Ch 10 of S.S. Textbook

Objectives1. Describe the feeling of

national unity that followedthe War of 1812.

2. Explain how Congress triedto strengthen the nationaleconomy.

3. Discuss how Supreme Courtrulings supported federalpower and economic growth.

Main IdeaThe period o£national unity£ollowingthe War o£ 1812 isknown as the Era of GoodFeelings.

Vocabulary Buildercircuit (SIR kuht) n. circular triparound an area

340 Chapter 10 A Changing Nation

Prepare to Read

@ Reading SkillAnalyze Cause and EffectEvents in history are often linkedby cause and effect. This meansthat one event makes anotherhappen. Howeve~youcannotassume that because events occurtogether or in sequence theyhave a cause-and-effect link. Askyourself: Why did this event orresult happen? What happenedbecause of this event? Theanswers will show if a cause-and-effect relationship exists.

Vocabulary BuilderHigh-Use Wordscircuit, p. 340infrastructure, p. 343

Key Terms and PeopleHenry Clay, p. 341John C. Calhoun, p. 341Daniel Webster, p. 341charter, p. 342dumping, p. 342contract, p. 344capitalism, p. 344interstate commerce, p. 344

,..j Background Knowledge You have learned how thUnited States acquired territory west of the Mississippi River an-fought Great Britain in the War of 1812. Americans then turnedinternal affairs.

The Era of Good FeelingsWith the end of the War of 1812, the Republicans took firm

control of the government. The presidential election of 1816resultin a landslide victory for Republican candidate James Monroe 0:Virginia. He defeated Rufus King, the Federalist candidate, by 183t34 electoral votes. Stung by this defeat, the Federalist Party began tclose power. Within a few years, the party had disappeared.

President Monroe wanted to promote national unity. In thespring and summer of 1817,he made a goodwill circuit of the middleand northern sections of the country. He was warmly greeted inConnecticut and Massachusetts, the only states that had not voted forhim in 1816.The old arguments over the War of 1812seemed to havefaded away.

While Monroe was in Boston, a local newspaper described thenew sense of national unity as the "Era of Good Feelings." The namestuck and was used to describe Monroe's two terms in office. Whehe ran for reelection in 1820,no candidate opposed him.

t'i"Checkpoint What happened to the Federalist Party after the Warof 1812?





Main IdeaThe period o£national unity£ollowingthe War o£ 1812 isknown as the Era of GoodFeelings.



Prepare to Read

@ Reading SkillAnalyze Cause and EffectEvents in history are often linkedby cause and effect. This meansthat one event makes anotherhappen. Howeve~youcannotassume that because events occurtogether or in sequence theyhave a cause-and-effect link. Askyourself: Why did this event orresult happen? What happenedbecause of this event? Theanswers will show if a cause-and-effect relationship exists.

Vocabulary BuilderHigh-Use Wordscircuit, p. 340infrastructure, p. 343

Key Terms and PeopleHenry Clay, p. 341John C. Calhoun, p. 341Daniel Webster, p. 341charter, p. 342dumping, p. 342contract, p. 344capitalism, p. 344interstate commerce, p. 344

,..j Background Knowledge You have learned how thUnited States acquired territory west of the Mississippi River an-fought Great Britain in the War of 1812. Americans then turnedinternal affairs.

The Era of Good FeelingsWith the end of the War of 1812, the Republicans took firm

control of the government. The presidential election of 1816resultin a landslide victory for Republican candidate James Monroe 0:Virginia. He defeated Rufus King, the Federalist candidate, by 183t34 electoral votes. Stung by this defeat, the Federalist Party began tclose power. Within a few years, the party had disappeared.

President Monroe wanted to promote national unity. In thespring and summer of 1817,he made a goodwill circuit of the middleand northern sections of the country. He was warmly greeted inConnecticut and Massachusetts, the only states that had not voted forhim in 1816.The old arguments over the War of 1812seemed to havefaded away.

While Monroe was in Boston, a local newspaper described thenew sense of national unity as the "Era of Good Feelings." The namestuck and was used to describe Monroe's two terms in office. Whehe ran for reelection in 1820,no candidate opposed him.

t'i"Checkpoint What happened to the Federalist Party after the Warof 1812?

Main IdeaThe people of Canada becameself-governing during the 18005.

Vocabulary Builderdomestic (doh MEHS tihk) adj.relating to one'scountry; internal

Relations With CanadaCanada remained a British colony after the American Revoluti

In 1791, the country was divided into two parts. Upper Canada ,,-mainly English, and Lower Canada was mainly French. In 1837, th _were rebellions against British rule in both parts of Canada.

Although the British put down the rebellions, they learnedlesson. They could no longer deny rights to Canadians. Britain wo .have to give Canadians more powers of self-government-the ri; ..of people to rule themselves independently. The Act of Union of 1 _was a major step in that direction. It merged Canada's two parts in-a single unit governed by a Canadian legislature. Britain, howevstill had ultimate controL

Canada and the United States had their own disagreementsTensions were particularly high when the United States unsucce ~fully tried to invade Canada during the War of 1812.

The situation slowly improved after the war. Between 1818 an;1846, the United States and Britain settled several border dispuregarding Canada. Eventually, the United States and Canada estar-lished excellent relations. Their relations remain strong to this day.

£!1Checkpoint Why did Britain grant some self-government toCanada?

( Looking Back and Ahead The Monroe Doctrine cor-vinced Americans that their southern borders were safe from Epean expansion. Treaties with Britain lessened the tensions alongnorthern border with Canada. With a new sense of confidencAmericans prepared to make great strides on the domestic front. 11:1820s and 1830s would see an upsurge in the democratic spirit.

Section 21 Check Your Progress

Comprehensionand Critical Thinking1. (a) Summarize What was the

Monroe Doctrine?(b) Clarify Problems Would theUnited States have looked weakif it had jointly issueda warningwith Britain? Explain.

2. (a) List Name six of today's LatinAmerican coun ies that wereindependent by 1825.(b) Identify Economic BenefitsHow did Great Bri ain and theUnited States benefit from theindependence of Spain's Ameri-can colonies?

348 Chapter 10 A ChangingNation

\!) Reading Skill3. Identify Multiple Effects

European powers, such as Franceand Russia,considered helpingSpain regain its South and CentralAmerican colonies. What werethe effects of this situation?Reread the text under the head-ing "The Monroe Doctrine."

Vocabulary BuilderAnswer the following questions incomplete sentencesthat show yourunderstanding of the key terms.4. What did Spaincede to the United

Statesin the Adams-OnisTreaty?

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5. How did Canadians benefitwhen Britain granted themmore self-government?

Writing6. Revisethe following sentences

to make them flow better.Sentences:The Monroe Doc-trine stated that the UnitedStates would not allow Spain totake back its former colonies.The doctrine helped the newLatin American states remainfree. The doctrine supportedthe cause of democracy in theWestern Hemisphere.

Objectives

Discuss 1'he'conflict betweenAndrewJackson and JohnQuincy Adams. over the elec-tion of 1824.' '1

~xplain how the right to voteexpanded in the UnitedStates.

3. Describe Andrew Jackson'svictory in the election of 1828.

Prepare to Read

@ Reading SkillIdentify Short-Term EffectsSome events have effects thattake place shortly after the event.Other events create changes thatlast only a short time. Both ofthese types of effects are short-term effects. As you readSection 3, look for examples ofthe short-term effects of events.

, Background Knowledge Earlier, you read how one-:artydominated the political scene during the Era of Good Feelings.~ this section, you will learn how important changes in American; litical life during the 1820s and 1830s led to an era of vigorous:: rnpetition in political life.

dams and Jackson in ConflictAndrew Jackson served two terms as President, from 1829 to

37.His presidency marked the opening of a new and more demo-zraticera in American political life. Sogreat was his influence that the- -enty-year period after he became President is often called the Age:Jackson.

Andrew Jackson was a wealthy man by the time he became Pres-':ent. However, he began life with very little. Born in a log cabin on_ e border of North and South Carolina, he was an orphan by theze of 14. Jackson was ambitious, brave, and tough. He survived

allpox as a child and severe gunshot wounds as an adult.During a difficult march with his troops in 1812, one soldier

- cribed him as "tough as hickory." Hickory trees are extremely-ong, and their wood is very hard. The description fit Jackson soell that it stuck as a nickname. Jackson became known as Old

- ckory.Jackson stood for the idea that ordinary people should participate

American political life.As a general and later as President, Andrew-KSonwas deeply loved by millions of ordinary Americans. They-edhim for his humble beginnings and his firm leadership.

Vocabulary BuilderHigh-Use Wordsparticipate, p. 349react, p. 350

Key Terms and PeopleAndrew Jackson, p. 349suffrage, p. 351caucus, p. 352nominating convention,

p. 352spoils system, p. 354

Main IdeaAndrew Jackson was deeplyloved by millions of Americans.John Quincy Adams never wonthe trust of the Americanpeople.

Vocabulary Builderparticipate (pahr TIHS ah payt) v. totake part in; to share i an activity

Section 3 The Age of Jackson 349

Vocabulary Builderreact Cree AKT) v. to act in responseto another action

350

The Election of 1824 Jackson first ran for President in 182-His opponents were John Quincy Adams, Henry Clay, and Willi -H. Crawford of Georgia. Jackson received the most electoral vot _but not a majority. According to the Constitution, the HouseRepresentatives would have to decide the election.

The choice was between Jackson and Adams, the two who ha;received the most votes. As Speaker of the House, Clay had gr --influence. He told his supporters to vote for Adams. The House thelected Adams on the first ballot.

Jackson reacted with fury. He had won the most popular votand the most electoral votes, but still had lost the election. WhAdams appointed Clay secretary of state, Jackson's supportersclaimed the two men had made a "corrupt bargain."

The Presidency of John Quincy Adams Adams 'W

burdened by the charges of a secret deal. He accomplished littleven though he had ambitious plans for the nation. He support -Clay's American System and wanted the federal government to pla_a larger role in supporting the American economy.

Adams proposed a national program to build roads and canasand a high tariff to protect industry. He also planned to set upnational university and an observatory for astronomers in Wasl:-ington, D.C. However, he lacked the political skill to push hisprograms through Congress. Adams never won the trust of theAmerican people. As a result, he served only one term.

Despite his failures, Adams was an eloquent supporter of what he: was America's special place in the world. He stated his ideas in a:: urth of July speech in 1821. He said the United States had no- igns on the territory of other nations:

"Wherever the standard of freedom and independence hasbeen or shall be unfurled, there will her [America's] heart,... and he.ryrayers be. But she goes not abroad in search ofmonsters to destroy. She is the well-wisher to the freedomand independence of all."

-John Quincy Adams, Fourth of July 1821 Address

Checkpoint Why did Jackson's supporters claim there had been a"corrupt bargain" in the election of 18247

New Era in PoliticsThe election. of 1824 disappointed Andrew Jackson and his

- llowers. Still, that election began a new era in American politics.Back in the 1790s, states had begun extending suffrage-the right

vote. Many states dropped the requirement that men had to own:- operty to be able to vote. Voting requirements varied slightly from_ te to state. However, almost all adult white males now could vote

d hold office.

Main IdeaA growing spirit of democracyresulted in more whiteAmerican males gaining theright to vote.

~em c acy ondtThe Age of Jackson saw the first stirringsof democracy in action in the United States.More men could and did vote, and manymore people joined political parties andparticipated in election campaigns.

It would be many years until women andAfrican Americans also gained the right tovote. However, the kinds of political conteststhat are familiar to Americans today had theirbeginnings in the presidential elections of the1820s and1830s. Critical Thinking: DrawConclusions Why would people become moreactively involved in political campaigns as theright to vote was extended to new groups?

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o .••• Portrait of Andrew Jacksonshown inside a souvenir box froman early presidential campaign.

1824 1828 1832 1836 1840Year

Andrew Jacksonwas a Tennesseelandowner, lawyer,and judge. Hismilitarycampaigns against the Britishinthe War of 1812 and against NativeAmericans in Floridamade him a warhero. Politicalopponents called him acountry hick.Butsupporters admired himas a self-made man who spoke out forordinary people. Hiselection as Presidentwas a sign that the United States wasbecoming a more democratic nation.

Biography QuestHow did Jackson gain a reputation as asupporter of ordinary people?For: The answer to the question aboutJacksonVisit: PHSchool.comWeb Code: myd-3063

States also were changing how they chose pridential electors. Previously, state legislaturchose them. ow, that right went to the voters . .:1824,voters chose the presidential electors in 180

of 24 states.Of course, suffrage was still restricted in t.t

United States. Women could not participategovernment. Nor could enslaved African Arne.cans, male or female. In most states, even frAfrican Americans could not vote.

Democracy in the Age of JacksoExtending the right to vote was part of a largspread of democratic ideas. Supporters of AndreJackson believed that ordinary people should v --in elections, hold public office, and do anythir '-else they had the ability to do. Jackson's supportersstrongly opposed special privileges for thosehigh social status.

Wealthy observers were sometimes dismaye;by this spirit of equality. One visitor complain"the rich and the poor, the educated and the ignc-rant, the polite and the vulgar, all ... feed at thsame table."

Jackson and his supporters did not trus:government. They believed it often favored the ri -and powerful. The Jacksonians also were susp_-cious of banks, which they believed favoredrich.

New Political Parties The Age of Jacks -brought back the two-party system that had brie _

ended during the Era of Good Feelings. During the 1824 electiothe Republican Party split. Supporters of Adams called themselv -National Republicans. Jackson's supporters used the name Democra

In 1831,the National Republicans nominated Henry Clay to r ~against Jackson. Jackson won easily, with strength in all parts of thecountry. However, by 1836,the anti-Jackson forces had formed a nevparty, the Whigs. From then until 1852,the Democrats and the Whi~were the country's two major political parties.

The new parties adopted a new way of choosing their presiden-tial candidates. Previously, a party's members of Congress held -caucus-a meeting of members of a political party. These caucus -involved only a small group of people. Beginning in_,1,~3J;politica...parties started holding national nominating conventions-clan,meetings of party delegates to choose candidates for office.Nationconventions opened the nominating process to many more peopland made it more democratic.

~

Identify Short-Term~ ~ Effects~0i'1) s..;.$'

9 What as the immediateeffect of using nominatingconventions to choose presiden-tial candidates?

~Checkpoint Which groups did not benefit from increasedsuffrage in the United States?


ackson Becomes PresidentThree times as many people voted in the election of 1828 as had

voted in 1824. Most of these new voters supported Jackson, whoeasily defeated Adams.

The election revealed growing sectional and class divisionsamong American voters. Jackson did best in the West and the South,- .here planters and small farmers supported him. He also did wellamong small hu~mess people, artisans, and workers in cities and. wns nationwide. Adams was most popular in his home region of_Tew England.

ackson's Inauguration Jackson's supporters called the electiona victory for the "common man." His inauguration in March 1829showed what they meant. Thousands of ordinary working peoplemruned into Washington for the event. After the inauguration at theCapitol, Jackson rode a horse to the White House. A journalist

escribed the scene:

"As far as the eye could reach, the sidewalks of the Avenuewere covered with people on foot ... with ... carriages andpersons on horseback .... For a full half hour, I stoodwaiting for the stream to run by; but like a never failingfountain people continued pouring forth."

-Amos Kendallin the Argus of Western America,

March 29, 1829

Main IdeaAndrew Jackson's victory in1828 was a result of widespreadsupport among farmers,workers, and artisans.

Jackson's InaugurationJoyful crowds welcomedAndrew Jackson to the WhiteHouse upon his inaugurationin 1829. The artist who createdthis picture made slyfun of thecelebrants. Critical Thinking:Apply Information Whywere some people upset bywhat happened at Jackson'sinauguration?

Twenty thousand people crowded in Laround the WhiteHouse for a reception in Jackson's honor. Tfhey did not all behavewell. Some broke furniture, spilled drinks, trampled rugs, and brokeseveral thousand dollars worth of glassware and dishes. Officialsfinally lured the unruly crowd outside by moving the punch bow.onto the White House lawn.

Jackson's opponents were shocked. One member of the SupremeCourt complained about the "reign of King Mob." A Jacksor..supporter saw things more positively: ''It was the People's day, anthe People's President, and the People would rule."

The Spoils of Victory Jackson began his term by replacingsome government officials with his supporters. Previous Presidentshad done the same thing. In fact, during his two terms Jacksonreplaced only about 20 percent of federal officeholders.

The difference was that Jackson openly defended what he wasdoing. He claimed putting new people into government jobfurthered democracy. One of his supporters put it more selfishlywhen he compared the process to a conquering army after a war,saying "to the victors belong the spoils [loot]." People quicklyapplied the term spoils system to the practice of rewarding govern-ment jobs to loyal supporters of the party that wins an election.

~Checkpoint How did Andrew Jackson justify the spoils system?

,.J Looking Back and Ahead As President, Andrew Jack-son supported the right of ordinary people to participate in govern-ment. Jackson's belief in equality, however, left out many, includingNative Americans. In the next section, you will read how govern-ment policies denied basic rights to Native Americans.


Comprehensionand Critical Thinking1. (a) Recall What was the

"corrupt bargain"?(b) Evaluate InformationWho benefited from accusationsof a "corrupt bargain"?

2. (a) Recall Ho did the UnitedStates become more democraticbetween the 1790sand the1830s?(b) Draw Conclusions Howdid these democratic changescontribute to Jackson'selectionin 1828?

354 Chapter 10 A ChangingNation

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~ Reading Skill3. Identify Short-Term Effects

What was the immediate effectwhen Henry Claytold his support-ers to vote for Adams?

6. Tensof thousands of ordinary citi-zensshowed up for the caucuscelebrating Jackson'svictory.

Writing7. Using vivid, specific words will

make your writing livelier andmore accurate. Rewrite thesesentences using more ·spe<Iific,

- 1:" .-,.. _ • ~

colorful words. Sentences:Many people liked AndrewJackson, and he was very popu-lar. People liked Jackson betterthan John Quincy Adams. Theyfelt Jackson was a man of thepeople and Adams was not aman of the people.

Vocabulary BuilderRead each sentence below. If thesentence is true, write YES.If thesentence is not true, write NO andexplain why.4. By 1828, suffrage had been

extended to white women andAfrican Americans.

5. In 1824, a nominatingconvention chose John QuincyAdams to run for President.

Objectives1. Describe the culture of Native

~ - ..J: ~ ••

Americans in the Southeast.

2. Describe the conflict over landoccupied by Native Americansin the Southeast.

3. Discussthe forced removal ofNative Americans.

Prepare to Read

\!) Reading SkillIdentify Long-Term EffectsMany historical events have long-term effects-lasting effects thatbuild up over time. As you readSection 4, look for events thathave long-term effects. Thinkabout why these causes have hadsuch a lasting effect.

Vocabulary BuilderHigh-Use Wordsvoluntary, p. 357quote, p. 357

",f Background Knowledge As a general, Andrew Jacksonwon great popularity for his victories over Native Americans inGeorgia and Florida. As President, Jackson worked to remove

ative Americans from their homelands in the Southeast.

Native Americans of the SoutheastWhen Andrew Jackson became President, more than 100,000

ative Americans still lived east of the Mississippi River. Many ofthese Native Americans were farmers or lived in towns.

The Choctaw, Chickasaw, Cherokee, and Creek nations lived inparts of Mississippi, Alabama, northern Georgia, western NorthCarolina, and southern Tennessee. The Seminoles, who lived inFlorida, had an unusual origin. They were a combination of Creekswho had moved into Florida in the late 1700s,Florida Native Ameri-cans, and escaped African American slaves.

The Cherokees had adopted some white customs. Aside fromfarming, they ran successful businesses, such as grain and lumbermills. The Cherokees had their own schools, and some could speakand read English. Many had converted to Christianity.

The Cherokees even had a written alphabet for their language. Ithad been created by a learned leader named Sequoyah (sih KWOY

uh). In 1827, the Cherokees established a government based on awritten constitution. They claimed status as a separate nation. Thenext year, they started a newspaper in both English and Cherokee.

~Checkpoint What were some of the customs and ways of life ofthe Cherokees?

Key PersonSequoyah, p. 355

Main IdeaThe Native Americans of theSoutheast followed a variety ofcustoms.

Seminolewoman

Okm 200I

ATLANTICOCEAN

o miles 200Azimuthal Equal-Area Projection J

KEYD Ceded to Native Americanso Ceded by Native Americans

.- Common removal route

.- Cherokee removal route(Trail of Tears)

.- Chickasaw removal route

.- Choctaw removal route

.- Creek removal route

.- Seminole removal route

• Forts

Gulf of Mexico

In the 1830s, some 100,000 Native Americans of the Southeast were drivenfrom their homes and forced to walk to a new home across the Mississippi River.

(a) Read a Map Which five Southeast nations were affected by themovement?

(b) Apply Information Use the scale of miles and the map above to answerthe following question: About how far did the Seminoles have to travel toget from Florida Territory to New Orleans?

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Confl ict Over LandTo government leaders, the presence of Native Americans in the

Southeast stood in the way of westward expansion of the UnitedStates. Furthermore, the Native Americans lived on fertile land.White farmers wanted that land for growing cotton.

Forced Movement Policies to move ative Americans fromtheir Jand~:~ated from the presidency of Thomas Jefferson. Jeffersonhoped the .movement would be voluntary. He believed that movingwest was the only way the Native Americans could preserve theircultures.

After the War of 1812, the federal government signed treatieswith several Native American groups of the Old Northwest. Underthose treaties, the groups gave up their lands and moved west of theMississippi River.

However, the Native Americans of the Southeast would notmove. In 1825,President James Monroe suggested a plan to move all

ative Americans living east of the Mississippi to land west of theriver. However, nothing came of the plan. Yet,year by year, the pres-sure on the Native Americans of the Southeast grew. By the 1820s,many white southerners were demanding that Native Americans beremoved by force.

In 1825 and 1827, the state of Georgia passed a law forcing theCreeks to give up most of their land. In 1828,Georgia tried to get theCherokees to do the same. The state said the Cherokees were not aseparate nation and they had to move off their land.

Support for Native Americans Georgia's actions werechallenged in two suits that reached the Supreme Court. Thedecision in the first suit went against the Cherokees. In Cherokee

ation v. Georgia (1831), the Court refused to stop Georgia fromenforcing its law. But in Worcester v. Georgia (1832), the Courtdeclared that Georgia's laws "can have no force" within Cherokeeterritory.

Chief Justice John Marshall wrote the Court's majority opinion inWorcester v. Georgia. He quoted treaties that the United States hadigned, guaranteeing certain territory to ative Americans. Under

the Constitution, treaties are the supreme law of the land. Therefore,Marshall said, Georgia had no say over Cherokee territory.

Like the state of Georgia, President Jackson wanted to remove the_ ative Americans from their land. He was furious when he heard ofthe ruling in Worcester v. Georgia. "John Marshall has made his deci-sion," he is reported to have said. "Now let him enforce it!"

Jackson was already putting into effect a federal law called theIndian Removal Act of 1830.The law gave him authority to offer ativeAmerican nations land west of the Mississippi in exchange for theirlands in the East.It alsoprovided money so the law could be carried out.

~Checkpoint According to Marshall, why was Georgia barredfrom applying its laws to Cherokee territory?

Main IdeaAndrew Jackson objected to aSupreme Court ruling in favor ofNative Americans.

Vocabulary Buildervoluntary (VAHL ahn tair ee) adj.done willingly, of one's own freewill

Vocabulary Builderquote (kwoht) v. to repeat theexact words spoken or written

Section 4 Indian Removal 357





Prepare to Read

~ Reading SkillAnalyze Cause and EffectEvents in history are often linkedby cause and effect. This meansthat one event makes anotherhappen. However, you cannotassume that because events occurtogether or in sequence theyhave a cause-and-effect link. Askyourself: Why did this event orresult happen? What happenedbecause of this event? Theanswers will show if a cause-and-effect relationsh ip exists.

Vocabulary BuilderHigh-Use Wordscircuit, p. 340

infrastructure, p. 343

Key Terms and PeopleHenry Clay, p. 341John C. Calhoun, p. 341

Daniel Webster, p. 341

charter, p. 342

dumping, p. 342contract, p. 344

capitalism, p. 344interstate commerce, p. 344

,...! Background Knowledge You have learned how ::..United States acquired territory west of the Mississippi River ar;fought Great Britain in the War of 1812. Americans then turneinternal affairs.

The Era of Good FeelingsWith the end of the War of 1812, the Republicans took .6.:-

control of the government. The presidential election of 1816resulin a landslide victory for Republican candidate James MonroeVirginia. He defeated Rufus King, the Federalist candidate, by 1 --34 electoral votes. Stung by this defeat the Federalist Party began -lose power. Within a few years, the party had disappeared.

President Monroe wanted to promote national unity. In --spring and summer of 1817,he made a goodwill circuit of the midand northern sections of the country. He was warmly greete _Connecticut and Massachusetts, the only states that had not voted:him in 1816.The old arguments over the War of 1812seemed to hafaded away.

While Monroe was in Boston, a local newspaper describednew sense of national unity as the "Era of Good Feelings." The narr-stuck and was used to describe Monroe's two terms in office. V\he ran for reelection in 1820,no candidate opposed him.

t'iCheckpoint What happened to the Federalist Party after theof 18127

Main IdeaThe period of national unityfollowing the War of 1812 isknown as the Era of GoodFeelings.



ouaruOOL" A Tragic Journey This painting, Shadow of the Owl, by

Cherokee artist John Guthrie portrays the Trail of Tears. More than4,000 Cherokees died along the trail. The tombstone of one of themis shown below. Critical Thinking: Interpret Art What do youthink the owl in the main picture represents?

Explore More VideoTo learn more about theCherokees' journey, viewthe video.

• ••

WIIITEPI\·111CIJEIWkEE WARRIOR t;1I11·.1

DIED 1~38THAlL 0.1' TEAIlS

Main IdeaNativeAmericanswere movedto the Westunder harsh anddangerousconditions.

On the Trail of TearsBelieving they had no choice, most ative American leaders

signed new treaties giving up their lands. They agreed to move to whatwas called the Indian Territory. Today most of that area is in the stateof Oklahoma.

Removal of the Choctaws The Choctaws signed the firsttreaty in 1830.The Treaty of Dancing Rabbit Creek stated that

"the United States under a grant ... shall cause to beconveyed to the Choctaw Nation a tract of country west ofthe Mississippi river ... "

. -Article II, Treaty of Dancing Rabbit Creek, 1830

Closely guarded by American soldiers, the Choctaws moved westbetween 1831and 1833. .;

The federal government did not provide enoughrtents' food,blankets, shoes, winter clothes, or other supplies. Heavy rain andsnow caused enormous suffering. An army lieutenant wrote thatone group "walked for 24 hours barefoot through the snow and ice"before reaching shelter.

Cherokee Removal The Cherokees held out a few yearslonger. They were still on their land in 1837when Jackson left office.


2.

Finally, in 1838, President Martin Van Buren forced the Chero-kees to move. In the winter of 1838-39, they went to Indian Territory,guarded by 7,000 soldiers. The route is called the Trail of Tears. Asoldier's description helps explain why:

"On the morning of November 17th, we encountered aterrific sleet and snow storm with freezing temperatures,ai;ld f(c{mthat day until we reached the end of the fatefuljourney on March the 26th, 1839, the sufferings of theCherokee were awful. The trail of the exiles was a trail ofdeath."

~

Identify Long-Term~ Effects

9)()') .~

'~g''''' President Jackson sentfederal agents to finalize treatiesfor Native American removal.Summarize the long-term effectsof this policy. Explain how thepolicy affected the NativeAmericans in the region.

-Memoirs of PrivateJohn G. Burnett, December 1890

The Cherokees were forced to march hundreds of miles. Theyhad little food or shelter. Many did not survive. Of 15,000 Chero-kees who began the trip, 4,000 died along the way.

One group .refused to move. The Seminoles fought three warsagainst removal. However, in the 1840s most Seminoles were forcedto move. In their new homes in the Indian Territory, Native Ameri-cans struggled to rebuild their lives under very difficult conditions.

~Checkpoint What mistakes in planning did the governmentmake before removing Native Americans?

,f Looking Back and Ahead Andrew Jackson was deter-mined to be a strong President. He defied the Supreme Court byenforcing the Indian Removal Act. In Section 5, you will learn abouthis stands against the nation's bankers and his dramatic actions toave the Union.


\!) Reading Skill3. Identify Long-Term Effects A

long-term effect is an effect thatlasts over a long period of time.White farmers wanted the landsbelonging to Native Americans ofthe Southeast. Write three sen-tences summarizing the long-term effects of this desire forland.

Comprehensionand Critical Thinking1. (a) Recall How did the Supreme

Court rule in the case of Worcesterv. Georgia?(b) Detect Bias Why do you sup-pose President Jackson objectedto the Court's decision?

2. (a) Compare and ContrastDescribe the removal of the Choc-taws and the Cherokees.(b) Identify Economic BenefitsWhy would the Cherokees be par-ticularly opposed to removal fromtheir land?


Writing4. A paragraph should focus on a

single topic. Rewrite the follow-ing paragraph to get rid of anysentences that stray from thetopic. Paragraph: Bythe 1830s,Native Americans had fought sev-erallegal battles over land. ManyNative Americans wore tradition-al clothing. The states tried tomake the Native Americans move.However, the Supreme Courtdecided that states could notforce them from their homes.

Section 4 Indian Removal 359

IntroductionThe leader Sequoyah becameconvinced that the Cherokeeneeded a system to write in theirown language. The followingselection is from a biography ofSequoyah. In this excerpt,Sequoyah becomes interested inthe "talking leaves" of anEnglish book.

':4 BackgroundThe images on the wampumbelt were a record of events inCherokee history. Details likenames of people and placeswere passed down from onemedicine man to the next. Themedicine men would tell thehistory of the tribe based onthe images on the belt.

\!) Reading SkillAnalyze Motivation A charac-ter's motives are the reason for hisor her actions. As you read thisexcerpt, look for clues that tellwhy Sequoyah wanted the book.

Vocabulary BuilderAs you read this literature selec-tion, look for the followingunderlined words:leaves (Ieevz) n. pages or sheets

wampum belt (WAHM pum) n.belt woven with images madewith beads or shells, used torecord historic events

pelts (pehltz) n. animal skinsbristled (BRIHS ahld) v. becameangry

Sequoyah picked up the book to examine it. He saw that it was madeof thin leaves of paper. Instead of the pictures on a wampum belt,there were marks of some kind on the paper, like the footprints of acrow. And the marks were in neat rows like the rows of corn plantedin a garden. When the reader looked at those rows, the leaves of thebook "talked" to him. The reader then told his friends what the leavessaid. Sequoyah found these talking leaves fascinating.

Sequoyah mentally compared the markings on the talking leaves tothe designs on a wampum belt. The colorful belt was much prettier, butthe book was filled with many thin leaves, each covered with markings.It must surely "remember" more than the wampum belt. Wu The hadtold Sequoyah that books made the white people's medicine powerfulShe had said that just one of their books of talking leaves could remem-ber more than all the medicine men of Taskigi together. And the whitemen had many, many such books. This is why Wu The wantedSequoyah to learn English-so he could learn the secret of the talkingleaves, the secret of the white people's powerful medicine.

Sequoyah was so curious about the talking leaves that he boughtthe book from the hunter for two good deer pelts. The men laughed,thinking they had again cheated an Indian. Sequoyah knew his peltswere worth more in silver than this book. Still he wished to have. it. Hewanted to ponder the secret of its talking leaves. -•..-..;::':

Agi Li and Rabbit Eyes kidded Sequoyah as the three hiked homeafter the rain stopped, "You gave good pelts for a book you cannot evenunderstand," they said,laughing.

Later the boys fell to talking about the talking leaves. "Surely," Rab-bit Eyes said, "it was a magic power of the white man to be able to puthis speeches into books."

"Surely,"Agi Li said, "one must learn the white man's language togain the power of the talking leaves."

Sequoyah bristled at this. "Bah," he said. "These are mere scratch-ings, mere crow's prints. It is not magic. I could invent them for theCherokee language, and we, too, could have our own talking leaves."

The other boys laughed at this. "How can you do such a thing?"asked Agi Ll,- chuckling.

Sequoyah picked up a flat stone and scratched out a picture of adeer on it with the blade of his knife. "There," he said, show~g themthe stone. "That means 'deer,' see?" Then Sequoyah drew an arrowthrough the deer. "And that means 'to hunt a deer,'" he said.

His friends laughed again. "At this rate, you will be scratching onstones until you are an old man, Sequoyah, to make pictures of everyword there is in our language. It is impossible. The talking leavesbelong to the white man. They are not meant for us."

Sequoyah stood his ground. "You are wrong," he said. "You thinkthe white man has special medicine. That is why you wear his clothes,"Sequoyah said, pointing to their trousers and shirts. "Well, our medi-cinecan be just as strong, if we wish it."

From Sequoyah and the Cherokee Alphabet by Robert Cwiklik.© 1989 Silver Burdett Press.

Analyze Motivation~~ At the beginning of the

'''gS''-' excerpt,Sequoyah'scuriosity motivates himto buy the book. What ishis motivation for wanting towrite his language?

~Checkpoint Why did Wu The want Sequoyah to learn English?

If you liked this storyaboutSequoyah,youmight want to readmore about theCherokees in TheCherokee Dragon:A Novel of the RealPeople by Robert J.Conley. St. Martin'sPress.2000.

p

Analyze LITERATURESequoyah went on to createan alphabet for theCherokees. Imagine that youare Sequoyah. Write aparagraph explaining to theCherokees why they shouldlearn to write:

Sequoyah and hisCherokee alphabet

Objectives1. Describe the disagreement

over the Bank of the UnitedStates.

2. Discussthe differing view-points on the balance of fed-eral and state powers.

3. Explain why South Carolinathreatened to secede fromthe Union.

4. Describe the economic crisisthat began in 1837.

Main IdeaAndrew Jackson opposed theBank of the United States, sayinghe believed it gave too muchpower to the wealthy.

Vocabulary Builderenrich (ehn RIHCH) v. 0 aleewealthy


Prepare to Read

@ Reading SkillIdentify Multiple Causes Justas events can have multipleeffects, so too can they have mul-tiple causes. Major events in his-tory often have many causes. Asyou read Section 5, look forevents that have multiple causes.

Vocabulary BuilderHigh-Use Wordsenrich, p. 362resolve, p. 364

Key Terms and Peoplenullification, p. 364

Martin Van Buren, p. 366

William Henry Harrison, p. 367

,...t Background Knowledge As you learned in Section 3,Andrew Jackson believed that common people needed supportagainst powerful forces of wealth. This belief led Jackson to take astrong stand against the Bank of the United States.

The Bank WarBetween 1816 and the early 1830s, the second Bank of the United

States earned strong support from business people. They liked thefact that the Bank made loans to businesses. Moreover, the Bank waa safe place for the federal government to keep its money. The papermoney it issued formed a stable currency. Its careful policies helpedcreate confidence in banks all over the country.

On the other hand, many Americans disliked the Bank. Theyopposed the way the Bank restricted loans made by state banks.Fearing that state banks were making too many loans, Bank directoroften limited the amount of money banks could lend. This angeredfarmers and merchants who wanted to borrow money to buy land.Many southerners and westerners blamed the Bank for the economiccrisis that broke out in 1819. In that crisis, many people lost their farms.

The Bank's most powerful enemy was Andrew Jackson, who... ~.-". .. .

called the Bank "the Monster." According to [ackson; the Bankallowed a small group of the wealthy people to enrich themselves atthe expense of ordinary people. Jackson believed that the wealthystood for unfair privilege. Jackson especially disliked NicholaBiddle, the Bank's president. Biddle, who came from a wealthy Phila-delphia family, was skilled at doing favors for powerful politicians.

mie

Biddle got Congress to renew the Bank's charter in 1832, althoughthe charter still had four years to go. The news reached Jackson whenhe was sick in bed. The President vowed, "The Bank ... is trying tokill me, but I will kill it!"

Jackson immediately vetoed the bill. The fight over the Bankbecame a major issue in the 1832 presidential election. Henry Clay,who ran agaiptt'Jackson, strongly supported the Bank. But mostvoters stood solidly behind Jackson's veto of the Bank bill. Jacksonwon reelection by a huge margin.

Jackson's victory over the Bank helped to increase the powers ofthe presidency. It showed that a determined President could stir upthe voters and face down powerful opponents in Congress.

The second Bank ceased to exist when its charter ran out in 1836.Unfortunately for Jackson's successor, an economic crisis struck afew months after Jackson left office. Without a Bank of the UnitedStates, it was harder for the new President to end the crisis.

~Checkpoint What were the arguments for and against thesecond Bank of the United States?

The Question of States' RightsSince the founding of the United States, Americans had debated

what should be the balance between the powers of the states and thepowers of the federal government.

Main IdeaThe balance of federal and statepowers had been an issue sincethe early days of the Union.

Tramplingon rights

The national press ridiculedJackson for his quick temperand steely will.(a) Detect Points of View

Name two negativeimages in the cartoon.Why do you think Jacksonis shown stepping on thebank document?

(b) Distinguish RelevantInformation Would thiscartoon have the sameimpact in Britain if,instead of Jackson, itshowed a British leader?Explain your answer.

Section 5 States' Rights and the Economy 363

The Constitutional Convention of 1787had created a governmen·based on federalism, the division of power between the nationa..government and the states. The Constitution gave the federal govern-ment many significant powers. At the same time, the Tenth Amend-ment set limits on federal power. It states that any powers not specif-ically given to the federal government are "reserved to the Statesrespectively, or to the people."

Over the years, the issue ofbalancing federal and state power hadcome up repeatedly. The Alien and Sedition acts had raised the issue.So had the Virginia and Kentucky resolutions and the Hartfordconvention. The issue could never be fully resolved. During AndrewJackson's presidency, arguments over federal power and states'rights caused a serious crisis.

~Checkpoint How does the Tenth Amendment limit federalpowers?

Vocabulary Builderresolve (ree SAHLV) v. to decide; tosolve

Main IdeaAndrew Jackson forcefullyopposed South Carolina's threatto leave the Union. .

The Nullification CrisisThe crisis erupted when Congress passed a law in 1828raising the

tariff on iron, textiles, and other products. The tariff helped manufac-turers in the orth and some parts of the West. But it made south-erners pay more for manufactured goods. It seemed to southernerthat the federal government was forcing them to obey an unfair law.

VicePresident John C. Calhoun of South Carolina argued that thestates had the right of nullification, an action by a state that cancels afederal law to which the state objects. If accepted, Calhoun's ideaswould seriously weaken the federal government.

Arguments for Nullification To many southerners, thetariff issue was part of a much larger problem. If the federalgovernment could enforce what they considered an unjust law,could it also use its power to end slavery?

John C. Calhoun had based his theory of nullification on his viewof how the Union was formed. He said the Union grew from anagreement between the various states. After the Union was formed,each state kept certain powers. One of them was the power to nullifyfederal laws the people of the state considered unfair.

Milestones in the States' Rights Debate

1787: The Co . iondivides power betweenthe states and feceragovernment.

1814-1815: At the HartfordConvention, opponents of theWar of 1812 insist that stateshave the right to secede.

111.1II_~""mu1_IIIIIIIIUUD.IIIIIIIIIIIUUiul "'I_IIIUIII

s.

I ••••••••

1832: South Carolina claims theright to nullify tariffs, but it backs

down when President Jacksonthreatens to use force against it.


Arguments Against Nullification The clearest argumentagainst nullification came from Massachusetts Senator Daniel

the . Webster. He argued that the United States had not been formed bythe states, but by the entire American people. In a dramatic speechon the floor of the Senate in January 1830, Webster defended hisbelief, saying "We are all agents of the same supreme power, thepeople."

A few months later, President Jackson dramatically defended theUnion. At a banquet, Jackson stared directly at Vice PresidentCalhoun and said, "Our Federal Union-It must be preserved."

minously, Calhoun responded: "The Union-next to our liberty,the most dear." The challenge was clear. To Calhoun, states' rightswas more important than saving the Union.

South Carolina Threatens to Secede In 1832, Congress• assed another tariff law. Although it lowered some tariffs, it passedhigh tariffs on iron and textiles. South Carolina then called a stateconvention, which voted to nullify the tariffs. The tariffs of 1828 and.I. 32, it said, did not apply to South Carolina. The state also warned:he federal government not to use force to impose the tariffs. If it did,- uth Carolina would secede from the Union.

A furious Jackson responded strongly. In December 1832, he putmeral troops in South Carolina on alert. Then he issued a "Proclama-:ion to the People of South Carolina." It said that the Union could not be-' solved. It also warned that "disunion by armed force is treason."

ith tensions running high, Calhoun resigned as Vice President.Early in 1833, Jackson asked Congress to allow the federal

~overnment to collect its tariff in South Carolina by force if necessary.t the same time, he supported a compromise bill that would lowere tariffs. In March 1833, Congress passed both laws.

Unable to win support for its position from other states, South Caro-.:na then repealed its tariff nullification. Many Americans breathed a" gh of relief. The crisis had been settled peacefully.

mtnal

d-Pf-es

de.

rd

"Ihe Union-nextto our liberty, themost dear"

Federal Power VersusStates' Rights

President Andrew Jackson and VicePresident John C. Calhoun tookopposing views on states' rights andnullification?They had once beenfriends. H6wever, by 1830, the twomen were fierce enemies. CriticalThinking: Detect Points of ViewHow may Andrew Jackson's viewsabout nullification have been affectedby his responsibility as President of theUnited States?

Section S States' Rights and the Economy 365

The Election of 1840Both the Whigs and the Democratstried new methods in thepresidential election of 1840. Theybroadened their appeal, hoping towin the vote of the "common man."Critical Thinking: Link Past andPresent How are presidentialcampaigns today similar to the1840 campaign? How are theydifferent?

Main IdeaJackson's successor, Martin VanBuren, faced an economic crisisknown as the Panic of 1837.


Jackson had successfully defended federal power, while states'rights supporters had suffered a setback. However, the issue ofstates' rights would not go away. Americans would continue todebate the balance between states' rights and federal powers until theCivil War broke out in 1861.

~Checkpoint What was the position of Vice President John C.Calhoun on nullification?

The End of the Jackson EraA weary Andrew Jackson retired from office after two terms.

Martin Van Buren was Andrew Jackson's choice to succeed him. VanBuren, the son of a New York tavern owner, had played a central rolein organizing Jackson's first election victory in 1828. He had beensecretary of state during Jackson's first term and Vice Presidentduring his second term. He had long been a close political adviserto Jackson. .:;

In the election of 1836,the Whigs ran three candidates, each froma different region of the country. Their goal was to prevent any candi-date from receiving a majority of electoral votes. This would throwthe election into the House of Representatives. However, the strategydid not work. VanBuren received a majority of both the electoral andthe popular vote.

The Panic of 1837 Van Buren took office at a time when theAmerican economy was beginning a severe slump. Because Britainwas experiencing an economic slowdown, British manufacturerswere buying less cotton. This caused cotton prices to fall sharply.American banks could not collect on the loans they had made tocotton growers. As a result, hundreds of banks went bankrupt.

The result was an economic collapse in the United States calledthe Panic of 18;>.7."'Theeconomic hard times that followed lasted sixyears. The hardships of those years ruined Van Buren's presidency.

The Election of 1840 Van Buren ran for reelection in 1840against the Whig candidate, William Henry Harrison. This time theWhigs ran a skillful campaign. They used parades, barbecues, andother forms of entertainment to reach ordinary voters. Theyportrayed Harrison as a "man of the people" who would feel right athome in a simple log cabin. Helped by his "log cabin" campaign,Harrison easily defeated Van Buren. The Whigs were in power andthe Age of Jacksonwas over.

~Checkpoint What was the main cause of the Panic of 18377

-s Looking Back and Ahead Throughout the administra-tions of John Quincy Adams, Andrew Jackson, and Martin VanBuren, Americans continued to push westward. By the 1830s,Amer-icans had settled most of the land east of the Mississippi River. Bythe 1840s,they were crossing the Mississippi in large numbers. Youwill read about this movement in the next unit.


@ Reading Skill3. Identify Multiple CausesAfter

the nullification crisis,South Caro-lina repealed its nullification ofthe federal tariffs. What weretwo causesof the state's action?

omprehensionand Critical Thinking. (a) Recall Why did states' rights

become an issuein the 1820s?(b) Distinguish RelevantInformation Agree or disagreewith the following statementand provide relevant facts to sup-port your position: "The issueofstates' rights had plagued thenation from the time of theConstitutional Convention."

Vocabulary Builder4. Write two definitions for the key

term nullification. First, write aformal definition for your teach-er. Second,write a definition ineveryday English for a classmate.

~

Identify Multiple~ ~ Causes~Qt, .~

I)gS"" In 1837,the UnitedStatesexperienced an economiccollapse. What were two causesof this collapse?

(a) Summarize What were JohnC.Calhoun's and Daniel Webster'spositions on nullification?(b) Detect Points of View Whatdid John C.Calhoun mean when hesaid, "The Union-next to ourliberty, the most dear"?


Writing5. Correct the errors in grammar,

spelling, and punctuation in thefollowing passage.Passage:TheNullification Crisesrepresent aconflict between the South andthe federal government. presi-dent Jacksonat a banquet saidthat the Union must be preserved.John Calhoun answered "TheUnion-next to our liberty, themost dearest."

Section 5 States' Rightsand the Economy 367

uilding the National EconomyAfter 1815, many Americans believed the federal government

:;-ould take action to increase economic prosperity in all regions ofe country. Even the Republicans began to see merit in certaineral programs. This was a change, because in previous years

~ publicans had been known for stressing states' rights. Support foreral measures to promote economic prosperity came from many

:-ecions.These beliefs were expressed by a number of bright young

embers of Congress from different regions. Outstanding among_ ose who favored federal action were Henry Clay of Kentucky,

hn C. Calhoun of South Carolina, and Daniel Webster ofassachusetts.

• Clay spoke for people in the West who thought the countryneeded better roads and canals to transport goods from oneregion to another.

• Calhoun spoke for the interests of the South. While first adefender of national unity, he later put more emphasis onthe idea of states' rights.

• Webster became a spokesperson for the Northeast. At first,he opposed high tariffs, but he later came to support themas a way of protecting industry.

Main IdeaCongress and the Presidentencouraged U.S. manufacturingwith high tariffs and a secondBank of the United States.

~"':\ Analyze Causet~ and Effect

07/} sv..$-9 Explain what Americans

believed was needed to makenational unity grow. What wouldcause that growth to happen?

New Leaders Speakfor Their RegionsDuring the Era of Good Feelings,three young members of Congressbecame spokespersons for theirregions.

Daniel Webster - MassachusettsHe supported tariffs because theyallowed New England's factoriesto compete against Europeanmanufacturers.

John C. Calhoun - South CarolinaHe opposed tariffs because they raisedthe price of goods that southernersbought.

Henry Clay - KentuckyHe supported the construction ofroads and canals because they wouldenable the three regions of hecountry to trade with one another.

Critical Thinking: ApplyInformation Which of the threeleaders would you expect to be thestrongest supporter of slavery?Explain.

341

Bias is slanted writing that communicates a certain point ofview about an idea or event. The writer either leaves outinformation or purposely changes the facts in order to createa certain impression. Bias is different from objective writing,which presents the facts in a balanced way.

The following excerpt, from Andrew Jackson's seventh annual message to Congress,focuses on his Indian removal policy.

~ . n ... The plan of removing the [native] people to ... country west of theMississippi River approaches its [conclusion] .... All preceding experiments forthe improvement of the Indians have failed. It seems now to be an established factthat they can not live in contact with a civilized community and prosper ....

The plan for their removal ... is founded upon the knowledgewe have gainedof their character and habits, and has been dictated by a spirit of [generosity].A territory exceeding in extent that [given up] has been granted to each tribe. Ofits climate, fertility, and capacity to support an Indian population therepresentations are highly favorable ....

. . . A country west of Missouri and Arkansas has been assigned to them, intowhich the white settlements are not to be pushed .... A barrier has thus beenraised for their protection ... guarding the Indians as far as possible from thoseevils which have brought them to their present condition."

-Andrew Jackson, December 7, 1835

Learn the SkillUse these steps to identify bias.

o Identify the source. Knowing the speaker orwriter and the audience helps you understandwhy the point of view might be biased.

e Find the main idea. Summarize the main pointin the primary source.

€) Compare the primary source with objectivewriting. Look for differences between thebiased writing and an objective account of thesame subject. Does the biased writer leave outinformation or alter facts? Does the biasedwriter use broad generalizations that support aparticular point of view? Does the biasedwriter use emotionally charged words?

o Draw conclusions. What does the writer orspeaker hope to accomplish?

Practice the SkillAnswer the following questions about theprimary source on this page.

o Identify the source. (a) Who isthe author?(b) Why might the author's position be biased?

e Find the main idea. What is the main point ofthe speech?

€) Compare the primary source with objectivewriting. Read the information about the gov-ernment's Indian removal policy in Section 4.(a) What is one way that this account differsfrom the account in Section 4? (b) What is anexample of a broad generalization that createsa biased view? (c) What informat1h~ about thereal reason for Indian removal is not included?

o Draw conclusions. What message does theauthor want to present to the audience?

Apply the SkillSee the Review and Assessment at the end of thischapter.


e•

•

Chapter Summary-. - - -.-~ - -~-

Sedion 1 ~.Building a National Identity

('i J!I.!er~Lcti!e)~

Study Guide OnlineComplete your Chapter 10study guide in print or online.

Sedion 4Indian Removal

• James Monroe's time as President wascalled the Era of Good Feelings.

• Tariffs protected northern factories butforced the South to pay more for goods.

• Key Supreme Court decisions strengthenedthe power of the federal government.

Sedion 2Dealing With Other Nations

• The government forced Native Americansto move west of the Mississippi River.

• Thousands of Native Americans died resist-ing removal or along the journey west.

Sedion 5States' Rights and the Economy• Jackson vetoed a bill to renew the charter

of the second Bank.

• South Carolina said that states had theright to nullify federal laws.

• Jackson insisted that states could notnullify federal laws.

• Eventually, South Carolina backed downon nullification.

• The United States acquired Florida in 1819.• Spanish territories in the Americas revolted

and gained their independence.

• Britain granted Canadians more rights.

Sedion 3The Age of Jackson• John Quincy Adams served only one term.• Democratic reforms allowed more white

men to vote.

Key Concepts. -

"hese notes will help you prepare for questions about key concepts.

Democratic Reforms in theAge of Jackson

• States dropped propertyrequirements for voting.

• Presidential electors were cho-sen by voters instead of statelegislators.

• Candidates for office werechosen by nominating conven-tions instead of caucuses.

Key Supreme Court Rulings and Their Impact

McCulloch v. Maryland Gibbons v. Ogden• The Court ruled that a state • The Court ruled that only the

law could not go against a federal government had thefederal law. power to regulate interstate

• The decision strengthened commerce.federal power. • The decision further strength-

ened federal powers.Dartmouth College v. Woodward• The Court said the charter of

Dartmouth College was a pri-vate contract, which NewHampshire could not change.

• The protection of contractshelped promote capitalism.

Quick Study Guide 369

Vocabulary BuilderKey TermsAnswer the following questions in complete sen-tences that show your understanding of the keyterms.

1. How would British dumping hurt Americanbusiness?

2. What are the advantages of suffrage?

3. Which group of people might hold a caucus?

4. Who did John C. Calhoun believe had the rightof nullification?

Comprehension and Critical Thinking5. (a) List How did Henry Clay believe the

United States would benefit from his AmericanSystem?(b) Analyze Cause and Effect Which regionsof the country were likely to benefit most fromthe plan? Why?

6. (a) Explain Why did President Monroe issuethe Monroe Doctrine?(b) Apply Information How might the MonroeDoctrine aid Latin American nations?(c) Draw Conclusions How do you thinkLatin American leaders felt about the MonroeDoctrine?

7. (a) Describe Why did Andrew Jackson lose thepresidential election in 1824?(b) Analyze Cause and Effect What changesoccurred between 1824 and 1828 that resultedin Jackson winning the 1828 election?

8. (a) Identify What was the Trail of Tears?(b) Link Past and Present Why does the stateof Oklahoma today have a large Native Ameri-can population?

9. (a) Describe How did the spoils system work?(b) Draw Conclusions How would it affect apolitical party?(c) Detect Points of View Why did Jacksonsay the spoils system furthered democracy?

10. (a) Identify What was the Panic of 18377(b) Draw Inferences How might the panic havecontributed to the election of William HenryHarrison in 1840?


~ History Reading Skill11. Analyze Cause and Effect Reread the text in

Section 1 under the heading "Three ImportantSupreme Court Rulings." What was the cause 0

the Supreme Court's decision in McCulloch v.Maryland? What were the results of the deci-sion? Which results were short-term? Whichwere long-term?

Writing12. Revise the following paragraph to correct the

errors in grammar, spelling, and punctuation:In 1832, congress passa new law, which low-ered some tariffs but continued the high tar-riffs on iron and textiles. Generally the Southopposed tarifs. South Caroline actually voted tooppose the tariff legislation. Because PresidentJackson regard this act as a challenge to hisauthority. He issued a "Proclamation to thePeople of South Carolina." Which said thatleaving the Union would be an act of treeson.

13. Write a Narrative:Imagine you are a Cherokee in 1838-1839.Write a narrative describing your journey to theIndian Territory.

Skills for LifeIdentify BiasUse the excerpt below to answer the questions.

"More than eight millions of the stock of thisbank are held by foreigners. By this act theAmerican Republic proposes virtually to makethem a present of some millions of "dollars. " " .If we must have a bank with private stockhold-ers, every consideration of sound policy andevery impulse of American feeling admonishesthat it should be purely American. " .. "

-Andrew Jackson, "Bank Veto Message,"July 10,1832

14. (a) Who is the author? (b) Why would theauthor's position be biased?

15. What is the main point of the me~sage?-<"" •

16. Give an example of emotionally charged wordsused to support the writer's point of view.

17. What message does the writer want to conveyto the audience?

2.

CD

Dode -gaone.crea

Test Yourself-- ~__ ~- ---- - --


Refer to the map below to answer Question 3.

Democratic-Andrew Jackson

3. Based on the map above, what was the majorreason Jackson won the election of 1828?

A Jackson won only the states with large elec-toral vote totals.

B New states that joined the Union between1824 and 1828 voted for Jackson.

C Many states that had voted for Adams in 1824switched to Jackson.

D Jackson swept the electoral votes of states inthe South and West.

Document 2: This campaign poster combines imagesof a humble log cabin with slogans about Harrison'sexploits as a general. What image of Harrison doesthis poster create? How does this image compare toAndrew Jackson's image?

Chapter Review and Assessment 371

1. What was/the principal reason Andrew Jacksonopposed "the second Bank of the United States?

A Its policies hurt revenue Jackson expected toget from tariffs.

B The second Bank refused to loan money tostate banks.

C Jackson believed it gave power to a smallgroup of wealthy people.

D The second Bank backed John C. Calhoun onthe issue of nullification.

2. Which issue was Andrew Jackson referring towhen he said, "John Marshall has made hisdecision. Now let him enforce it"?

A a case about the importance of privatecontracts

B a state attempt to apply its laws to Cherokeeterritory

C interstate commerce

D the dumping of goods by Britain in the UnitedStates

Task: Look at Documents 1 and 2, and answer theiraccompanying questions. Then, use the documentsand your knowledge of history to complete thiswriting assignment:

Write a short essay describing howchanging political practices reflectednew views of democracy that began totake hold during the Age of Jackson.

Document 1: William Henry Harrison's 1840 presi-dential campaign was filled with advertising, slo-gans, organized rallies, and campaign songs like thisone. What image of Harrison was this song trying tocreate?

"Come swell the throng and join the song,Make the circle widerJoin the round for Harrison, Log Cabin and Hard Cider.With Harrison our country's won,No treachery can divide her.Thy will be doneWith Harrison, Log Cabin and Hard Cider."

Narrative EssayBiographical Essay~ IntroductionIn a biographical essay, you write about the life and personality of aperson who actually lived. A biographical essay should have thefollowing characteristics:

• a real-life subject

• a thesis statement that states a specific idea about that person's lifeand achievements

• an account of one or more major events in the subject's life

• a description of the subject's key character traits

Assignment On the following pages, you will learn how to writea biographical essay. You will get step-by-step instructions. Eachstep will include an example from a sample essay discussing the lifeof George Washington.

Read the instructions and the examples. Then, follow each step toplan and write a 500-700 word essay.

Discuss one of the historical people from Unit 3. Reviewhis or her most important contribution tothe nation, giving reasons for ~ __ --;--_--------------------;-Iyour choice.

~ PrewritingChoose your subject. Choose aperson whose life seems especiallyappealing to you. Once you havedecided on a subject, make notes aboutwhat you already know about his orher life and personality.

372 Unit 3

For a review of the steps inthe writing process, see theHistorian's Toolkit, Write Likea Historian.

Sample notes about George Washington

• "father of his country"

f t in the hearts of his"first in war, first in peace, IrScountrymen"

• Washington's father was a wealthy Virginia planter.

. f ht in the French and Indian War.Washington oug

. I funded Continental army inled disorganized, poor y t' d better-fundedthe Revolution against b~tter- rame ,professional British soldiers

I d W'lth Continental Congress for moneystrugg e

h situations as President and• encountered ~any toug

ld have impact on the futureknew each deCISionwou ;

• the nation faced financial problems: dej;t":'~I'iSiS,

Hamilton's plan

• faced other crises: Whiskey Rebellion, conflict inNorthwest Territory. European wars

a

DraftingDecide how to organize your writing. The simplest way toorganize a biographical essay is to cover the main events of thesubject' slife chronologically.

Another type of organization focuses on a few important events inthe person's life, building up to the one that you think is mostimportant.

rite an introduction. The first paragraph of your essayintroduces your subject. The introduction leads up to the thesisstatement, which expresses the idea you will develop in your essay.

Support your thesis with examples and details. Use theinformation you have gathered to support and develop your ideaabout your subject.

se an informative, lively tone. As you write your draft,enliven your writing with vivid language and colorful details thatappeal to the senses.

rite a strong conclusion. In your final paragraph, restate.:our view of the person about whom you are writing. Tell the readerwhat this individual has contributed to the country.

~ather information. Once youhave reviewed what you know, thinkabout what areas of this person's life

~ . ..t. "'.you would 1ike to focus on. Then,write down some questions to helpyou direct your research.

Draw conclusions. Based on yourresearch, make some decisions aboutyour subject's personality. What did heor she value most? Is there aconnection between your subject'scharacter traits and his or her role inhistory?

Write a thesis statement. Youhave learned more about your subjectand reflected on his or her life andpersonality. You are ready to write athesis statement.

. -. '-.

-,

Sample questions about George Washington:

• What was Washington'~ fa;nily background like?What about his education,

, d general? Were they• What qualiti~s made him ~ g~fm a good President?

the same things that ma eb t h' '2 How did other

H did his soldiers feel a ou im:ow , '2leaders feel about him.

• How effective was he as a President?

• What was Washington like as a person?

. t ths and weaknesses?• What were his perso~aW\ithY: ~~n~e not do as well?

What did he do best, a

Sample thesis statement:George Washington was not a veryimaginative man, but he had apractical, steady mind-a qualitythat was necessary to give stabilityto our new nation.

Writing Workshop 373

Writing Workshop continued

~ Model EssayRead the following model of a biographical essayabout George Washington. otice how it includes thecharacteristics you have learned about.

When George Washington was a boy, he liked to makeup his own sayings. "Lean not on anyone" was one of them.As he grew older, a strong sense of self-reliance andresponsibility-to his family, his soldiers, and his country-shaped Washington's character. It gave him a quiet

~strength that helped him direct the course of our nation.r- Washington grew up on his family's Virginia plantation.As a young man, he decided to learn a trade as a landsurveyor. George Washington was only sixteen years oldwhen he set out on his first surveying expedition. Sleepingoutdoors and hunting for his food made the teenagermore mature. This maturity and sense of responsibilitywere the perfect qualities for a military leader.

Seven years later, Washington was already a colonelcommanding Virginia's colonial troops. At six feet twoinches tall, he was a forceful leader who inspired his mento defend the colony's 350-mile western frontier.-

In 1775, Washington's leadership was called upon onemore time. The Second Continental Congress named himcommander in chief of the army. From 1775 to 1783 hisstrength helped his soldiers overcome many problems.Washington's troops didn't have enough supplies, andmany soldiers deserted. The men suffered horribly duringthe bitterly cold winter at Valley Forge.

After Washington's death, Thomas Jefferson saidabout the leader, "His integrity was most pure, his justice'· ,~he most inflexible I have ever known." Without this quiet _A:'rlCrican hero, with his strong sense of responsibility,-QbJ.~

t-------t-t---v-rr,a:;TO 's early history would have been very differen-t--[.,..---+_~===i-----

The openingparagraph is anintroduction tothe subject. It caninclude an anecdote.

1-----

Is this essayorganizedchronologically; byfocusing on a fewevents; or bycontrasting thepublic's opinionwith the real man?

1----_ ..

George Washington: A Quiet American HeroI·

--- o-

The thesis state me-introduces the ideethat will bedeveloped in the 'essay.

---------

-

Each paragraphincludes examplesand details todevelop ideasabout the subject.

-

-----

-

=- --The conclusionrestates the thesisstatement in anew way.

374 Unit 3

~ RevisingAfter completing your draft, read it again carefully to find ways tomake your writing better. Here are some of the things you should

~. ' J ..•,'

look for. .

Revise to strengthen your thesis• Do the introduction and thesis statements create a clear, unified

impression of the person about whom you are writing?• Do the body paragraphs develop this impression?

Revise to meet written English-languageconventions

• Are all sentences complete, with a subject and a verb?• Are all the words spelled correctly?• Are all proper nouns capitalized, including names of people

and places?• Did you use proper punctuation?

Rubric for Self-AssessmentEvaluate your biographical essay using the following rating scale:

Score 4 Score 3 Score 2 Score 1Organization supports the thesis Usesa reasonably Chooses an organi- Shows lack of organi-

with a series of logically clear organization, but zation not suited to zational strategyordered paragraphs occasionally includes the topic (for example,creating a clear less relevant informa- presents personalityimpression of a real-life tion (for example, traits without tyingperson, organized anecdotes or facts that them to an overallchronologically, by wander from the thesis) impression or to theorder or importance, subject's actions)or by character trait

Presentation Discussesthe life and Discussesthe life and Does not discussthe Does not providepersonality of the personality adequately life and personality any facts, details, orsubject in a way that with several facts, adequately in any examples about thedevelops a clear details, or examples; detail; does not link subject's life andimpression of the links most supporting supporting informa- personalityperson with facts, information to the tion to the thesisdetails, and anecdotes thesisfrom the subject's life;links all informationto the thesis

Use of Language Varies sentence Usessome variety in Usesthe same types of Writes incompletestructure and voca- sentence structure and sentences without sentences; usesbulary successfully; vocabulary; includes varying them; repeats language poorly;includes no or very few mechanical errors words; includes many sounds confused;few mechanical errors mechanical errors includes many

mechanical errors

Writing Workshop 375

How Tariffs Work

By increasing the cost of importedgoods, tariffs helped u.s.manufacturers to compete withforeign manufacturers. But thehigher prices hurt consumers.Critical Thinking: IdentifyEconomic Costs Why was the costof cloth higher in the United Statesthan in Britain?

Historv Inter4!.di~Find Out HowTariffs Work

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$7.25

Cost of clotfi

United States Great Britain

Cost to manufacturefinai procfuc.t

$6.00 $5.00

$0.85 $0.50

SfiiPPill9 costs $0.20 $0.25

Tariff $1.50

Tota( $7.05

The Second Bank of the United States As you have re -Congress passed a law in 1791creating the first Bank of the Uni -States. In 1811, the Bank ceased to exist. Its charter-a le,document giving certain rights to a person or company-had nout. Without the Bank, the economy suffered. State banks mademany loans and issued too much money. This caused an increasespending and led to rising prices.

To cure these problems, Congress established the second Bankthe United States in 1816. Like the first Bank, the new Bank \ .z

privately owned and had a charter to operate for twenty years. It 1money to individuals and controlled the money supply. This gayboost to American businesses.

The Tariff of 1816 Another problem the nation faced after -War of 1812was foreign competition. Most British goods hadkept out of the United States by the Embargo Act and the War1812.This helped American industry grow rapidly. New Amerifactories made textiles, smelted iron, and produced many ofproducts.

After the War of 1812,British manufacturers looked to sellgoods in the United States. They could still produce goods ill _

cheaply than the Americans because they had well-established faries and more customers. This gave the British an opportunity -drive their American competitors out of business by dumpinggoods in the United States. Dumping is selling goods in anacountry below market prices.


British dumping caused dozens of New England businesses toiail. As their investments collapsed, angry factory owners turned toCongress for help. They demanded protective tariffs to raise the pricef foreign goods.

Congress responded with the Tariff of 1816,which put a tax onforeign textiles, iron, leather goods, paper, and other products. In, 18and 1824,Congress passed even higher tariffs.

These tariffs were popular in the North, where most factories'ere located. However, the tariffs were deeply resented in the South,vhere they forced southerners to pay more for their goods. John C.

Calhoun became a bitter foe of tariffs. He argued that they madenorthern manufacturers rich at the expense of the South.

Clay's American System As the debate over tariffs raged,Henry Clay came up with a plan that he believed would help theeconomy of each section of the country. He called his plan theAmerican System. It proposed high tariffs and a federal program ofublic works.

Claybelieved that high tariffs helped all regions of the country, not~t the North. According to Clay, the wealth produced by tariffs. ould enable northerners to buy farm products from the West and theSouth. The tariff also would provide revenue for the federal govern-ment, The government could then use the money to build up theinfrastructure-roads, bridges, and canals-in the South and West.

Clay's American System never fully became government policy.Presidents Madison and Monroe both refused to support some ofClay's projects. Also, southerners continued to oppose protectivetariffs.They were not convinced by Clay's argument that high tariffswould aid the South in the long run.

Checkpoint According to Henry Clay, how would his AmericanSystem benefit the economy?

hree Important Supreme Court RulingsThe Supreme Court also promoted national economic growth

and the power of the federal government during this era. Led byChief Justice John Marshall, a Federalist sympathizer, the Court. sued a series of important rulings between 1819and 1824.

In McCulloch v. Maryland (1819),the Court protected the secondBank of the United States. The case grew out of an attempt by thestate of Maryland to put a tax on the branch of the Bank operating inthat state. The Bank refused to pay the tax.

The Court's 1819decision, written by Marshall, strengthened theDowerof the federal government. It ruled that states had no power tointerfere with federal institutions. A tax, said the Court, was aangerous interference because "the power to tax involves the power

:0 destroy." Moreover, according to Marshall, a state cannot pass anylaw that violates a federal law. This reasoning would be used inruture years to expand the power of the federal government.

British Leather BootsThe U.S.tariff on imports suchas leather goods helped NewEngland manufacturers tocompete.

Vocabulary Builderinfrastructure (IHN frah struhkchahr) n. basic public works, likebridges and roads, needed for asociety to function

Main IdeaA number of Supreme Courtrulings strengthened the federalgovemment and supportedeconomic growth .

Section 1 Building a National Identity 343

Two other decisions helped shape American life. IrDartmouth College v. Woodward (1819), the Court rulthat the charter of Dartmouth College in New Hampshirwas a private contract. A contract is an agreemebetween two or more parties that can be enforced by la-Since the Constitution protected private contracts, NesHampshire could not change Dartmouth's charter.protecting private contracts, the Court was protectingprivate businesses. In doing that, it helped promo'capitalism-the economic system in which private.owned businesses compete in a free market.

In Gibbons v. Ogden (1824), the Court again supportfederal power. It ruled that New York State could n :

give a steamboat company a monopoly to carry passengers on theHudson River. The Court pointed out that travel on the Huds ~River included stops in New Jersey as well as New York. Therefore.r:was interstate commerce-trade between two or more states. Undthe Constitution, only Congress can regulate interstate commercAgain, the Court had strengthened the federal government atexpense of the states.

~Checkpoint How did the Supreme Court ruling in DartmouthCollege v. Woodward support economic growth?

Interstate CommerceNo individual state could grant amonopoly to a steamboatcompany to usea river thatdivides two states,the SupremeCourt ruled in Gibbons v. Ogden.

,J Looking Back and Ahead Americans turned their atter-tion to economic growth after the War of 1812. But while America;were debating Henry Clay's American System, events in Latin Amerzzwere drawing the concern of American leaders.

Section 1 I Check Your Progress

Comprehensionand Critical Thinking1. (a) Recall Which groups support-

ed and which opposed tariffs?(b) Draw Conclusions Do youthink the American Systemoffered a good solution toregional differences? Explain.

2. (a) Recall What did McCulloch v.Maryland decide?(b) Compare What did theSupreme Court decisions inMcCulloch v. Maryland and Gib-bons v. Ogden have in common?

\!) Reading Skill3. Analyze Cause and Effect

Reread the text following theheadings "The Tariff of 1816" and"Clay's American System." Whatdid Claybelieve would result fromhigh tariffs?

Vocabulary BuilderFill in the blanks with the correctkey terms.4. To set up the Bank of the United

States, the government grantedit a

5. Private businessescompete in theAmerican economic systemcalled


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Writing6. Decide which is the best closin_

sentence for an essayon JamesMonroe. Explain your choice.Sentences:(a) James Monroe, the fifth Pr -

dent of the United States, . =two landslide victories.

(b) Clearly,JamesMonroe deser __to have his presidencycalled _Eraof Good Feelings.

{c} James Monroe is, without cdoubt, one of the greatest _ever elected President.

Background Knowledge In the previous section, you"earned how the United States dealt with problems at home after- 15. In this section, you will learn why the United States took a firm. osition in challenging European influence in the Americas.

elations With SpainAt the time of the War of 1812, the United States and Haiti were

:he only parts of the Ameri>a5'-~ot under European control. Spaincontrolled more territory in the A~s than any other Europeancountry. However, Spain's power had steadily weakened over.::veral hundred years.

Spain's control was especially weak in Florida. Spain could notstop enslaved African Americans who escaped from plantations in~eorgia and Alabama from crossing into Florida. Once in Florida,

any of the escapees joined the Seminole Nation. The Seminolesften crossed into the United States to raid American settlements.

In 1817, the U.S. government sent Andrew Jackson to recaptureose who had escaped slavery. Jackson attacked and destroyed

- minole villages. He then went far beyond his orders. He seized twozmportant Spanish towns and forced the governor to flee Florida.

Jackson's attack on Florida showed that the United States could:ake over Florida whenever it wanted. Since Spain could not protectFlorida, it decided to give up the territory. In the Adams-Onis Treaty

f 1819,Spain ceded, or gave up, Florida to the United States.

Checkpoint What effect did Andrew Jackson's attack on Floridahave on the government of Spain?

ObjectivesExplain why Spain cededFlorida to the United States.

2. Describe how Spanish territo-ries in the Americas gainedindependence.

3. Explain why the MonroeDoctrine was issued.

Discusshow Canada becameself-governing.

Prepare to Read

\!) Reading SkillIdentify Multiple Effects Asyou read about historical events,note that some events have mul-tiple, or more than one, effects.Several effects may happen atthe same time or one effect mayleadto the next. As you read thissection, look for multiple effectsof each event.

Vocabulary BuilderHigh-Use Wordsprovince, p. 346domestic, p. 348

Key Terms and Peoplecede, p. 345

Miguel Hidalgo, p. 346

Simon Bolivar, p. 346

James Monroe, p. 347John Quincy Adams, p. 347self-government, p. 348

Main IdeaSpain's inability to defendFlorida led it to turn the colonyover to the United States.

~

Identify Multipleli Effects~07 '!i.~

~gS Spain's control • asespecially weak in Flori a.What were all the effects of thissituation?

Section 2 Dealing With Other Nations 345

Main IdeaA series of revolts allowed mostLatin American colonies to wintheir independence from Spainand Portugal.

Vocabulary Builderprovince (PRAHV ahns) n.governmental division of acountry, similar to a state

<ON

Nwi, UNITED PRDVINCESs,::;s OF CENTRAL AMERICA

Equator

PACIFIC OCEAN

20 S D e~ nations

D European colonies

KEY

o km 2,000I

\ 0 miles 2,000Azimuthal Equal-Area Projection

40 S

346

Spanish Colonies Win IndependenceBy 1810,opposition to Spanish rule ran strong in Spain's Amer-

ican colonies. The American and French revolutions had inspir -Latin Americans to want to control their own affairs. Revolutionar.movements were growing in almost all of the Spanish colonies. Spairseemed unable to control the pressure for change in Latin America.

Mexico Breaks Away Mexico's struggle for independenbegan in 1810. In that year, Father Miguel Hidalgo (ee DAHL goorganized an army of Native Americans that freed several Mexicarprovinces. However, in 1811,Hidalgo was captured and executed b_troops loyal to Spain.

Another revolution broke out in Mexico in 1820.This time, Spairwas unable to end the fighting. In 1821, Spain agreed to Mexico_independence.

At first, Mexico was ruled by an emperor. Then, in 1823, thmonarchy was overthrown, A new constitution, patterned after thUnited States Constitution, made Mexico a federal republic of ninteen states and four territories. .

Independence for South and Central America Sou-America, too, was affected by revolutionary change. Here, the besr-known leader of the struggle for independence from Spain WeE

Simon Bolivar (see MOHN boh LEE vahr).

ATLANTIC OCEAN

Wars of independence led tothe creation of many newcountries in Latin America inthe fi rst half of the 1800s,

(a) Read a Map What parts ofLatin America remainedcolonies of Europeannations?

(b) Apply Information Usetheworld map in the Atlas inthis textbook to identify.how the border betweenthe United States andMexico has changed,

'BRITISH GUIANA---...--..-......= DUTCH GUIANA

FRENCHGUIANA_

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Bolivar is often called the Liberator for his role in.eading independence movements in the northern?art of South America. In August 1819, he led anarmy on a daring march from Venezuela over the

e-capped Andes Mountains and into Colombia.There, he defeated the Spanish and became presi-ent of the independent Republic of Great

Colombia. It included today's nations of Venezuela,Colombia,Ecuador, and Panama.

Farther north, the people of Central Americaeclared their independence from Spain in 1821.

- wo years later, they formed the United Provinces ofentral America. It included today's nations of Nica-

:agua, Costa Rica, EI Salvador, Honduras, and'"uatemala.

In 1822,Brazil announced its independence fromortugal. Soon after, the United States recognized

- e independence of Mexico and six other formercolonies in Central and South America. By 1825,most parts of Latin America had thrown off Euro-_ean rule.

Checkpoint Why was Miguel Hidalgo importantto the history of Mexico?

Links Across Time._---_ _ .

. Beyond the Monroe Doctrine1823 The Monroe Doctrine warned Europeannations not to interfere in Latin America.1900s U.S. Presidents cited the Monroe Doc-trine to justify armed actions in Latin America.The actions often angered Latin Americans.1930s President Franklin D. Rooseveltlaunched a Good Neighbor Policy. It stressedcooperation and trade to promote U.S. inter-

ests in the hemisphere.

Connection to Today What is the stateof our relations with the countries of LatinAmerica today?

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he Monroe DoctrineThe future of these new countries was soon clouded. Several

European powers, including France and Russia, indicated that they:night help Spain regain its colonies.

This worried President James Monroe and Secretary of Statehn Quincy Adams. It also worried the British. Bothnations wanted

- protect trade with Latin America. In 1823,Britain suggested that::..e two countries issue a joint statement. The statement would

ounce their determination to protect the freedom of the new_ations of Latin America.

Adams told President Monroe he thought the United States: ould take action alone. He believed a joint statement would make- e United States look like Britain's junior partner. Monroe agreed.

In a message to Congress in December 1823,the President stated.hat is known as the Monroe Doctrine. The United States would not

allowEuropean nations to create American colonies or interfere with- e free nations of Latin America. The United States would consider. y attempt to do so "dangerous to our peace and safe!y."

At the time, the United States was not strong enough to blockEuropean action. Only the British navy could do that. As U.S. power

ew, however, the Monroe Doctrine boosted the influence of the- nited States in the region.

Checkpoint What was Adams's advice to Monroe?

Main IdeaIn the Monroe Doctrine, theUnited States warned Europeannations against reestablishingcolonies in Latin America.

Section 2 Dealing With Other Nations 347

Ch 10 of S.S. Textbook

Documents

feeling of national

national economy

federalist candidate

federalist party

new sense of national

era of good feelingswith

goodwill circuit

president monroe