did the War of 1812 pushthe United States to buildfactories? (HI2)

2. How did the War of 1812 andfree enterprise affect the U.S.economy? (HI2)

3. What was one effect of thesteamboat? (HI2)

4. How did interchangeable partstransform the manufacturingprocess? (HI2)

Plantations and Slavery Spread(pages 348–353)

5. Why did slavery spread in theSouth? (HI2)

6. What were three hardshipsfaced by enslaved people onplantations? (HI1)

7. How did religion help peopleendure or resist slavery? (HI2)

Nationalism and Sectionalism(pages 354–361)

8. How did the Supreme Court’sruling in McCulloch v. Maryland strengthen thefederal government? (HI2)

9. How did the United States gainthe territory of Florida? (HI1)

10. What were the terms of theMissouri Compromise? (HI1)

CRITICAL THINKING1. USING YOUR NOTES:ANALYZING CAUSES ANDEFFECTS

Using your completed chart,answer the questions. (HI2)

a. What were three causes leadingto national unity?

b. What was one cause of sectionaltension?

2. THEME: SCIENCE ANDTECHNOLOGY

Of all the new inventions mentionedin the chapter, which do you thinkwas most important and why? (HI1)

3. ANALYZING CAUSES

How did geographic differencesbetween regions lead to economicdifferences between them? (HI2)

4. APPLYING CITIZENSHIP SKILLS

Do you think the MissouriCompromise was a wise decision?Consider what might have hap-pened without it, and also why itmade Jefferson so uneasy. (HI4)

5. ANALYZING LEADERSHIP

Think about the Monroe Doctrineand the boundary settlementsachieved during the Monroeadministration. How would youjudge Monroe’s foreign policy?(REP4)

Did you predict the ways that newinventions would change the coun-try? What surprised you?

11Chapter ASSESSMENT

362

Nationalism andSectionalismNationalism drew regions together. At the same time, economic differencescreated tension between regions.

Plantationsand SlaverySpreadThe cotton gin led to the expansion ofplantations andslavery in the South.

Early Industry and InventionsNew machines allowed the Northeastto industrialize andthe Midwest toincrease farmproduction.

VISUAL

SUMMARY

Causes

REGIONAL GROWTH

SECTIONAL TENSIONS

NATIONAL UNITY

Effects

Interact with History

(CST1)

National and Regional Growth 363

TEST PRACTICECLASSZONE .COM

Use the map and your knowledge of U.S. history toanswer questions 1 and 2.

Additional Test Practice, pp. S1–S33.

1. Which Latin American countries became independ-ent the same year as Mexico? (8.1.3)

A. Argentina and Brazil

B. Chile and Haiti

C. Peru and Santo Domingo

D. Peru and Uruguay

2. Which Latin American country was the first to gainindependence? (8.1.3)

A. Argentina

B. Haiti

C. Mexico

D. Paraguay

Henry Clay is talking about the United States in thisquotation. Use the quotation and your knowledgeof U.S. history to answer question 3.

PRIMARY SOURCE

Every nation should anxiously endeavor to establishits absolute independence, and consequently be ableto feed and clothe and defend itself. If it rely upon aforeign supply that may be cut off . . . it cannot beindependent.

Henry Clay, quoted in The Annals of America

3. What idea was Henry Clay supporting in thisspeech? (8.6.2)

A. separatism

B. nationalism

C. sectionalism

D. patriotism

MEXICO1821

BRAZIL1822PERU

1821

BOLIVIA1825

PARAGUAY1811

URUGUAY1828

CHILE1818

HAITI 1804

SANTODOMINGO 1821

ARGENTINA1816

ECUADOR1830

COLOMBIA1830

VENEZUELA 1830

A T L A N T I CO C E A N

P A C I F I CO C E A N

Gulf ofMexico

CaribbeanSea

Independent republicUnder foreign controlDate of independence1830

0

0

2,000 Miles

4,000 Kilometers

Independence in Latin America, 1830

CLASSZONE .COMINTERNET ACTIVITY

ALTERNATIVE ASSESSMENT1. WRITING ABOUT HISTORY

Write the dialogue for a one-act play about the slaverebellion led by Nat Turner. (REP4)

• Use library resources to learn about Nat Turner.

• Include the events that led up to the rebellion.

• Explain the lasting effects of the rebellion.

2. COOPERATIVE LEARNING

Participate in a class project to plan an exhibit depict-ing what slavery was like on cotton plantations.Choose one of the following topics: what enslavedpeople wore; what their living conditions were like;what rules they lived under; or what stories they told.Work with other students to research that subject.Discuss how to exhibit your findings. (REP3)

INTEGRATED TECHNOLOGYFINDING PRIMARY SOURCES ON THE INTERNET

There are many first-hand accounts of factory life at theLowell mills. Use the Internet to find at least two of thefollowing on-line primary sources. Read the excerpts andarticles, write five interesting facts that you learned fromthese sources, and then share them with the class. (REP4)

• “Tales of Factory Life” an excerpt from LowellOffering

• “The Spirit of Discontent” an excerpt from LowellOffering

• “Harriet Robinson: Lowell Mill Girls”

• Factory Rules from the Handbook to Lowell, 1848For more about the Lowell mills . . .

STANDARDS-BASED ASSESSMENT