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354A

Chapter 12 Resources

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 12

Graphic Organizer 10

Copyright © by The McGraw-Hill Companies, Inc.

W hy It Matters 12Manifest Destiny Chapter

The United States: Population Density (c. 2000)

Graphic Organizer 10:

Horizontal Time Line


Time Line Activity 12

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Time Line Activity 12★

The Texas Revolution (1835–1836)

DIRECTIONS: Use the background information to create a time line about the fight forindependence between 1835 and 1836.

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CE

Dec.

1835

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ch 6

, 183

6

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. 2, 1

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Vocabulary Activity 12

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Vocabulary Activity 12★

DIRECTIONS: Identifying Related and Unrelated Terms Write terms from thelist below that fit each description.

annex mountain men Californios cede boomtownrancho Manifest Destiny vigilante ranchero rendezvousTejano forty-niners emigrant

1. Two related terms: one names American adventurers who spent most of their time in theRocky Mountains, and the other names a meeting where these adventurers gathered.

��

2. Two related terms: the idea that the United States was intended to extend its boundaries to the Pacific Ocean; and someone who helped this idea become reality

by leaving the United States to go to Oregon country. ��

3. Two terms that are opposites: one means to take control of something; the other

means to give up control. ��

4. Two related terms: one refers to one of the huge properties built by Mexican settlers in California in the early 1800s; the other names the owner of one of these properties.

��

5. Two related terms: one names a Mexican who claimed Texas as home and the other

names Mexicans who lived in California. ��

��

6. Three related terms: people who arrived in California looking for gold in 1849; a newcommunity that gold miners built, almost overnight; and a concerned citizen of one of these communities who became a member of a committee that took the law into

its own hands. ��

DIRECTIONS: Using Vocabulary Use each of the followingterms correctly in a complete sentence.

joint occupation decree empresario

Workbook Activity 12

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Manifest DestinyFrom the early through mid-1800s, the United States pursued various

policies that expanded United States borders from coast to coast.

DIRECTIONS: Completing a Chart The chart below lists various territoriesacquired by the United States in the 1800s. Review the information aboutthese territories in your textbook and write the facts in the appropriate boxes in the chart.

Workbook Activity 12★

Name �� Date �� Class ��

(continued)

Territories Added to the United StatesYear How Territory Today’s States and Parts of

Territory Acquired Was Acquired States Included in the Territory

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Oregon Country

Mexican Cession

LouisianaPurchase

TexasAnnexation

GadsdenPurchase

1846

1848

1803

1845

1853

Treaty with Great Britainafter negotiating territorialboundaries

After losing war with theUnited States, Mexico cededits provinces of Californiaand New Mexico to theUnited States for $15 million

Purchased from France for$15 million

Annexed nine years afterwinning its independencefrom Mexico

Narrow section of southernArizona and New Mexicopurchased from Mexico for$10 million

Washington, Oregon, Idaho,Montana, Wyoming

New Mexico, California, Arizona,Nevada, Colorado, Utah

Louisiana, Arkansas, Missouri,Iowa, Minnesota, North Dakota,South Dakota, Nebraska, Kansas,Oklahoma, Colorado, Wyoming,Montana

Texas

Arizona, New Mexico

Critical Thinking SkillsActivity 12

SOCIAL STUDIES OBJECTIVE: Analyze social studies information by making predictions

LEARNING THE SKILLWhen you read history, you can sometimes predict consequences based

on certain events or conditions. For example, you might read that goldwas discovered on a certain date in a remote area of California. As aresult, you might predict that the population of the area would increasebecause prospectors would travel to the area to look for gold. Being ableto predict consequences can help you better understand the sequence ofhistorical events.

APPLYING THE SKILLDIRECTIONS: Use the passage to answer the following questions.1. What would you expect to be the consequence of the both the United

States and Britain occupying the Oregon Territory?

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2. Based on the American and British populations in Oregon in the mid-1840s,who would you predict would someday own Oregon?

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Critical Thinking Skills Activity 12 Predicting Consequences

The western edge of North America remained remote for most Americans in the early1800s. Up until the 1830s, there were few Americans other than mountain men and furtraders in the Oregon country. Oregon was also disputed territory in the early 1800s, withclaims by the United States, Britain, Spain, and Russia. In 1818 the United States andBritain arranged for joint occupation of Oregon. In 1819 Spain gave up its claim toOregon. Russia, concentrating on Alaska, gave up its claim to Oregon in 1824. Lured bystories of abundant, fertile land, the American emigration to Oregon increased during the1830s and 1840s. By the mid-1840s, the population of Americans in Oregon hadincreased to 5,000, whereas the British population was only about 700. Americans cameoverland on the 2,000-mile-long Oregon Trail, from Independence, Missouri, to themouth of the Columbia River. Portland was the gateway to the wet, fertile WillametteRiver valley, where most people settled. By 1846 Britain and the United States resolvedthe dispute over Oregon. The territory was partitioned at the 49ºN latitude line.

Take-Home ReviewActivity 12

MANIFEST DESTINYDuring the first half of the 1800s, the United States extended its bor-ders because of the belief in Manifest Destiny. Manifest Destinyrefers to the idea that the United States was meant to grow into astronger, larger nation. The additional land and wealth helped thenation eventually become a great power.

Reviewing Chapter 12

Take-Home Review Activity 12

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?DID YOU KNOW?Some Americansdid not believe inManifest Destinyand were againstthe Mexican-American War. The writer HenryThoreau was oneof these Americans.He refused to payhis taxes becausehe did not wanthis tax moneyused for the wareffort. Against hiswill, Thoreau’sfriends paid histaxes so that hewould not go tojail. His essay CivilDisobedienceexplained hisstrong feelings.

OregonTerritory

UtahTerritory

Texas

Mexico

California

• Great Britain, Spain, Russia, and the United States all had claims to theOregon Territory. In the Adams-Onís Treaty, Spain gave up claim toOregon and set limits at what is now the Oregon-California border.

• Americans began moving to the Oregon country in the 1830s. Manytraveled for six months in prairie schooners loaded with all of theirbelongings to settle in new land.

• Religious freedom drew settlers to the UtahTerritory. The Mormons founded Deseret, latercalled Salt Lake City. Utah became a state in 1896.

• American settlers came to California between1848 and 1849 to mine for gold. Others also camefor gold from Mexico, South America, Europe,Australia, and China. This era was called theCalifornia Gold Rush. Rapid economic growthoccurred in these boomtown communities.California became a state in 1850.

• Americans began settling in the southwest.Mexico had won its independence in 1821,but it did not try to keep Americans away like Spain did. Mexico encouraged settlement to boost trade.

• Texas seceded from Mexico after fighting the War for Independence. It declared itsindependence in 1836. In 1845 Texas became a state.

• Tensions between Mexico and the UnitedStates increased. In 1846 Congress declaredwar on Mexico over the disputed border.The Mexican-American War lasted until theTreaty of Guadalupe Hidalgo was signed in1848. Mexico gave up Texas and also gavethe California and New Mexico provinces to the United States. The United States gave Mexico $15 million in return.

Linking Past andPresent Activity 12

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Linking Past and Present Activity 12

Traveling Cross-Country

In the early 1800s, pioneers generally traveled by Conestoga

wagons. These covered wagons wereknown as the “camels of the prairie”because they could make long, hard journeys without breaking down.

The Pennsylvania Dutch designed theConestoga wagon to carry freight. To prevent items from falling out of thewagon, both ends of the wagon werehigher than the middle, and the bottomwas slightly curved. The back wheelsof the Conestoga were larger than thefront. All of the wheels had wide ironbands that enabled the wagon totravel on dirt roads without gettingbogged down in the mud.Originally teams of four to six horsespulled the wagons, but the pioneers oftenused oxen or mules. The wagons couldtransport entire families and all their possessions as well as all supplies necessary for a 2,000-mile (3,218 km), six-month journey.

Transportation hasgrown enormously inthe United States since

the early 1800s. Today people cantravel across the United States in lessthan a day in airplanes, or they candrive automobiles or ride on trains.

After the railroad building boom ofthe 1840s, Conestoga wagons no longerhauled the country’s freight. Railroads’speed and freight capacity were huge

improvements over covered wagons. Todayrailroads still carry freight.

A network of paved highways has replaced thedirt roads of the early 1800s.In 1956 the construction

of the interstate highway systembegan. Today highways crisscross the nation and connect major citiesthroughout the United States. Once onlybrave pioneers crossed the country, butnow many Americans make this journey.

T H E N N O W

DIRECTIONS:Making a List

Think about the size of a Conestogawagon. Now imagine that you are a pioneer taking a six-month, cross-country journey in such awagon. List 10 things that youwould take to keep you suppliedand that could fit into the wagon.Remember that there were no grocery or hardware stores alongthe way!

L A B A C T I V I T Y R E P O R TItem to Bring Why It Is Essential1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Primary SourceReading 12

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★ Primary Source Reading 12 ★★

A Record of the Discovery of GoldInterpreting the Source Henry Bigler was working at John Sutter’s mill when mill

supervisor John Marshall spotted gold in the river on January 24, 1848. As you readBigler’s diary, try to reconstruct the events that led to the California Gold Rush.

Henry W. Bigler’s Diary,

JANUARYSun 23d Clear this day Myself and 4 othersmoved in to a house that we had built lastweek[.] Mr. Weemers Wife who was hired toCook for us But on Christmas morning justat Daylight we was cald to Breakfast, wewas washing our faces[,] we was cald thesecond time before we was ready to obey.she told us plainly that she was Boss andthat we must cum at the first Call which wehad alwais had done before. . . .

This we did not like and we Revoltedfrom under hur government[.]

Monday 24th this day some kind of mettle was found in the tail race that . . .looks like goald first discovered by JamesMartial, the Boss of the Mill.

Sunday 30th Clear & has been all the last week[.] our metal has been tride and proves to be Goald[.] it is thought to be rich[.] We have pict up more than a hundred dollars woth last week.

January–February 1848

FEBRUARYSaturday 12th. this afternoon I did notwork being tired & not verry well[.] I tookthe gun & went a long down the Creek tohunt for ducks but in reality to look forgold. about a half a mile down the Creek Idiscovered some Rock on the oposite sidethat indicated that gold was thare[.] I soontook off my shirt & pants and crost over[.] Isoon pict up $1,50 cts worth bieing in theseems of the Rocks. but what is the worstof all it is found on Capt Sutters and MrMartials land[,] for after the goald wasfound in the mill tail they leased a largescope of land of the Indians for 3 years andhave sent to the Governor at Monteray tohave it secured so I cannot have any claimon it

Sunday 13. Rained most all day[.] I spentthe day in looking for goald[.] I found$8=00 cts worth.

SOURCE: Rodman W. Paul. The California Gold Discovery: Sources, Documents, Accounts and Memoirs Relating tothe Discovery of Gold at Sutter’s Mill. Georgetown, Calif.: Talisman Press, 1966.

DOCUMENT-BASED QUESTIONDIRECTIONS: Answer the following question on a separate sheet of paper. How do you feel about Henry Bigler? Explain your opinion.

DIRECTIONS: Pick an important event from the newspaper, and follownews coverage of the event for a week. Watch for television coverage,newspaper reports, or radio broadcasts. Record information in a daily

diary, along with personal reactions to the event, comments on your daily life, andother information that might be of interest in the future.

Geography and HistoryActivity 12

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GEOGRAPHY AND HISTORY ACTIVITY 12★

DIRECTIONS: Write your answers to questions 1–5 on the map. You may abbreviate ifyou wish.1. Use the map scale to estimate the distance the Mormons traveled from Nauvoo to

Salt Lake City. Write the number of miles or kilometers on the route of the MormonTrail. Use blue to color the present-day states that the trail passes through.

2. Underline the name of the river the Mormon Trail follows.3. Draw a circle around the pass the Mormons used to get through the Rocky

Mountains.4. Circle the names of each state that include land that would have been part of the

community of Deseret. 5. Underline the names of the states that contain present-day chiefly Mormon areas. 6. Trace the route of the only river that passes through present-day Mormon areas.

Explain what this tells you about most of the land in the Mormon territory.

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Omaha

NauvooSaltLakeCity

Mormon TrailSouthPass

PACIFICOCEAN

Gulf of Mexico

Mis

siss

ippi

Rive

r

Missouri R iver

Platte River

Colorado River

SnakeR iver

Rio Grande

ROCKYM

OUNTAINS

Oreg.

Calif.

Nev.

Idaho

Utah

Ariz.N. Mex.

Mont.

Wyo.

Colo.

N. Dak.

S. Dak.

Nebr.

Kans.

Okla.

Texas

Minn.

Iowa

Mo.

Ark.

La.

Wis.

Ill.

N

E

S

W

0 250 500 miles

0 250 500 kilometers

Area of Deseret as proposed in 1849

��Chief Mormon areas today

Mormon Settlement in the United States

The following standards are highlighted in Chapter 12:Section 1 VII Production, Distribution, & Consumption:

B, E, G, H, ISection 2 III People, Places, & Environments: A, H, ISection 3 I Culture: A, B, C, ESection 4 V Individuals, Groups, & Institutions: B, C, D, F, G

Meeting NCSS Standards Foldables arethree-dimensional,

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

GEOGRAPHYGEOGRAPHYREVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™

••

354B


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

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

Spanish Translation

Chapter 12 Test Form B

Chapter 12 Test Form A

Performance AssessmentActivity 12

ExamView® Pro Testmaker CD-ROM

SPANISH RESOURCESSPANISH RESOURCES

The following videotape programs are available from Glencoe as supplements to Chapter 12:

• The Alamo (ISBN 1-56501-784-6)• The Best of the Real West (ISBN 1-56501-352-2)• The Battle of the Alamo (ISBN 1-56501-357-3)• California and the Dream Seekers (2 Pack) (ISBN 0-7670-0555-4)

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

R

R

ASSESSMENT AND EVALUATION

Standardized Test PracticeWorkbook Activity 12

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

MULTIMEDIAMULTIMEDIA

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Manifest Destiny

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

Column A

�� 1. Green River explorer

�� 2. way to Oregon country

�� 3. raised among the Cherokee

�� 4. William Becknell’s route

�� 5. huge Mexican properties

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

�� 6. Which was the last country to challenge the United States’ control of Oregon?A. Russia B. Britain C. Spain D. Mexico

�� 7. What allowed people from both Britain and the United States to settle inOregon country?A. rendezvous C. joint occupationB. Manifest Destiny D. Oregon country occupation

�� 8. Mountain men made their living asA. merchants. B. teachers. C. politicians. D. fur trappers.

�� 9. Among the first settlers of the Oregon country after trappers were theA. missionaries. C. schoolteachers. B. merchants. D. farmers.

�� 10. Who was the Tennessee backwoodsman who lost his life at the Alamo?A. Sam Houston C. John TylerB. Davy Crockett D. Stephen F. Austin

�� 11. About the defenders of which place did Santa Anna say, “The Texans foughtmore like devils than like men”?A. Gonzales B. San Jacinto C. the Alamo D. Goliad


ScoreChapter 12 Test, Form A

(continued)

Column B

A. Jim BeckwourthB. ranchosC. Sam HoustonD. Santa Fe TrailE. Oregon Trail

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Manifest Destiny


Column A

�� 1. mountain man turned guide

�� 2. ordered Texans’ execution

�� 3. Mexican ranch owners

�� 4. Mexicans living in California

�� 5. Shinbone Peak


�� 6. Oregon country was which direction from California?A. north B. south C. east D. west

�� 7. What was the high point of the year for mountain men?A. trading merchandise C. rendezvousB. Native American parties D. meeting settlers

�� 8. Reports of what persuaded many Americans to settle in Oregon country?A. gold C. free land B. fertile land D. religious freedom

�� 9. What philosophy meant that the United States was set apart to extend its boundaries all the way to the Pacific?A. rendezvous C. joint occupation B. emigrant D. Manifest Destiny

�� 10. Santa Anna was captured in the battle ofA. the Alamo. B. Gonzales. C. San Jacinto. D. Goliad.

�� 11. What did the United States insist was the border between the United Statesand Mexico?A. Rio Grande B. Nueces River C. the Alamo D. Mexico City


ScoreChapter 12 Test, Form B

(continued)

Column B

A. boomtownB. rancherosC. CaliforniosD. Kit CarsonE. Antonio López de Santa Anna

Name __________________________________ Date ____________________ Class ____________

Copyright ©

by The M

cGraw

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ompanies, Inc.

Social Studies Objective: The student will organize information by outlining prior to writing.

Before writing a paper, you can start by outlining the information you have researched. Anoutline is a summary of main points and supporting ideas. Formal outlining involves the use of asystem of numbers and letters to help you organize your material and further focus your researchefforts. Informal outlining can be more helpful for the essays you write for standardized tests,because it allows you to quickly organize your ideas before you begin writing.

★ Practicing the SkillRead the writing prompt below, then complete an informal outline structured like the one suggested.

On an April morning in 1851, 13-year-old Martha Gay said good-bye to her friends, her home, and thefamiliar world of Springfield, Missouri. She and her family were beginning a long, hazardous journey. Thetownsfolk watched as the Gays left in four big wagons pulled by teams of oxen. “Farewell sermons werepreached and prayers offered for our safety,” Martha wrote years later. “All places of business and the schoolwere closed. . . and everybody came to say good-bye to us.” This same scene occurred many times in the 1840sand 1850s as thousands of families set out for the Oregon country.

Imagine that you are Martha, or her 14-year-old brother. On another sheet of paper write an essay in whichyou describe how you think you would feel if you were Martha or her brother. What kinds of fears and worriesdo you think you would experience? What might you be excited about? Before you write, complete an informaloutline like the one below.

• Introduction

• Main Idea

-Supporting point or detail



• Conclusion

★ Learning to Informally Outline for WritingUse the following guidelines to help you develop an outline for standardized test essays.

• Informal outlines do not need letters andnumbers.

• Organize your material into a few maintopics; decide on subtopic headings.

• Under subtopics, place relevant details to

elaborate on the subtopic. • After researching, prepare a final version of

your outline.• Write a sentence or statement expressing the

central idea of your paper.

ACTIVITY 12Outlining Information for Writing

Standardized Test Practice

Outlines and essays will vary, but could include fears andworries related to the unknown, to concerns over safety, harshconditions, and Native Americans. They might also mentionsadness at leaving the familiar—friends, etc. They might expressexcitement at the thought of an adventure, of discovering theunknown, of meeting new people and learning new things.


Use with Chapter 12

Across the Wide Prairie

BACKGROUNDIn the mid-1800s the United States again dramatically increased its territory.Texas entered the Union in 1845. In 1848 Great Britain recognized the UnitedStates’s claims to the Oregon Territory and yielded land that became Oregon,Washington, Idaho, and parts of two other states. In 1848 Mexico surrenderedCalifornia and territory that eventually formed all or part of six additionalstates. Settlers soon began streaming into these newly acquired lands.

TASKYou are a graphic artist. A wagon master in St. Louis wants to advertise hisservices. He leads wagon trains full of settlers across the prairie to the OregonTerritory. He has commissioned you to create a poster.

AUDIENCEYour audience is single adults and families living along the East Coast whoare interested in moving to the Western frontier. Students, teachers, and otherinvited guests should play these adults and families.

PURPOSEThe purpose of your poster is to persuade your audience to join with othersand form a wagon train traveling to the Oregon Territory.

PROCEDURE1. Consult the Performance Task Assessment List for a Poster to guide you

from initial planning to final display. 2. Research to discover more about wagon trains and features of the Oregon

Territory that appealed to early settlers. 3. Choose images to illustrate your message. 4. Draft an attention-getting slogan to accompany your artwork.5. Design your poster.6. Share your work with a partner to get feedback and suggestions for

improvement; revise as needed.7. Create your final poster.

ASSESSMENT1. Use the Performance Task Assessment List for a Poster when reviewing

your work. 2. Add or improve elements at each stage as needed.3. Complete a final self-assessment of your poster before displaying it.

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★ Performance Assessment Activity 12

HISTORY

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

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

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

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

tx.tarvol1.glencoe.com

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

354C


SECTION 1The Oregon Country1. Explain why large numbers of set-

tlers headed for the Oregon country.2. Understand how the idea of

Manifest Destiny contributed to the nation’s growth.

SECTION 2Independence for Texas1. Understand why problems arose

between the Mexican governmentand the American settlers in Texas.

2. Describe how Texas achieved inde-pendence from Mexico and laterbecame a state.

SECTION 3War With Mexico1. Explain why Americans began to set-

tle in the Southwest.2. Describe how the United States

acquired New Mexico and California.

SECTION 4New Settlers in California and Utah1. Understand how the hopes of get-

ting rich quick drew thousands ofpeople to California.

2. Describe how the search for religiousfreedom led to the settlement ofUtah.

Assign the Chapter 12 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 12–1Daily Lecture and Discussion Notes 12–1Guided Reading Activity 12–1*Section Quiz 12–1*Reteaching Activity 12–1*Reading Essentials and Study Guide 12–1Enrichment Activity 12–1

Reproducible Lesson Plan 12–2 Daily Lecture and Discussion Notes 12–2Guided Reading Activity 12–2*Section Quiz 12–2*Reteaching Activity 12–2*Reading Essentials and Study Guide 12–2Enrichment Activity 12–2



Daily Focus Skills Transparency 12–1American Music: Hits Through HistoryInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 12–2ABCNews InterActive™ HistoricAmerica Electronic Field TripsInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 12–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 12–4Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Activities that are suited to use within theblock scheduling framework are identified by:

354D


Sharon Owens Westerville School DistrictWesterville, OH

Manifest Destiny Road TripOrganize students into groups of four or five. Havethem consult modern road maps and plan a trip outWest that duplicates, as closely as possible, one ofthe trails presented on maps in this chapter, such asthe Oregon or California Trails. Each student isresponsible for researching at least one locationalong the route and making a short report on howthe pioneers might have seen it versus how itappears today. For example, one student mightresearch Fort Boise and compare it to present-dayBoise, Idaho. Another student might research theColumbia River, examining how much more devel-oped it is today than it was in the 1840s. Groups canpresent their trips to the class. Have them use visualaids, such as a drawing of their trail that includesthose points of interest they have researched.

From the Classroom of…Teacher’s Corner

The following articles relate to this chapter.

• “The Way West,” by John G. Mitchell, September 2000.• “Tex-Mex Border,” by Richard Conniff, February 1996.• “The Cherokee,” by Geoffrey Norman, May 1995.• “Powwow,” by Michael Parfit, June 1994.• “The American Prairie: Roots of the Sky,” by Douglas H.

Chadwick, October 1993.• “Along the Santa Fe Trail,” by Rowe Findley, February 1989.• “Life and Death on the Oregon Trail: The Itch to Move

West,” by Boyd Gibbons, August 1986.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

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

• PictureShow: Story of America Library, Part 1 (CD-ROM)• PictureShow: Lewis and Clark (CD-ROM)• PictureShow: The Westward Movement (CD-ROM)• PictureShow: Native Americans 1 and 2 (CD-ROM)• PicturePack: Native Americans 1 and 2 (Transparencies)• PicturePack: The Westward Movement (Transparencies)• PicturePack: Story of America Library, Part 1 (Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

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

• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: Lewis and Clark (Kit)• GeoKit: Westward Movement (Kit)• The West That Was (Video)• Exploration (Map)• United States Territorial Growth (Map)• National Geographic Desk Reference (Book)• American Indians: A Brief History (Video)

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

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

Strategies and Activities• Teaching Strategies for the American History Classroom

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

ADDITIONAL RESOURCES FROM GLENCOE

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

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

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

PRE-AP PRE-ADVANCED PLACEMENT activities

http://www.nationalgeographic.com

354

Why It Matters Activity

Tell students that Manifest Destiny refersto the mid-1800s idea that the purpose ofthe United States was to extend its bor-ders to the Pacific. On a map, show stu-dents the states of Oregon, Texas, NewMexico, and California. Encourage stu-dents to discuss how it would affect theUnited States’ position in the world ifthese states belonged to other countries.Ask students to discuss how these statesaffect the political and economic power of the United States.

354

ManifestDestiny

1818–1853Why It Matters

The United States was made up of people who had emigrated from many places in

the world. Many Americans remained on the move as the United States extended its

political borders and grew economically.

The Impact TodayThe United States grew in size and wealth, setting the stage for the nation’s rise to great

economic and political power.

The American Republic to 1877 Video The chapter 12 video, “WhoseDestiny?,” chronicles the influence of Manifest Destiny on the history of Texas.

1830• France occupies

Algeria

1828• Russia declares war

on Ottoman Empire

Madison1809–1817

1824• Russia surrenders land

south of Alaska

CHAPTER 12 Manifest Destiny

1810 1820 1830

Monroe1817–1825

J.Q. Adams1825–1829

Jackson1829–1837

1821• Mexico declares

independencefrom Spain

1820• Missouri

Compromise

1809• Elizabeth Ann Seton

founds Sisters of Charity

IntroducingCHAPTER 12

IntroducingCHAPTER 12

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERSettlers from the United States were attracted by the fertile land, resources, and economic oppor-tunities in Western lands. Eventually, these lands were taken from Native Americans and othercountries that had settled and claimed them. Ask students to speculate about the effects of west-ern expansion on United States settlers, Native Americans, and people from other countries, suchas Spain, who had previously settled and claimed the land. Have students verify their predictions as they read the chapter. SS: 8.5G

Refer to Activity 12 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American Republic to1877 Video ProgramTo learn more about Manifest Destinyand the history of Texas, have studentsview the Chapter 12 video, “WhoseDestiny? ” from The American Republicto 1877 Video Program.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 12 content.

Available in VHS

ELA: Page 354: 8.13D; Page 355:8.10L, 8.13D, 8.13E

Student Edition TEKS

355

355

1836• Battle of the Alamo

1850• California becomes a state

1839• Opium War between

Britain and China

1844• The Dominican Republic

secedes from Haiti

1846• The planet Neptune

is discovered

HISTORY

Chapter OverviewVisit

and click on Chapter 12—

Chapter Overviews to pre-

view chapter information.


War News from Mexico by Richard Caton Woodville Many of

Woodville’s paintings show scenes of everyday life.


1840 1850

1845• U.S. annexes

Texas 1846• Congress declares war on Mexico

1848• Treaty of Guadalupe Hidalgo signed

Taylor1849–1850

Polk1845–1849

Tyler1841–1845

W.H. Harrison1841

Van Buren1837–1841

Manifest Destiny

Oregon Country

Texas

New Mexico

California

Utah

Step 1 Collect three sheets of paper and placethem on top of one another about 1 inch apart.

Organizing Information Study FoldableMake this foldable to organize information fromthe chapter to help you learn more about howManifest Destiny led to western expansion.

Reading and Writing As you read, use yourfoldable to write under each appropriate tabwhat you learn about Manifest Destiny andhow it affected the borders of the United States.

Step 2 Fold up the bottom edges of the paperto form 6 tabs.

Step 3 When all the tabs are the same size,fold the paper to hold the tabs in place andstaple the sheets together. Turn the paper andlabel each tab as shown.

Keep theedges straight.

Stapletogether along

the fold.

This makesall tabs thesame size.

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

CHAPTER 12Introducing

CHAPTER 12

HISTORY

Introduce students to chapter content and key terms by havingthem access Chapter Overview 12at

Although he was the son of an American painter, Richard Caton Woodville was born in London in1856 and studied art in Dusseldorf and Paris. As a prolific battle artist of the 1800s and early 1900s,he created oil paintings and drawings, many for the Illustrated London News. As a reporter andillustrator, he covered, among others, the Russo-Turkey War (1878), the Egyptian Rebellion (1882),the Boer War (1899–1902), and World War I (1914–1918).

More About the Art

Purpose This activity requiresstudents to create a table andorganize information from thechapter in it. Students group infor-mation from the chapter into cate-gories comparing the effects ofManifest Destiny on the borders ofthe United States.

Have students completeReading and Study SkillsFoldables Activity 12.

As students read the chapter, havethem review the time line on pages354–355. Ask students whether theUnited States took Texas from Mexicoor Spain when it annexed Texas in1845. Have them use the time line toexplain their answers. SS: 8.1B;ELA: 8.13D

SOCIAL STUDIES:Page 354: 8.1B, 8.30C;Page 355: 8.1B, 8.6B, 8.30C



http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/640/1


1819Adams-Onís Treaty is signed

1836Marcus Whitman buildsmission in Oregon

1840s“Oregon fever” sweeps through Mississippi Valley

1846U.S. and Britainset the OregonBoundary at 49°N

Main IdeaManifest Destiny is the idea that theUnited States was meant to extend itsborders from the Atlantic Ocean tothe Pacific Ocean.

Key Termsjoint occupation, mountain man,rendezvous, emigrant, ManifestDestiny

Reading StrategySequencing Information As youread Section 1, re-create the diagrambelow and in the boxes list key eventsthat occurred.

Read to Learn• why large numbers of settlers

headed for the Oregon Country.• how the idea of Manifest Destiny

contributed to the nation’s growth.

Section ThemeEconomic Factors Many fur tradersand pioneers moved to Oregon foreconomic opportunities.

The OregonCountry

On an April morning in 1851, 13-year-old Martha Gay said good-bye to her friends,her home, and the familiar world of Springfield, Missouri. She and her family werebeginning a long, hazardous journey. The townsfolk watched as the Gays left in fourbig wagons pulled by teams of oxen. “Farewell sermons were preached and prayersoffered for our safety,” Martha wrote years later. “All places of business and the schoolwere closed . . . and everybody came to say good-bye to us.” This same sceneoccurred many times in the 1840s and 1850s as thousands of families set out for the Oregon Country.

Rivalry in the NorthwestThe Oregon Country was the huge area that lay between the Pacific Ocean and

the Rocky Mountains north of California. It included all of what is now Oregon,Washington, and Idaho plus parts of Montana and Wyoming. The region also con-tained about half of what is now the Canadian province of British Columbia.

356 CHAPTER 12 Manifest Destiny

1819 1825 1836 1846

Preview of Events

Guide to Reading

✦1820 ✦1830 ✦1840 ✦1850

Doll owned by a young pioneer

Social Studies TAKS tested at Grade 8: Obj 1:8.1B; Obj 5:8.30C Obj 2:8.6E

356

1 FOCUSSection OverviewThis section explains how eco-nomics played a part in the set-tlement of the Oregon country.

CHAPTER 12Section 1, 356–360CHAPTER 12Section 1, 356–360

Guide to Reading

Answers to Graphic: 1819: Adams-Onís Treaty; 1825: Adams becomesPresident; 1836: Whitman builds mis-sion in Oregon; 1846: United Statesand Britain set Oregon boundary

Preteaching VocabularyCall on volunteers to define each ofthe entries in Key Terms. Ask studentsto use the textbook glossary to checkthe accuracy of the definitions.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 12–1• Daily Lecture and Discussion Notes 12–1• Guided Reading Activity 12–1• Section Quiz 12–1• Reteaching Activity 12–1• Reading Essentials and Study Guide 12–1• Enrichment Activity 12–1

Transparencies• Daily Focus Skills Transparency 12–1

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

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 12-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: The large, white canvas tops looked like sails; aschooner is a sailing shipTeacher Tip: Tell students that a hypothesis is an educatedguess based on the evidence presented.

UNIT

5Chapter 12

Forming Hypotheses

Directions: Answer the following question based on the illustration.

Why do you thing the Conestoga wagons later became known as prairieschooners?

On to Oregon

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 12–1

ELA: Page 356: 8.10E, 8.13D,8.13E; Page 357: 8.8C



In the early 1800s, four nations laid claim tothe vast, rugged land known as the OregonCountry. The United States based its claim onRobert Gray’s discovery of the Columbia Riverin 1792 and on the Lewis and Clark expedition.Great Britain based its claim on British explo-rations of the Columbia River. Spain, which hadalso explored the Pacific coast in the late 1700s,controlled California to the south. Russia hadsettlements that stretched south from Alaskainto Oregon.

Adams-Onís TreatyMany Americans wanted control of the Ore-

gon Country to gain access to the Pacific Ocean.Secretary of State John Quincy Adams played akey role in promoting this goal. In 1819 he nego-tiated the Adams-Onís Treaty with Spain. In thetreaty the Spanish agreed to set the limits oftheir territory at what is now California’s north-ern border and gave up any claim to Oregon. In1824 Russia also surrendered its claim to theland south of Alaska. Only Britain remained tochallenge American control of Oregon.

In 1818 Adams had worked out an agreementwith Britain for joint occupation of the area. Thismeant that people from both the United Statesand Great Britain could settle there. When Adamsbecame president in 1825, he proposed that thetwo nations divide Oregon along the 49°N line oflatitude. Britain refused, insisting on a largershare of the territory. Unable to resolvetheir dispute, the two countries agreedto extend the joint occupation. In the fol-lowing years, thousands of Americansstreamed into Oregon, and they pushedthe issue toward resolution.

Mountain MenThe first Americans to reach the Ore-

gon Country were not farmers but furtraders. They had come to trap beaver,whose skins were in great demand inthe eastern United States and inEurope. The British established severaltrading posts in the region, as did mer-chant John Jacob Astor of New York. In1808 Astor organized the American Fur

“To explore unknown regions . . . was [the mountain men’s] chiefdelight.”—Clerk in a fur trade company

Company. The American Fur Company soonbecame the most powerful of the fur companiesin America. It allowed him to build up trade withthe East Coast, the Pacific Northwest, and China.

At first the merchants traded for furs that theNative Americans supplied. Gradually Americanadventurers joined the trade. These people, whospent most of their time in the Rocky Mountains,came to be known as mountain men.

The tough, independent mountain men madetheir living by trapping beaver. Many hadNative American wives and adopted NativeAmerican ways. They lived in buffalo-skinlodges and dressed in fringed buckskin pants,moccasins, and beads.

Some mountain men worked for fur-tradingcompanies; others sold their furs to the highestbidder. Throughout the spring and early sum-mer they ranged across the mountains, settingtraps and then collecting the beaver pelts. In latesummer they gathered for a rendezvous(RAHN•dih•voo), or meeting.

For the mountain men, the annual rendezvouswas the high point of the year. They met with thetrading companies to exchange their “hairy

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

357

2 TEACH


COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYAdvertising the Oregon Country Organize the class into small groups, each of which is to designand make two or three posters encouraging people to move to the Oregon country. Studentsshould find many of Oregon’s attractions in the section, but may do additional research if time permits. Each group should choose one member to be the artist and another to do the lettering,while the group as a whole should decide on the themes. L1, SS: 8.31D; ELA: 8.24A

Use the rubric for creating a poster on pages 54–55 in the Performance Assessment Activities and Rubrics.

ELL

Describing CharacteristicsMountain men and pioneersalike were independent, re-sourceful, hardworking, anddetermined—characteristicsthat people often attribute toAmericans in general. Writethose traits on the chalkboardand ask students to find exam-ples of each in the section. L1ELA: 8.11A

Daily Lecture and Discussion Notes 12–1

I. Rivalry in the Northwest (Pages 356–358)

A. In the early 1800s, four nations claimed the Oregon country—the huge area that laybetween the Pacific Ocean and the Rocky Mountains north of California. Thosenations were the United States, Britain, Spain, and Russia.

B. The United States wanted to annex the Oregon country in order to gain access to thePacific, but this required getting the other three nations to give up their claims. Spain’sclaim was extinguished in 1819 with the signing of the Adams-Onís Treaty, in whichSpain agreed to limit its Pacific coast claims to the area south of California’s northernborder. In 1824 Russia surrendered its claim to any land south of Alaska.

C. Britain refused to give up its claim to Oregon when President John Quincy Adamsproposed dividing Oregon at the 49th parallel in 1825. As a result, the United Statesand Britain agreed to extend an 1818 agreement for joint occupation of the area.

D. The first Americans to reach the Oregon country were trappers and traders looking forbeaver furs. Because they spent much of their time hunting and trapping in the RockyMountains, they were often called mountain men. The mountain men lived a roughlife, but their wanderings through the wilderness made them very familiar with themountains, rivers, and trails of the West. Some mountain men opened up new trailsthrough the wilderness. After most of the beavers were gone due to extensive hunting,mountain men found new work leading groups of settlers to the West.

Discussion QuestionWhy was Britain’s refusal to give up its claim to Oregon an obstacle for the UnitedStates? Why did Britain want to compete with the United States for Oregon? (As long as Britain maintained its claim to Oregon, the United States could not annex the territory.Answers will vary, but students should discuss the possibility that Britain wanted access toOregon’s resources, and that Britain wanted to stop the expansion of the United States.)


Daily Lecture and Discussion Notes

Chapter 12, Section 1

Did You Know? John Jacob Astor established one of the firsttrading posts in Oregon country. He was only 21 when he came toAmerica in 1784 with just $25 in his pocket. Two years later heopened a store in New York that sold furs. When he died in 1848, hewas the richest man in America. He left an estate worth more than$20 million.

turn

Mountain Men Fur traders placedads in newspapers to recruit men fortrapping. One ad called for a hundredmen to work for one, two, or threeyears under the leadership of anarmy major.

Who?What?Where?When?

SOCIAL STUDIES:Page 356: 8.1B, 8.6E, 8.30B,8.30C; Page 357: 8.6B


banknotes”—beaver skins—for traps, guns, cof-fee, and other goods. They met old friends andexchanged news. They relaxed by competing inraces and various other contests—includingswapping stories about who had been on themost exciting adventures.

As they roamed searching for beaver, themountain men explored the mountains, valleys,and trails of the West. Jim Beckwourth, anAfrican American from Virginia, exploredWyoming’s Green River. Robert Stuart and Jede-diah Smith both found the South Pass, a broadbreak through the Rockies. South Pass laterbecame the main route that settlers took to Oregon.

To survive in the wilderness, a mountain manhad to be skillful and resourceful. Trapper JoeMeek told how, when faced with starvation, heonce held his hands “in an anthill until theywere covered with ants, then greedily lickedthem off.” The mountain men took pride in jok-ing about the dangers they faced.

In time the mountain men killed off most ofthe beaver and could no longer trap. Some wentto settle on farms in Oregon. With their knowl-edge of the western lands, though, some moun-tain men found new work. Jim Bridger, KitCarson, and others acted as guides to lead theparties of settlers now streaming west.

Identifying What North American

territories did Russia control in the early 1800s?

Settling OregonAmericans began traveling to the Oregon

Country to settle in the 1830s. Reports of the fer-tile land persuaded many to make the journey.Economic troubles at home made new opportu-nities in the West look attractive.

The Whitman MissionAmong the first settlers of the Oregon Coun-

try were missionaries who wanted to bringChristianity to the Native Americans. Dr. Mar-cus Whitman and his wife, Narcissa, went toOregon in 1836 and built a mission among theCayuse people near the present site of WallaWalla, Washington.

New settlers unknowingly brought measlesto the mission. An epidemic killed many of theNative American children. Blaming the Whit-mans for the sickness, the Cayuse attacked themission in November 1847 and killed them and 11 others. Despite this, the flood of settlers con-tinued into Oregon.

The Oregon TrailIn the early 1840s, “Oregon fever” began to

sweep through the towns of the Mississippi Val-ley. People formed societies to gather informa-tion about Oregon and to plan and make thelong journey. The “great migration” had begun.

In the years that followed, tens of thousandsof Americans made the trip. These pioneerswere called emigrants because they left theUnited States to go to Oregon.

Before the difficult 2,000-mile journey, thesepioneers stuffed their canvas-covered wagons,called prairie schooners, with supplies. From adistance these wagons looked like schooners(ships) at sea. Gathering in Independence or other towns in Missouri, they followed theOregon Trail across the Great Plains, along thePlatte River, and through the South Pass of theRocky Mountains. On the other side, they tookthe trail north and west along the Snake andColumbia Rivers into the Oregon Country.

Explaining How did most pioneers

get to Oregon?


Is Alaska the largest state? If you calculate by area,Alaska is far and away the largest state, with more than570,000 square miles. It is approximately 2,000 milesfrom east to west. If placed on top of the mainland areaof the United States, it would stretch from Atlanta to LosAngeles. Population is another matter. Alaska’s popula-tion of 626,932 makes it the third least populous state.There is about 1.0 person per square mile in Alaska,compared to more than 79 people per square mile forthe rest of the United States.

Alaska

Social Studies TAKS tested at Grade 8: Obj 2:8.11C Obj 1:8.6B

358

Answer: the territories from Alaskainto Oregon


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLogical/Mathematical Travel on the 2,000-mile (3,200-km) Oregon Trail was slow. Wagons wentfrom 1 to 2 miles an hour (1.6 to 3.2 kph). Today the same trip could be completed traveling bycar and averaging 60 miles per hour (97 kph). Have students create a pictograph comparing thepioneers’ trip with a modern trip by car. SS: 8.31C; ELA: 8.24A; MATH: 8.5A

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

Guided Reading Activity 12–1Name Date Class

Guided Reading Activity 12-1★

DIRECTIONS: Recalling the Facts Use the information in your textbook to answer thequestions. Use another sheet of paper if necessary.1. What did the Oregon country include? ��

2. What nations laid claim to the Oregon country in the early 1800s?

��

3. Why did Americans want control of the Oregon country? ��

��

4. What agreement did John Quincy Adams work out with Great Britain in 1818

regarding the Oregon country? ��

5. Who were the mountain men? ��

6 How did mountain men make their li ing?

American Music: Hits ThroughHistory, “Nabucca’s Quick Step”

History and theHumanities

Answer: They traveled along theOregon Trail in prairie schooners.

Oregon The following quote from aMissouri farmer gives one man’s rea-sons to pack up and head to Oregon:“Out in Oregon I can get me a squaremile of land. And a quarter sectionfor each of you all. Dad burn me, Iam done with this country. Wintersit’s frost and snow to freeze a body;summers the overflow from OldMuddy drowns half my acres; taxestake the yield of them that are left.What say, Maw, it’s God’s country.”

Where?When?Who?What?

ELA: Page 358: 8.8C, 8.10K;Page 359: 8.13D MATH: Page 358: 8.14A, 8.15A;Page 359: 8.14A


359CHAPTER 12 Manifest Destiny

The Division of OregonMost American pioneers headed for the fertile

Willamette Valley south of the Columbia River.Between 1840 and 1845, the number of Ameri-can settlers in the area increased from 500 to5,000, while the British population remained atabout 700. The question of ownership of Oregonarose again.

Expansion of FreedomSince colonial times many Americans had

believed their nation had a special role to fulfill. Foryears people thought the nation’s mission should

be to serve as a model of freedom and democracy.In the 1800s that vision changed. Many believedthat the United States’s mission was to spreadfreedom by occupying the entire continent. In1819 John Quincy Adams expressed what manyAmericans were thinking when he said expan-sion to the Pacific was as inevitable “as that theMississippi should flow to the sea.”

Manifest DestinyIn the 1840s New York newspaper editor John

O’Sullivan put the idea of a national mission inmore specific words. O’Sullivan declared it was

The Oregon TrailThe Importance of the Trail The Oregon Trail was

much more than just a trail to Oregon. It served asthe most practical route to the western United States.The pioneers traveled in large groups, often of relatedfamilies. Some went all the way to Oregon in searchof farmland. Many others split off for California insearch of gold. “We are creeping along slowly, one

wagon after another, the same oldgait, the same thing over, out of onemud hole into another all day.”

—Amelia Stewart Knight, 1853

“After Laramie weentered the great

American desert,which was hard

on the teams.Sickness became

common. . . .”—Catherine Sager

Pringle, 1844

The Journey The trip west lasted five or six months.

The pioneers had to start in the spring and complete

the trip before winter snows blocked the mountain

passes. The trail crossed difficult terrain. The pioneers

walked across seemingly endless plains, forded swift

rivers, and labored up high mountains.

Problems Along the Way Although the pioneersfeared attacks by Native Americans, such attacks didnot often occur. More often Native Americans assistedthe pioneers, serving as guides and trading necessaryfood and supplies. About 1 in 10 of the pioneers diedon the trail, perishing from disease, overwork,hunger, or accidents.

When did use of the trail stop? Withthe building of a transcontinental railroad in1869, the days of using the Oregon Trail as a corridor to the West were over.

Social Studies TAKS tested at Grade 8: Obj 2:8.12A Obj 1:8.6B Obj 1:8.6B, 8.6C

359


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Have each student find a biography of someone from the period, read it, and writea book report. Subjects may include the following people: Jim Beckwourth, Jim Bridger, Kit Carson,John J. Astor, Jedediah Smith, Marcus and Narcissa Whitman, John Sager and his family. John andhis brothers and sisters were orphaned on the Oregon Trail and were taken to the Whitman mis-sion by members of their wagon train. (At least one book has 13-year-old John and his youngersiblings—one a baby and one with a broken leg—proceeding alone to the mission, which makes a dramatic story but is not true.) L2 SS: 8.30A, 8.30C; ELA: 8.15C

One of the many stories of enduranceon the way west to Oregon is that ofJanette Riker. In Montana in Septem-ber 1849, her father and two brotherswent hunting and never came back.She was left alone. To survive thecoming winter, Janette built a hut,which she heated with the familystove and firewood that she chopped.To add to the provisions from thewagon, she butchered an ox andsalted the meat. Finally NativeAmericans discovered her. They wereso impressed that she had made itthrough the winter alone that theyagreed to take her where she wantedto go. Ask: What are five possiblehardships that pioneers faced dur-ing their journey west? (Answersmay include difficult terrain, disease,hunger, attacks from animals, andcold weather.)

Section Quiz 12–1

★

Section Quiz 12-1


Column A

1. American merchant

2. fur trappers

3. rendezvous

4. missionary

5. national mission

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


ScoreChapter 12

Column B

A. mountain menB. meetingC. Dr. Marcus WhitmanD. Manifest DestinyE. John Jacob Astor

SOCIAL STUDIES:Page 358: 8.6B, 8.11C;Page 359: 8.6B, 8.12A, 8.30C


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

Have students use InteractiveTutor Self-Assessment CD-ROM.

America’s “Manifest Destiny to overspreadand to possess the whole of the continent whichProvidence has given us.” O’Sullivan meant thatthe United States was clearly destined—setapart for a special purpose—to extend itsboundaries all the way to the Pacific.

“Fifty-four Forty or Fight”The settlers in Oregon insisted that the United

States should have sole ownership of the area.More and more Americans agreed. As a resultOregon became a significant issue in the 1844presidential election.

James K. Polk received the DemocraticParty’s nomination for president, partly becausehe supported American claims for sole owner-ship of Oregon. Democrats campaigned usingthe slogan “Fifty-four Forty or Fight.” The slo-gan referred to the line of latitude that Democ-rats believed should be the nation’s northernborder in Oregon.

Henry Clay of the Whig Party, Polk’s princi-pal opponent, did not take a strong position onthe Oregon issue. Polk won 50 percent of thepopular vote and 170 electoral votes to Clay’s 48percent and 105 electoral votes.

Reaching a SettlementFilled with the spirit of Manifest Destiny, Presi-

dent Polk was determined to make Oregon part ofthe United States. Britain would not accept a bor-der at “Fifty-four Forty,” however. To do so wouldhave meant giving up its claim entirely. Instead, inJune 1846, the two countries compromised, set-ting the boundary between the American andBritish portions of Oregon at latitude 49°N. Thetwo nations had finally resolved the Oregon issue.

During the 1830s Americans sought to fulfilltheir Manifest Destiny by looking much closerto home than Oregon. At that time much atten-tion was also focused on Texas.

Explaining In what way did some

people think of Manifest Destiny as a purpose?


Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that will helpexplain its meaning: joint occupa-tion, mountain man, rendezvous, emigrant, Manifest Destiny.

2. Reviewing Facts Name the fourcountries that claimed parts of the Oregon Country.

Reviewing Themes3. Economic Factors How did the fur

trade in Oregon aid Americans whobegan settling there?

Critical Thinking4. Making Generalizations How did the

idea of Manifest Destiny help Amer-icans justify their desire to extend theUnited States to the Pacific Ocean?

5. Determining Cause and EffectRe-create the diagram below. In thebox, describe how the fur trade ledto interest in Oregon.

Analyzing Visuals6. Picturing History Study the painting

on page 359. Do you think it pro-vides a realistic portrayal of the jour-ney west?

Cause

The fur tradedevelops

Informative Writing Imagine youand your family are traveling to the Oregon Country in the 1840s. A friend will be making the same trip soon. Write a letter telling yourfriend what to expect on the journey.

Who was the first “dark horse” president? A darkhorse is a little-known contender who unexpectedly wins.In 1844 the Democrats passed over Martin Van Buren,John C. Calhoun, and other party leaders. Instead, theynominated James K. Polk, the governor of Tennessee.The Whigs were confident that their candidate, the celebrated Henry Clay, would win the election easily.Contrary to all expectations, Polk won the election,becoming at age 49 the youngest president in Americanhistory up to that time.

The Presidency

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

360


4 CLOSEHave students evaluate JohnQuincy Adams’s statement thatAmerican expansion to thePacific was a “law of nature.”

Reading Essentials and Study Guide 12–1

Enrichment Activity 12–1

Answer: Some people thought theUnited States had a special purposeto spread freedom by extending itsboundaries to the Pacific Ocean.

Name Date Class

★ Enrichment Activity 12-1 ★★

RendezvousThe mountain men’s rendezvous, where they traded furs for other goods, was

often the highlight of the year for these early explorers of the Oregon country. AlfredJacob Miller, an American painter, painted scenes of the rendezvous and described itin notes. Below are excerpts from his notes on a painting of an 1837 rendezvous, nearGreen River, Oregon.

This was . . . our final destination. Here werested for a month under the shadows ofthe great spurs of Wind River Mountains,encamping among 3000 Snake and otherIndians who had all assembled at thisplace . . . [to] trade buffalo robes and peltries for dry goods, ammunition,tobacco, etc. It truly was an imposing sight.

directions, some of them dressed in barbaricmagnificence.

. . . The American Fur company’s greattent is elevated and trading goes brisklyforward. Here the trapper gets his outfitand gangs of them depart under a “bourgeois” for the beaver streams to trapthat valuable animal. Here we saw all the

For use with textbook pages 356–360

THE OREGON COUNTRY

Study GuideChapter 12, Section 1

DRAWING FROM EXPERIENCEII

KEY TERMS

joint occupation The agreement allowing both the United States and Britain to settle in the Oregon territory (page 357)

mountain man A person who spends most of his time in the mountains (page 357)

rendezvous A meeting (page 357)

emigrant People who leave the United States to live in another country (page 358)

Manifest Destiny The idea that the United States had a special purpose to extend its boundaries from the Atlantic Ocean to the Pacific Ocean (page 360)

Reteaching Activity 12–1Name Date Class

Reteaching Activity 12-1★

DIRECTIONS: Organizing Facts The items in the Fact Bank describe or namemountain men or pioneers of the Oregon country. Complete the web diagram by writing the letter of each item in the correct circle.

OregonCountry

MountainMen

��

Pioneers

��

ELA: Page 360: 8.10L, 8.11A,8.13D, 8.15C, 8.15E, 8.22B;Page 361: 8.10K, 8.13D, 8.22B


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

2. United States, Great Britain, Spain,Russia SS: 8.6B

3. Fur trappers and traders served as guides to lead parties of settlerswest. SS: 8.6B

4. Many Americans believed that itwas the destiny or mission of theUnited States to spread freedomby occupying the North Americancontinent. SS: 8.6C

5. Reports of fertile land encouragedmany to move there. SS: 8.6B

6. Student opinions will vary. SS: 8.30E; ELA: 8.13D

Interdisciplinary Activity Students’letters should refer to some of thehardships of travel over the OregonTrail. ELA: 8.15C

361

Social StudiesSocial Studies

TEACHUnderstanding Latitude andLongitude This skill teaches stu-dents how to use latitude andlongitude to locate places. Pointout that on maps 0° latitude(Equator), 0° longitude (PrimeMeridian), and 180° are notlabeled north, south, east, orwest because they are lines ofreference. Note also that not allthe lines of latitude or longitudeare labeled. To find coordinates,students will have to estimatedistance between lines. Astoria,for example, is a little less thanhalfway between 120°W and130°W, so it is a little less than125°W, or about 124°W. Ask: Isthe boundary of 1846 a parallelor a meridian? (parallel)

Additional PracticeChapter Skills Activity 12

Name Date Class

Chapter Skills Activity 12★

Understanding Latitude and LongitudeThe grid lines on maps and

globes are lines of latitude andlongitude. Lines of latitude, alsocalled parallels, are horizontal.Lines of longitude, also calledmeridians, are vertical. The exactlocation of any place on Earth canbe given in coordinates—thepoint at which parallels andmeridians cross each other.

DIRECTIONS: This map shows theroute that clipper ships took to sailfrom eastern cities to California

NORTHAMERICA

SOUTHAMERICA

ATLANTICOCEAN

NewYork

San Francisco

Panama Canal

The

PACIFICOCEAN

Equator 0°

20° N

40° N

8080° W 40° W100° W120° 140° W 60° W80° W 40° W100° W120° 140° W 60° W

Route of the Clipper Ships, 1850s

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 1

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


Understanding Latitude and Longitude

Why Learn This Skill?Your new friend invites you to her house. In giving

directions, she says, “I live on Summit Street at thesouthwest corner of Indiana Avenue.” She has pin-pointed her exact location. We use a similar systemof lines of latitude and longitude to pinpoint loca-tions on maps and globes.

Learning the SkillThe imaginary horizontal lines that circle the globe

from east to west are called lines of latitude.Because the distance between the lines of latitude isalways the same, they are also called parallels. Theimaginary vertical lines that intersect the parallelsare lines of longitude, also called meridians.

Lines of longitude run from the North Pole to theSouth Pole. They are numbered in degrees east orwest of a starting line called the Prime Meridian,which is at 0° longitude. On the opposite side of theearth from the Prime Meridian is the InternationalDate Line, or 180° longitude.

The point at which parallels and meridians inter-sect is the grid address, or coordinates, of an exactlocation. The coordinates for Salt Lake City, forexample, are 41°N and 112°W.

Practicing the SkillAnalyze the information on the map on this page,then answer the following questions.

1 What are the approximate coordinates of FortVictoria?

2 At what line of latitude was the Oregon Countrydivided between the United States and Britain?

3 What geographic feature lies at about 42°N and115°W?

Applying the SkillUnderstanding Latitude and Longitude Turnto the atlas map of the United States on pages RA2and RA3. Find your city or the city closest to it. Iden-tify the coordinates as closely as possible. Now listthe coordinates of five other cities and ask a class-mate to find the cities based on your coordinates.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

Social StudiesSocial Studies

VancouverI s l and

ALASKA(Claimed

by Russia)

BRITISHNORTH

AMERICA

UNITEDSTATES

MEXICO

OREGONCOUNTRY

OR

EG

ON

TRAIL

Boundary (1846)

Pacific

Ocean

GreatSalt Lake

.Re

kan

S

ColumbiaR.

WillametteR.

South

Pass

Missouri R .

50°N

49°N

54°40'N

42°N

40°N

140°W150°W 130°W 120°W

Salt LakeCity

Astoria

Champoeg

FortVictoria

Fort Vancouver

300 km0Lambert Equal-Area projection

300 mi.0

N

SE

W

361

Oregon Country

Social Studies TAKS tested at Grade 8: Obj 2:8.11A; Obj 5:8.30C

ANSWERS TO PRACTICING THE SKILL1 48°N, 125°W

2 49°N

3 the Great Salt Lake

Applying the Skill Students should find the coordinates of their city or the city closest to it and have a partner findother cities based on their coordinates. SOCIAL STUDIES:

Page 360: 8.6B, 8.6C, 8.22A,8.30B, 8.30C, 8.30E, 8.31A, 8.31D;Page 361: 8.11A, 8.30C, 8.31A,8.31D


1821Moses Austin receivesland grant in Texas

1833Santa Anna becomespresident of Mexico

March 1836The Alamo falls toMexican troops

September 1836Sam Houston iselected president of Texas

Main Idea

Texans won their independence fromMexico and asked to be admitted tothe United States.

Key Terms

Tejano, empresario, decree, annex

Reading Strategy

Sequencing Information As youread Section 2, re-create the diagrambelow and, in the boxes, list keyevents that occurred in Texas.

Read to Learn

• why problems arose between theMexican government and theAmerican settlers in Texas.

• how Texas achieved independenceand later became a state.

Section Theme

Geography and History Mexico’soffers of huge tracts of fertile landbrought American settlers to Texas.

Independencefor Texas

Davy Crockett was a backwoodsman from Tennessee. His skill as a hunter and story-

teller helped get him elected to three terms in Congress. But when he started his first

political campaign, Crockett was doubtful about his chances of winning. “The thought

of having to make a speech made my knees feel mighty weak and set my heart to flut-

tering.” Fortunately for Crockett, the other candidates spoke all day and tired out the

audience. “When they were all done,” Crockett boasted, “I got up and told some laugh-

able story, and quit. . . . I went home, and didn’t go back again till after the election was

over.” In the end, Crockett won the election by a wide margin.

A Clash of CulturesDavy Crockett of Tennessee won notice for his frontier skills, his sense of

humor, and the shrewd common sense he often displayed in politics. When helost his seat in Congress in 1835, he did not return to Tennessee. Instead he wentsouthwest to Texas.


1835 1836

Preview of Events

Guide to Reading

✦1820 ✦1830 ✦1840

Davy Crockett

Oct. Dec.

Feb. Apr. Sept.

Mar. May

Social Studies TAKS tested at Grade 8: Obj 1:8.1B; Obj 5:8.30C

362

1 FOCUSSection OverviewThis section describes howMexico’s offer of huge tracts offertile land brought Americansettlers to Texas.


Guide to Reading

Answers to Graphic: Oct. 1835:Battle at Gonzales; Dec. 1835: Texansliberate San Antonio; Feb. 1836: Siegeof Alamo begins; Mar. 1836: declara-tion of independence of the Republicof Texas; Apr. 1836: Battle at SanJacinto; May 1836: Santa Anna signstreaty; Sept. 1836: Sam Houstonelected president of independentTexas

Preteaching VocabularyWrite empresario on the chalkboard.Then have a volunteer skim the sec-tion to find the term and read it incontext.




MultimediaABC News Interactive™ Historic AmericaElectronic Field Trips

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




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: for convenience and for protectionTeacher Tip: Ask students to consider the benefits ofhaving the horses inside the mission walls.UNIT

5Chapter 12

Drawing Conclusions

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

Why do you think the stables were inside the mission walls?

Orchards

Church

Carpentry ShopOven

Kitchen

Dining Room

Well

Family Apartments

Plaza

Classroom

Blacksmith Shop

Workers’ Quarters

Stables

Corral

A Spanish Mission



ELA: Page 362: 8.13D, 8.13E;Page 363: 8.8C


Stephen F. Austinearned the name “Fatherof Texas” because of hisleadership in populatingthe Mexican territory ofTexas. After attendingcollege he worked as abusinessperson. Austinorganized the first landgrant colony in Texas in1821. Austin offeredlarge tracts of land to settlers, and his colonygrew quickly.

Austin often played therole of spokesperson withthe Mexican government,sometimes on behalf ofcolonists who were notpart of his settlement. Heserved as their advocate,even when he disagreedwith their opinions. Forexample, he negotiatedfor permission to con-tinue slavery in theprovince of Texas after itwas banned by Mexicanlaw. He also served

nearly a year in prison forpromoting independencefor the Texans.

After Texas won itswar for independence,Austin ran for the officeof president. He wasdefeated but wasappointed secretary ofstate. He died just a fewmonths later. The state ofTexas honored Stephen F.Austin by naming its capi-tal city—Austin—afterits founding father.


Crockett thought he could make a new startthere. He also wanted to help the Texans wintheir independence from Mexico. Little did heknow his deeds in Texas would bring himgreater fame than his adventures on the frontieror his years in Congress.

Conflict over Texas began in 1803, when theUnited States bought the Louisiana Territoryfrom France. Americans claimed that the land inpresent-day Texas was part of the purchase.Spain protested. In 1819, in the Adams-OnísTreaty, the United States agreed to drop any fur-ther claim to the region.

Land GrantsAt the time, few people lived in Texas.

Most residents—about 3,000—were Tejanos(teh•HAH•nohs), or Mexicans who claimedTexas as their home. Native Americans, includ-ing Comanches, Apaches, and Kiowas, alsolived in the area.

Because the Spanish wanted to promote thegrowth of Texas, they offered vast tracts of landto people who agreed to bring families to settle

on the land. The people who obtained thesegrants from the government and recruited thesettlers were called empresarios.

Moses Austin, a businessman who haddeveloped a mining operation in Missouri,applied for and received the first land grant in1821. Before he could establish his colony, how-ever, Moses contracted pneumonia and died.After Mexico declared independence fromSpain, Austin’s son, Stephen F. Austin, askedthe Mexican government to confirm his father’sland grant. Once he received confirmation, hebegan to organize the colony.

Stephen F. Austin recruited 300 Americanfamilies to settle the fertile land along the BrazosRiver and the Colorado River of Texas. The firstsettlers came to be called the Old Three Hun-dred. Many received 960 acres, with additionalacres for each child. Others received largerranches. Austin’s success made him a leaderamong the American settlers in Texas.

From 1823 to 1825, Mexico passed three colo-nization laws. All these laws offered new settlerslarge tracts of land at extremely low prices and

Social Studies TAKS tested at Grade 8: Obj 1:8.1C; Obj 2:8.6E

363

2 TEACH


COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking an Illustrated Time Line Have students work together to make a large, illustrated timeline of this section for the bulletin board. As a class, students should decide which events toinclude. Assign some students to make the actual time line. Then organize the remainder of theclass into small groups, each working on one event. In each group some students may do any nec-essary research; others should make the illustrations; others should write brief captions describingthe event. L1, SS: 8.6D, 8.30B, 8.30C; ELA: 8.10LELL

Finding Answers Have studentsfind the answers to the followingquestions as they read the sec-tion. What was the significanceof the Battle of San Jacinto?(Texan victory led to independence.)When did Texas become a state?(December 29, 1845) L1 SS: 8.6D


I. A Clash of Cultures (Pages 362–365)

A. In the early 1800s, few people lived in Texas, which was part of Mexico’s northernfrontier. But the Spanish, who controlled Texas, wanted to promote settlement there.As a result, they offered huge tracts of land to people, called empresarios, who offeredto bring families to Texas and settle them there.

B. The first Texas land grant went to Moses Austin in 1821. He agreed to bring a numberof settlers to Texas, but died before he could organize the project.

C After Moses died his son Stephen F Austin recruited 300 settlers to live on land along




Did You Know? The city of Dallas, Texas, was named after amystery man. John Neely Bryan, an early Texas pioneer, named thetown for “his friend, Dallas,” but Bryan never gave a last name forthe friend.

Born in Austinville, Virginia, StephenAustin was raised in southeasternMissouri. In 1813, at age 21, he waselected to the territorial Legislature ofMissouri, and served until he movedto Arkansas in 1819. It was the eco-nomic panic of 1819 that promptedhis father, Moses Austin, to abandonhis Missouri lead-mining business infavor of a plan to colonize Texas.Have students discuss how StephenAustin became a leader amongAmerican settlers in Texas. (Austingave settlers land and served as their spokesperson and advocate.)

SOCIAL STUDIES:Page 362: 8.1B, 8.24C, 8.30C,8.31A; Page 363: 8.1C, 8.6E,8.24C


reduced or no taxes for several years. In returnthe colonists agreed to learn Spanish, convert toCatholicism—the religion of Mexico—and obeyMexican law.

Mexican leaders hoped to attract settlersfrom all over, including other parts of Mexico.Most Texas settlers, however, came from theUnited States.

Growing TensionBy 1830 Americans in Texas far outnumbered

Mexicans. Further, these American colonists hadnot adopted Mexican ways. In the meantime theUnited States had twice offered to buy Texasfrom Mexico.

The Mexican government viewed the grow-ing American influence in Texas with alarm. In1830 the Mexican government issued a decree,or official order, that stopped all immigration

from the United States. At the same time, thedecree encouraged the immigration of Mexicanand European families with generous landgrants. Trade between Texas and the UnitedStates was discouraged by placing a tax ongoods imported from the United States.

These new policies angered the Texans. Theprosperity of many citizens depended on tradewith the United States. Many had friends andrelatives who wanted to come to Texas. In addi-tion, those colonists who held slaves wereuneasy about the Mexican government’s plansto end slavery.

Attempt at ReconciliationSome of the American settlers called for inde-

pendence. Others hoped to stay within Mexicobut on better terms. In 1833 General AntonioLópez de Santa Anna became president of


The Defenders Had NotStayed at the Alamo?

William Travis and almost 200 other defenders weredetermined to hold the Alamo. Travis wrote severalmessages to the people of Texas and the United Statesasking them for assistance. Travis’s appeal was unsuc-cessful. Texas military forces were not yet well organ-ized and were badly scattered. Travis’s letter of February24, 1836, is one of the finest statements of courage inAmerican history.

The defenders—mostly volunteers—were free toleave whenever they chose. But they decided to defendthe Alamo for a cause in which they believed.

Santa Anna hoped the fall of the Alamo would con-vince other Texans that it was useless to resist hisarmies. Instead, the heroism of those in the Alamoinspired other Texans to carry on the struggle.“Remember the Alamo!” became the battle cry ofHouston’s army.

To the People of Texas and All Americans in the World–Fellow Citizens and Compatriots:I am besieged by a thousand or more of the Mexicans under Santa Anna. I have sustained a continual Bombardment & cannonade for 24 hours & have not lost a man. The enemy has demanded asurrender at discretion, otherwise the garrison areto be put to the sword if the fort is taken. I haveanswered the demand with a cannon shot, and ourflag still waves proudly from the walls. I shall neversurrender or retreat.

Then, I call on you in the name of Liberty, of patriotism, & of everything dear to the Americancharacter, to come to our aid with all dispatch. The enemy is receiving reinforcements daily & willno doubt increase to three or four thousand in fouror five days. If this call is neglected I am determinedto sustain myself as long as possible & die like a soldier who never forgets what is due to his honor & that of his country.

Victory or DeathWilliam Barret Travis

Lt. Col. Comdt.

Travis’s Appeal for Aid at the Alamo, February 24, 1836

364


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVerbal/Linguistic Have students list the quarrels between the two sides: Americans’ failure tolearn Spanish, convert to Catholicism, and obey Mexican law; Mexico’s forbidding further Americansettlement and taxing of goods imported from the United States; and Mexico’s plan to end slavery.Then have students write a letter to a newspaper editor describing the quarrels from the Mexicanpoint of view. Remind students to use standard grammar, spelling, sentence structure, and punctu-ation. SS: 8.6D, 8.31D; ELA: 8.15F


VIDEOCASSETTEHistoric America ElectronicField Trips

View Chapter 10 to learn more about the Alamo.

Texas The name Texas comes from aNative American word, texía, meaning“friends” or “allies.” Spanish speakerschanged it to tejas and English speakersto Texas.

Answers:1. Answers will vary, but students

should note that the stand at theAlamo encouraged Texans to continue to fight for their independence.

2. If the defenders of the Alamo had surrendered, then the battlemight not have provided Texanleaders time to meet and declarethe independence of the Republicof Texas.

ELA: Page 364: 8.8C;Page 365: 8.8C, 8.10K


1. Do you think the stand at the Alamo helped the causeof Texas independence even though it was a defeat forthe Texans? Explain.

2. Did history take a different course because of the deci-sion to defend the Alamo? Explain.

CHAPTER 12 Manifest Destiny 365

Mexico. Stephen F. Austin traveled to MexicoCity with the Texans’ demands, which were toremove the ban on American settlers and tomake Texas a separate state.

Santa Anna agreed to the first request butrefused the second. Austin sent a letter back toTexas, suggesting that plans for independenceget underway. The Mexican government inter-cepted the letter and arrested Austin. WhileAustin was in jail, Santa Anna named himselfdictator and overthrew Mexico’s constitution of1824. Without a constitution to protect theirrights, Texans felt betrayed. Santa Anna reor-ganized the government, placing greater centralcontrol over Texas. This loss of local power dis-mayed many people.

Explaining What role did empresarios

play in colonization?

The Struggle for IndependenceDuring 1835 unrest grew among Texans and

occasionally resulted in open conflict. SantaAnna sent an army into Texas to punish the Tex-ans for criticizing him. In October some Mexicantroops tried to seize a cannon held by Texans atthe town of Gonzales. During the battle the Tex-ans decorated the front of the cannon with awhite flag that bore the words “Come and TakeIt.” After a brief struggle, Texans drove back theMexican troops. Texans consider this to be thefirst fight of the Texan Revolution.

The Texans called on volunteers to join theirfight. They offered free land to anyone whowould help. Davy Crockett and many others—including a number of African Americans andTejanos—answered that call.

In December 1835, the Texans scored an impor-tant victory. They liberated San Antonio from thecontrol of a larger Mexican force. The Texas armyat San Antonio included more than 100 Tejanos.Many of them served in a scouting companycommanded by Captain Juan Seguín. Born in SanAntonio, Seguín was an outspoken champion ofthe Texans’ demand for independence.

Despite these victories, the Texans encoun-tered problems. With the Mexican withdrawal,some Texans left San Antonio, thinking the warwas won. Various groups argued over who wasin charge and what course of action to follow. Inearly 1836, when Texas should have been mak-ing preparations to face Santa Anna, nothingwas being done.

The Battle of the AlamoSanta Anna marched north, furious at the loss

of San Antonio. When his army reached SanAntonio in late February 1836, it found a smallTexan force barricaded inside a nearby missioncalled the Alamo.

Although the Texans had cannons, theylacked gunpowder. Worse, they had only about180 soldiers to face Santa Anna’s army of severalthousand. The Texans did have brave leaders,though, including Davy Crockett, who hadarrived with a band of sharpshooters from Ten-nessee, and a tough Texan named Jim Bowie.The commander, William B. Travis, was only 26

365


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography The landscape of the Oregon Trail and the climate of Texas influenced how and wherepioneers settled. Geography still has an effect on national and world events. Have students thinkabout a major world event that occurred during the last five years and discuss how geographyinfluenced it. L2 SS: 8.11C

Economics As an additionalincentive for American settlers inTexas, the Mexican governmentpromised protection from lawsuitsfiled in the United States for failureto pay debts. Such a large number ofbankrupt families decided to take theopportunity to start over that vacatedhomes with signs reading “Gone toTexas” became a familiar sightthroughout the South.

Answer: They arranged for settlersto settle on tracts of land granted by the Mexican government.

Guided Reading Activity 12–2

60

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class


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

I. A Clash of CulturesA. Introduction—Why did Americans believe that they had the right to claim

Texas? ��

B. Land Grants—What name was given to the first American families, carefully

recruited by Stephen F. Austin, to settle in Texas? ��C. Growing Tension—What was the purpose of the 1830 decree issued by Mexico?

��

D. Attempt at Reconciliation—What demands did Austin present to the Mexicanpresident Antonio López de Santa Anna in their 1833 meeting?

��

II. The Struggle for IndependenceA. Introduction

1. What do Texans consider the first fight of the Texan Revolution?

��

2. Where did Texans score an important victory in 1835? ��

B. The Battle of the Alamo1. When was the Battle of the Alamo? ��2. Who led the Mexican forces and who led the Texans at the Alamo?

��

3. Although they lost the battle and their lives, what had the defenders

of the Alamo done for Texans? ��

C. Texas Declares Its Independence1. What happened on March 2, 1836? ��

2. What was the Goliad Massacre? ��

D. The Battle of San Jacinto—What was the battle cry of Texans at the battle of

San Jacinto? ��III. The Lone Star Republic

A. Introduction—Who was elected president of Texas in 1836? ��

B. Texas Becomes a State—When did Texas officially become a state? ��

SOCIAL STUDIES:Page 364: 8.24C;Page 365: 8.24C, 8.30C, 8.30E


years old, but he was determined to hold hisposition. Travis managed to send messages outthrough Mexican lines. He wrote several mes-sages to the people of Texas and the UnitedStates, asking them for assistance. In his lastmessage, Travis described the fighting that hadalready taken place and repeated his request forassistance. He warned that

“the power of Santa Anna is to be met here,

or in the colonies; we had better meet them

here than to suffer a war of devastation to rage

in our settlements.”Travis concluded with the statement that he

and his troops were determined to hold theAlamo.

For 12 long days, the defenders of the Alamokept Santa Anna’s army at bay with rifle fire.The Mexicans launched two assaults but had tobreak them off. During the siege, 32 volunteersfrom Gonzales slipped through the Mexicanlines to join the Alamo’s defenders.

On March 6, 1836, Mexican cannon firesmashed the Alamo’s walls, and the Mexicanslaunched an all-out attack. The Alamo defenderskilled many Mexican soldiers as they crossed

open land and tried to mount the Alamo’s walls.The Mexicans were too numerous to hold back,however, and they finally entered the fortress,killing William Travis, Davy Crockett, JimBowie, and all the other defenders. Only a fewwomen and children and some servants sur-vived to tell of the battle.

In the words of Santa Anna’s aide, “The Tex-ans fought more like devils than like men.” Thedefenders of the Alamo had killed hundreds ofMexican soldiers. But more important, they hadbought Texans some much needed time.

Texas Declares Its IndependenceDuring the siege of the Alamo, Texan leaders

were meeting at Washington-on-the-Brazos,where they were drawing up a new constitution.There, on March 2, 1836—four days before thefall of the Alamo—American settlers andTejanos firmly declared independence fromMexico and established the Republic of Texas.

The Texas Declaration of Independence wassimilar to the Declaration of the United States,which had been written 60 years earlier. TheTexas Declaration stated that the government ofSanta Anna had violated the liberties guaran-teed under the Mexican Constitution. The decla-ration charged that Texans had been deprived offreedom of religion, the right to trial by jury, theright to bear arms, and the right to petition. Itnoted that the Texans’ protests against thesepolicies were met with force. The Mexican gov-ernment had sent a large army to drive Texansfrom their homes. Because of these grievances,the declaration proclaimed the following:

“The people of Texas, in solemn convention

assembled, appealing to a candid world for the

necessities of our condition, do hereby resolve

and declare that our

political connection with

the Mexican nation has

forever ended; and that

the people of Texas do

now constitute a free,

sovereign, and inde-

pendent republic….”366 CHAPTER 12 Manifest Destiny

HISTORY

Student Web ActivityVisit

and click on Chapter 12—

Student Web Activities

for an activity on the fight

for Texas independence.


“We must now act or abandon all hope!”

—Sam Houston, before the Battle

of San Jacinto

366


CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYDrawing Conclusions During the controversy over the admission of Texas as a state, someNortherners claimed that the move to bring Texas into the Union was a conspiracy by the Southern“slavocracy” to expand slavery. Have students consider that theory in light of Texas’s geographiclocation. (Students should note that Texas is near the Southern states and that it is more probablethat a majority of the American settlers in Texas were from states in which slavery was widespreadand merely continued the practice in their new homes.) L2 SS: 8.6D, 8.30B

Sam Houston Sam Houston aided hiscountry well. He was elected governorof Tennessee and was a United Statessenator from Texas for 14 years. Ser-ving later as governor of Texas, he isthe only man ever elected governor of two different states of the Union.

Who?What?Where?When?

Words from Mexico Bronco, corral, androdeo all came from Mexican vaqueros,or cowhands. The Alamo was namedafter cottonwood trees that grew nearby.

ELA: Page 366: 8.8C;Page 367: 8.10K, 8.13D, 8.22B


HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan feature at tx.tarvol1.glencoe.com


http://www.glencoe.com/qe/qe36tx.php?&st=640&pt=2&bk=19

With Mexican troops in Texas, it was not pos-sible to hold a general election to ratify the con-stitution and vote for leaders of the newrepublic. Texas leaders set up a temporary gov-ernment. They selected officers to serve untilregular elections could be held.

David G. Burnet, an early pioneer in Texas,was chosen president and Lorenzo de Zavala,vice president. De Zavala had worked to estab-lish a democratic government in Mexico. Hemoved to Texas when it became clear that SantaAnna would not make reforms.

The government of the new republic namedSam Houston as commander in chief of theTexas forces. Houston had come to Texas in1833. Raised among the Cherokee people, hebecame a soldier, fighting with Andrew Jacksonagainst the Creek people. A politician as well,Houston had served in Congress and as gover-nor of Tennessee.

Houston wanted to prevent other forts frombeing overrun by the Mexicans. He ordered thetroops at Goliad to abandon their position. Asthey retreated, however, they came face to facewith Mexican troops led by General Urrea. Aftera fierce fight, several hundred Texans surren-dered. On Santa Anna’s orders, the Texans wereexecuted a few days later. This action outragedTexans, who called it the “Goliad Massacre.”

The Battle of San JacintoHouston moved his small army eastward

about 100 miles, watching the movements ofSanta Anna and waiting for a chance to strike. Sixweeks after the Alamo, he found the opportunity.

After adding some new troops, Houston gath-ered an army of about 900 at San Jacinto (SAN

juh•SIHN•toh), near the site of present-dayHouston. Santa Anna was camped nearby withan army of more than 1,300. On April 21 the Tex-ans launched a surprise attack on the Mexicancamp, shouting, “Remember the Alamo! Remem-ber Goliad!” They killed more than 600 soldiersand captured about 700 more—including SantaAnna. On May 14, 1836, Santa Anna signed atreaty that recognized the independence of Texas.

Identifying Who was commander

in chief of the Texas forces?

Gulf of Mexico

Rio Brazos

Rio

Grande

Red R.

Sabine R.

AlamoMarch 6, 1836

San JacintoApril 21, 1836

San AntonioDec. 10, 1835

RefugioMarch 14,1836

San PatricioFeb. 27, 1836

GoliadMarch 20, 1836

GonzalesOct. 2, 1835

SAN

TAANNA

UR

REA

HOUSTON 1836

Washington-on-the-Brazos

Brazoria

MEXICO

REPUBLICOF

TEXAS

LA.

INDIAN TERR.

Boundaryclaimed by

Mexico

Boundaryclaimed by

Texas

100 kilometers0Lambert Conformal Conic projection

100 miles0

N

S

EW

The Lone Star RepublicTexans elected Sam Houston as their presi-

dent in September 1836. Mirabeau Lamar, whohad built a fort at Velasco and had foughtbravely at the Battle of San Jacinto, served asvice president. Houston sent a delegation toWashington, D.C., asking the United States toannex—take control of—Texas. The nation’spresident Andrew Jackson refused, however,because the addition of another slave statewould upset the balance of slave and free statesin Congress. For the moment Texas wouldremain an independent country.


Texan forces

Mexican forces

Texan victory

Mexican victory

Austin's colony

Disputed territory

Texas War for Independence, 1835–1836

Social Studies TAKS tested at Grade 8: Obj 2:8.11A; Obj 5:8.30C

In 1836 General Santa Anna led Mexico’s main forces across theRio Grande into Texas.1. Location At which battles did Texans win victories?2. Analyzing Information What battle immediately

followed the Alamo?

367


Reteaching Activity 12–2



Section Quiz 12–2

Name Date Class


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

COLUMN BCOLUMN A

A. mission defended by a small Texanforce for 12 days against severalthousand Mexican troops

B. date Texas officially became a stateC. became president of Mexico in 1833D. backwoodsman from Tennessee who

fought and died at the AlamoE. arranged for settlements in Texas

1. Davy Crockett

2. Adams-Onís Treaty

3. Tejanos

4. empresarios

5. Moses Austin

6. Stephen Austin

Section Quiz 12-2


Column A

1. empresario

2. selected the Old Three Hundred

3. official order

4. Mexican dictator

5. Alamo commander

DIR CTIONS: Multiple Choice In the blank at the left write the letter of the

★


ScoreChapter 12

Column B

A. Stephen F. AustinB. William B. TravisC. Moses AustinD. General Antonio López

de Santa AnnaE. decree

EXTENDING THE CONTENTEXTENDING THE CONTENTSanta Anna Santa Anna tried to escape after his defeat at San Jacinto by dressing in an ordinarysoldier’s uniform and hiding in a marsh. He was captured the day after the battle by Texan soldierswho did not recognize him. When they brought Santa Anna back to camp, his identity wasrevealed by Mexican prisoners who saluted “El Presidente.”

Answers:1. Gonzales and San Jacinto2. Refugio

Geography Skills PracticeAsk: What was the date of the last battle shown on the map?(April 21, 1836)

Answer: Sam Houston

SOCIAL STUDIES:Page 366: 8.24C;Page 367: 8.11A, 8.24C, 8.30C


Checking for Understanding1. Key Terms Write a short history

about events in Texas using the fol-lowing terms: Tejano, empresario,decree, annex.

2. Reviewing Facts Name the threethings that American settlers agreedto do in exchange for receiving landin Texas.

Reviewing Themes3. Geography and History Why did

Northerners and Southerners dis-agree on the annexation of Texas?

Critical Thinking4. Analyzing Information How did the

fall of the Alamo help the cause ofTexas independence, even though itwas a defeat for the Texans?

5. Categorizing Information Re-createthe diagram below. In the boxes, describe two causes of the war betweenMexico and Americans in Texas.

Analyzing Visuals6. Sequencing Study the map on page

367. Place these battles in order,starting with the earliest: Gonzales,San Jacinto, the Alamo, Goliad.

The Question of AnnexationDespite rapid population growth, the new

republic faced political and financial difficulties.The Mexican government refused to honorSanta Anna’s recognition of independence, andfighting continued between Texas and Mexico.In addition Texas had an enormous debt and nomoney to repay it.

Many Texans still hoped to join the UnitedStates. Southerners favored the annexation ofTexas, but Northerners objected that Texaswould add another slave state to the Union.President Martin Van Buren, like Jackson, didnot want to inflame the slavery issue or riskwar with Mexico. He put off the question ofannexing Texas.

John Tyler, who became the nation’s presidentin 1841, was the first vice president to becomepresident upon the death of a chief executive. Hesucceeded William Henry Harrison, who died inApril, just one month after taking office. Tylersupported adding Texas to the Union and per-suaded Texas to reapply for annexation. How-ever, the Senate was divided over slavery andfailed to ratify the annexation treaty.

Texas Becomes a StateThe situation changed with the 1844 presi-

dential campaign. The feeling of Manifest Des-tiny was growing throughout the country. TheSouth favored annexation of Texas. The Northdemanded that the United States gain control ofthe Oregon country from Britain. The Democra-tic candidate, James K. Polk, supported bothactions. The Whig candidate, Henry Clay, ini-tially opposed adding Texas to the Union. Whenhe finally came out for annexation, it lost himvotes in the North—and the election.

After Polk’s victory, supporters of annexationpressed the issue in Congress. They proposedand passed a resolution to annex Texas. OnDecember 29, 1845, Texas officially became astate of the United States.

Identifying Who was president of

the Texas Republic?


Descriptive Writing Look at thepainting of the Battle of the Alamoon page 365. Write one paragraphthat describes what is happening inthe picture.

Causes

War

Texas Republic, 1839 For its first sixyears, this Lone Star flag symbolizedthe independent nation of the Repub-lic of Texas. Texans kept the LoneStar banner as their official state flag after joining the Union in 1845.

America’s Flags

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

368


4 CLOSEAsk students why Houston’stroops shouted “Remember theAlamo” and “RememberGoliad.” (Texans who died at thoseplaces were considered martyrs andheroes; troops were inspired toavenge their deaths.)



Answer: Sam Houston

Name Date Class


Texas IndependenceThe opening of the Texas Declaration of Independence, which was

adopted on March 2, 1836, is given below.

When a government has ceased to protect the lives, liberty, and propertyof the people from whom its legitimate powers are derived, and . . . becomesan instrument in the hands of evil rulers of their oppression; . . . the first lawof nature, the right of self-preservation—the inherent and inalienable rightof the people to appeal to first principles and take their political affairsinto their own hands in extreme cases—enjoins it as a right toward them-selves and a sacred obligation to their posterity to abolish such governmentand create another in its stead, calculated to rescue them from impendingdangers, and to secure their future welfare and happiness.

N ti ll i di id l bl f th i t t th bli


INDEPENDENCE FOR TEXAS



Have you ever succeeded in spite of very difficult challenges? Did you have any help in obtainingyour success? Were there times when it seemed too challenging?

In the last section, you learned how the Northwest territory became part of the United States.This section focuses on the challenges Texas faced on its path to becoming a state.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes as you read the summaries that follow. Think aboutthe successes and failures that Texas troops encountered in their attempts to achieve statehood.

KEY TERMS

Tejano Mexican people who permanently lived in Texas (page 363)

empresario A person who arranged the acquisition of land for new settlers to Texas (page 363)

decree An official order (page 364)

annex To take possession of (page 367)

Key

= military victories

= military setbacks

Battles to Gain Texas

1 2 5 Statehood for Texas

3 4


2. learn Spanish, convert toCatholicism, obey Mexican law ELA: 8.10K

3. Northerners objected because itwould add another slave state tothe Union; Southerners favored itfor the same reason. SS: 8.22A

4. Answers may include: gained timeto organize; motivated Texas rebelsSS: 8.30B

5. Answers may include: Colonistsdisobeyed colonization laws,Mexico halted U.S. immigrationand encouraged Mexican andEuropean immigrants, Santa Annathrew out Mexico’s constitution

and centralized control, Texansmoved for independence. SS: 8.30C

6. Gonzales, Alamo, Goliad, SanJacinto SS: 8.1B, 8.30C

Interdisciplinary Activity Descriptionsshould contain details about the painting. ELA: 8.15A

ELA: Page 368: 8.10K, 8.10L,8.11A, 8.13D, 8.13E, 8.15A;Page 369: 8.13D, 8.13E



Long lines of covered wagons stretched as far as the eye could see. “All’s set!” adriver called out. “All’s set!” everyone shouted in reply.

“Then the ‘Heps!’ of drivers—the cracking of whips—the trampling of feet—theoccasional creak of wheels—the rumbling of wagons—form a new scene of [intense]confusion,” reported Josiah Gregg. Gregg was one of the traders who traveled west onthe Santa Fe Trail in the 1830s to sell cloth, knives, and other goods in New Mexico.

The New Mexico TerritoryIn the early 1800s, New Mexico was the name of a vast region sandwiched

between the Texas and California territories. It included all of present-day NewMexico, Arizona, and Nevada and parts of Colorado and Utah.

Native American peoples had lived in the area for thousands of years. Span-ish conquistadors began exploring there in the late 1500s and made it part of Spain’s colony of Mexico. In 1610 the Spanish founded the settlement ofSanta Fe. Missionaries followed soon after.

When Mexico won its independence in 1821, it inherited the New Mexicoprovince from Spain. The Mexicans, however, had little control over the distantprovince. The inhabitants of New Mexico mostly governed themselves.

Main IdeaAmerican settlement in the Southwestled to conflict with Mexico.

Key Termsrancho, ranchero, Californios, cede

Reading StrategyTaking Notes As you read the sec-tion, describe the actions and achieve-ments of each of the individuals in the table.

Read to Learn• why Americans began to settle in

the Southwest.• how the United States acquired

New Mexico and California.

Section ThemeCulture and Traditions New Mexico,California, and Texas were Spanishlands with Spanish cultures and tradi-tions.

War with Mexico

1821Mexico gainsindependence

1833Mexico abolishesmissions

1846Congress declareswar on Mexico

1845The United Statesannexes Texas

Preview of Events

Guide to Reading

✦1820 ✦1830 ✦1840 ✦1850

Wagon wheel

Actions taken

William Becknell

Jedediah Smith

John C. Frémont

Social Studies TAKS tested at Grade 8: Obj 1:8.6D; Obj 5:8.30C Obj 2:8.6E

369


1 FOCUSSection OverviewThis section examines how theUnited States obtained NewMexico and California.

Guide to Reading

Answers to Graphic: WilliamBecknell: first American trader inSanta Fe, blazed Santa Fe trail;Jedidiah Smith: visited and wroteabout San Gabriel Mission; John C.Frémont: visited and wrote aboutCalifornia

Preteaching VocabularyPoint out that the word ranchomeans not only “ranch” but “a hut orgroup of huts for ranch workers.”Have students look up the etymologyof the word and speculate on thelinks between the various roots.




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




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Tell students to carefully read all the factspresented about James Beckwourth. Have them look forkey word, such as “chief,” for help answering the question.

UNIT

5Chapter 12

Evaluating Print, Visual, and Electronic Sources of Information

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

In what Native American group did Beckwourth become a chief?

A the Seminole B the Crow C the Sierra Nevada D the California

African American Mountain Man, James Beckwourth, 1798–1866

• Lived with Crow people, became a Crowchief

• Operated trading posts in New Mexico andCalifornia

• Fought in Seminole War and in Mexican War• Discovered Sierra Nevada pass in California,

named it after him• Published his memoirs in 1856



SOCIAL STUDIES:Page 368: 8.1B, 8.6C, 8.6E, 8.22A,8.24C, 8.30B, 8.30C, 8.30E, 8.31A,8.31D; Page 369: 8.1B, 8.6D, 8.6E,8.30B, 8.30C


The Spanish had tried to keep Americans awayfrom Santa Fe, fearing that Americans wouldwant to take over the area. The Mexican govern-ment changed this policy, welcoming Americantraders into New Mexico. It hoped that the tradewould boost the economy of the province.

The Santa Fe TrailWilliam Becknell, the first American trader

to reach Santa Fe, arrived in 1821 with a pack ofmules loaded with goods. Becknell sold the mer-chandise he brought for many times what hewould have received for it in St. Louis.

Becknell’s route came to be known as theSanta Fe Trail. The trail left the Missouri Rivernear Independence, Missouri, and crossed theprairies to the Arkansas River. It followed theriver west toward the Rocky Mountains beforeturning south into New Mexico Territory.Because the trail was mostly flat, on later tripsBecknell used wagons to carry his merchandise.

Other traders followed Becknell, and the SantaFe Trail became a busy trade route for hundredsof wagons. Americans brought cloth andfirearms, which they exchanged in Santa Fe forsilver, furs, and mules. The trail remained in useuntil the arrival of the railroad in 1880.

As trade with New Mexico increased, Ameri-cans began settling in the region. In the UnitedStates, the idea of Manifest Destiny captured thepopular imagination, and many people sawNew Mexico as territory worth acquiring. At the

same time, they eyed another prize—the Mexi-can territory of California, which would provideaccess to the Pacific.

Describing Where did the Santa Fe

Trail end?

California’s Spanish CultureSpanish explorers and missionaries from

Mexico had been the first Europeans to settle inCalifornia. In the 1760s Captain Gaspar de Por-tolá and Father Junípero Serra began building astring of missions that eventually extended fromSan Diego to Sonoma.

The mission system was a key part of Spain’splan to colonize California. The Spanish usedthe missions to convert Native Americans toChristianity. By 1820, California had 21 mis-sions, with about 20,000 Native Americans liv-ing in them.

In 1820 American mountain man JedediahSmith visited the San Gabriel Mission east ofpresent-day Los Angeles. Smith reported thatthe Native Americans farmed thousands ofacres and worked at weaving and other crafts.He described the missions as “large farming andgrazing establishments.” Another American inSmith’s party called the Native Americans“slaves in every sense of the word.”

CHAPTER 12 Manifest Dstiny

Vaqueros in a Horse Corral by James WalkerMexican American cowhands, or vaqueros, work on a ranch in the Southwest. Why did the num-ber of ranchos grow in the 1820s and 1830s?

History Through Art

370

Social Studies TAKS tested at Grade 8: Obj 1:8.6B Obj 1:8.6C, 8.6D

370


2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMapping Missions Have students use library resources to find the information they need to pre-pare a map showing the missions established by Father Junípero Serra. (During Serra’s lifetime,9 missions were built; eventually there were 21.) Students may work in pairs with one studentconducting the research and the other drawing the map. Students may also work in groups ofthree with the third student making a diagram of a typical mission. L1, SS: 8.10A, 8.30A;ELA: 8.10L

ELL

Finding Similarities Have stu-dents list similarities betweenNew Mexico and California andin the way Americans settled inthe two places. L1 SS: 8.6E


I. The New Mexico Territory (Pages 369–370)

A. In the early 1800s, New Mexico was the name of a vast region between California andTexas. The Spanish started exploration of the area in the late 1500s and made it part ofthe Spanish colony of Mexico.

B. When Mexico won its independence in 1821, New Mexico became part of an independent Mexico. But Mexico maintained very loose control over the area, allowing New Mexico a large degree of self-government.




Did You Know? Today California is the country’s third largeststate in area, after Alaska and Texas. By 1970 it had become the statewith the largest population. In addition it has the largest populationsof Spanish speakers, Native Americans, Chinese, Filipinos, Japanese,Koreans, and Vietnamese.

Skilled at handling cattle, vaqueroswere indispensable laborers in the cat-tle industry of the Southwest, and aromantic figure in American folklore.Settlers from the United States firstmet vaqueros on Texas ranches about1820. Some United States cowboysmastered vaquero skills, learning touse lariats, saddles, spurs, and brand-ing irons. Answer: After Mexico gained its inde-pendence from Spain, more settlersarrived in California, which was a statein the Mexican nation. In 1833 Mexicoabolished missions and sold land toranchers.

History Through Art

Answer: the New Mexico Territory

ELA: Page 370: 8.10K, 8.22B;Page 371: 8.8C, 8.10K



California After 1821After Mexico gained its independence from

Spain in 1821, California became a state in thenew Mexican nation. At the time only a fewhundred Spanish settlers lived in California, butemigrants began arriving from Mexico. Thewealthier settlers lived on ranches devoted toraising cattle and horses.

In 1833 the Mexican government passed a lawabolishing the missions. The government gavesome of the lands to Native Americans and soldthe remainder. Mexican settlers bought theselands and built huge properties called ranchos.

The Mexican settlers persuaded Native Amer-icans to work their lands and tend their cattle inreturn for food and shelter. The California ran-chos were similar to the plantations of the South,and the rancheros—ranch owners—treatedNative American workers almost like slaves.

Manifest Destiny and CaliforniaAmericans had been visiting California for

years. Most arrived on trading or whaling ships,although a few hardy travelers like JedediahSmith came overland from the East. Soon morebegan to arrive.

At first the Mexican authorities welcomedAmericans in California. The newcomersincluded agents for American shipping com-panies, fur traders from Oregon, and mer-chants from New Mexico. In the 1840s familiesbegan to arrive in California to settle. Theymade the long journey from Missouri on theOregon Trail and then turned south after cross-ing the Rocky Mountains. Still, by 1845 theAmerican population of California numberedonly about 700. Most Americans lived in theSacramento River valley.

Some American travelers wrote glowingreports of California. John C. Frémont, an army officer who made several trips throughCalifornia in the 1840s, wrote of the region’smild climate, scenic beauty, and abundance ofnatural resources.

Americans began to talk about adding Cali-fornia to the nation. Shippers and manufactur-ers hoped to build ports on the Pacific coast fortrade with China and Japan. Many Americans

saw the advantage of extending United Statesterritory to the Pacific. That way the nationwould be safely bordered by the sea instead ofby a foreign power. In 1845 Secretary of WarWilliam Marcy wrote that

“if the people [of California] should desire to

unite their destiny with ours, they would be

received as brethren [brothers].” President James Polk twice offered to buy

California and New Mexico from Mexico, butMexico refused. Soon, the United States wouldtake over both regions by force.

Examining What was the purpose

of the California missions?

War With MexicoPresident James K. Polk was determined to

get the California and New Mexico territoriesfrom Mexico. Their possession would guaranteethat the United States had clear passage to thePacific Ocean—an important considerationbecause the British still occupied part of Oregon.Polk’s main reason, though, involved fulfillingthe nation’s Manifest Destiny. Like many Amer-icans, Polk saw California and New Mexico asrightfully belonging to the United States.

371

John C. Frémont’s strong belief in westward expansion advanced the cause of Manifest Destiny.

Social Studies TAKS tested at Grade 8: Obj 1:8.6B, 8.6C, 8.6D

371


Answer: to colonize California and convert Native Americans to Christianity

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Encourage students to research, collect, and bring to school recordings or sheetmusic of Western songs or music from the mid-1800s, both those of United States settlers and ofMexican residents. Encourage students to perform or listen to the music, comparing and contrast-ing pieces from the two cultures. SS: 8.30A, 8.30B; ELA: 8.11A


Guided Reading Activity 12–3

61

Name Date Class


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

Guadalupe Hidalgo Santa Fe Trail capital John SlidellWilliam Becknell Mexican War 1833 Santa Femission system Spanish explorers 1840s declared warRepublic of California New Mexico half PacificZachary Taylor

The New Mexico Territory

In the early 1800s, the area of (1) included all of present-day New Mexico,

Arizona, Nevada and parts of Colorado and Utah. The Spanish tried to keep

Americans away from (2) , fearing that Americans would want to take over

the area. (3) , the first American trader to reach Santa Fe, arrived in 1821. The

route he took became known as the (4) .

California’s Spanish Culture

Missionaries and (5) were the first Europeans to settle in California. A key

part of Spain’s plan to colonize California was the (6) . In (7) the

Mexican government passed a law abolishing the missions and sold some of the land

to Mexican settlers. American families began arriving in the (8) . Many

Americans saw the benefits of extending the United States territory to the (9) .

War With Mexico

President Polk sent an agent, (10) , to Mexico to settle several disputes.

When the Mexican government refused to negotiate, Polk ordered General

(11) to march soldiers to the disputed borderland. Mexican soldiers attacked

the American soldiers in 1846, and Congress (12) . The American people were

divided over the (13) .

In the summer of 1846, General Stephen Watts Kearny captured the (14) of

New Mexico without firing a shot. A small group of Americans in Sonoma proclaimed

the independent (15) . The Treaty of (16) was signed in February 1848,

ending the Mexican War. The war cost Mexico (17) of its territory.

Cattle on Mexicanranches were raised mainly for theirhides and fat, which was used incandle making.

SOCIAL STUDIES:Page 370: 8.6B, 8.6C, 8.6D, 8.12A,8.30C; Page 371: 8.6B, 8.6C, 8.6D,8.30C


Another dispute con-cerned the Texas-Mexicoborder. The United Statesinsisted that the RioGrande formed the border.Mexico claimed that theborder lay along the Nueces(nu•AY•suhs) River, 150miles farther north. Becauseof this dispute, Mexico hadstopped payments to Amer-ican citizens for losses suf-fered during Mexico’s warfor independence.

Polk sent an agent, JohnSlidell, to Mexico to pro-pose a deal. Slidell wasauthorized to offer $30 mil-lion for California and NewMexico in return for Mex-ico’s acceptance of the RioGrande as the Texas bound-ary. In addition, the UnitedStates would take over pay-ment of Mexico’s debts toAmerican citizens.

Conflict BeginsThe Mexican govern-

ment refused to discuss theoffer and announced its intention to reclaimTexas for Mexico. In response Polk orderedGeneral Zachary Taylor to march his soldiersacross the disputed borderland between theNueces River and the Rio Grande. Taylor fol-lowed the order and built a fort there on hisarrival. On April 24, Mexican soldiersattacked a small force of Taylor ’s soldiers.Taylor sent the report the president wanted tohear: “Hostilities may now be considered ascommenced.”

Polk called an emergency meeting of his cab-inet, and the cabinet agreed that the attack wasgrounds for war with Mexico. On May 11, 1846,the president told Congress that Mexico had“invaded our territory and shed Americanblood upon the American soil.” Congresspassed a declaration of war against Mexico.


110°W 100°W

120°W

30°N

Rio G

rande

Mis

sis

sippi

R.

Colo

rado

R.

Pacific

Ocean

Gulf ofMexico

KEAR NY

FRÉM

O

NT

SCOTT

KEARNYSTOCKTON

TAYLOR

Bear Flag Revolt(June 1846)

Buena Vista(Feb. 1847)

Sacramento(Feb. 1847)

San Pasqual(Dec. 1846)

Mexico City(Sept. 1847)

Monterrey(Sept. 1846)

San Gabriel(Jan. 1847)

Cerro Gordo(Apr. 1847)

Ft. Leavenworth

Santa Fe(August 1846)

El Brazito(Dec. 1846)

Mazatl´anTampico(Nov. 1846)

Corpus Christi

Monterey(July 1846)

Veracruz

Matamoros(May 1846)

Los Angeles

San Diego

San Francisco

San Antonio

TEXAS

UNITED

STATES

MEXICO

500 kilometers0Albers Conic Equal-Area projection

500 miles0

N

S

EW

372

After Mexico refused to sell California andNew Mexico, President Polk plotted to pull theMexican provinces into the Union through war.He wanted, however, to provoke Mexico into tak-ing military action first. This way Polk could jus-tify the war to Congress and the American people.

Relations between Mexico and the UnitedStates had been strained for some years. Whenthe United States annexed Texas in 1845, the sit-uation worsened. Mexico, which had never rec-ognized the independence of Texas, chargedthat the annexation was illegal.

Troop movement

American victory

Mexican victory

U.S. naval blockade

Disputed territory

Fort

The Mexican War, 1846–1848

Social Studies TAKS tested at Grade 8: Obj 2:8.11A; Obj 5:8.30C Obj 1:8.6D

War between the United States and Mexico broke out in 1846near the Rio Grande.1. Location Which battle occurred farthest north?2. Making Inferences What information on the map

can you use to infer which side won the war?

372


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Have students use primary and secondary sources to research and write biogra-phies of Father Serra, the leader of five missionaries on Portolá’s expedition, who began exploringCalifornia in the 1760s. Tell students to include anecdotes about his travels. Encourage them toillustrate the biographies with drawings of an incident in his life. L2 SS: 8.30A; ELA: 8.15A

Answers:1. Bear Flag Revolt2. There are more blue symbols

that represent American victoriesthan there are green symbolsthat signify Mexican victories.

Civics In 1845 American forcesprovoked Mexico into an attack,which allowed President Polk todemand and obtain from Congress a declaration of war. A similar eventoccurred 119 years later when UnitedStates ships may have provoked aNorth Vietnamese attack. This eventled President Lyndon Johnson todemand and obtain quickly fromCongress a resolution permitting the United States to fight without theconstitutionally required declarationof war. To prevent this from everhappening again, Congress passedthe War Powers Act in 1973.

ELA: Page 372: 8.10K, 8.13D,8.22B; Page 373: 8.8C


New Mexico. The Mexican governor fled, allow-ing the Americans to capture New Mexico’s capi-tal, Santa Fe, on August 18, 1846, without firing ashot. Kearny and his army then headed across thedeserts of New Mexico and Arizona to California.

California and the Bear Flag RepublicIn June 1846, a small group of Americans had

seized the town of Sonoma north of San Franciscoand proclaimed the independent Republic ofCalifornia. They called the new country theBear Flag Republic because their flag showeda bear and a star on a white background. JohnC. Frémont and mountain man Kit Carson, whowere already out West on a military expeditionin California, joined the Americans in Sonoma.

Though unaware of the outbreak of war withMexico, Frémont declared that he would con-quer California. Frémont’s actions outragedmany Californios, the Mexicans who lived inCalifornia. They might have supported a revoltfor local control of government, but theyopposed what looked like an attempt by a bandof Americans to seize land.

Naval InterventionIn July 1846, a United States Navy squadron

under Commodore John Sloat captured theports of Monterey and San Francisco. Sloatdeclared California annexed to the UnitedStates, and the American flag replaced the BearFlag in California.

Sloat’s fleet sailed for San Diego, carrying Fré-mont and Carson. The Americans captured SanDiego and moved north to Los Angeles. Carson

American Attitudes Toward the WarThe American people were divided over the

Mexican War. Polk’s party, the Democrats, gen-erally supported the war. Many Whigs opposedit, calling Polk’s actions aggressive and unjust.Northerners accused Democrats of waging thewar to spread slavery.

Illinois congressman Abraham Lincolndemanded to know the exact spot where thefirst attack against American troops hadoccurred. Lincoln, like many who opposed thewar, claimed that the spot was clearly in Mexicoand that Polk therefore had no grounds forblaming the war on Mexico.

Frederick Douglass, an African Americanleader in the antislavery movement, called thewar “disgraceful” and “cruel.” Douglass sharedthe belief that if the United States expanded intothe West, the Southern states would carry slav-ery into the new territories.

Newspapers generally supported the war,and volunteers quickly signed up for militaryservice. As time went on, however, antiwar feel-ing grew, particularly in the North.

Polk’s War PlanPresident Polk had a three-part plan for the

war with Mexico. First, American troops woulddrive Mexican forces out of the disputed borderregion in Texas and make the border secure.Second, the United States would seize NewMexico and California. Finally, American forceswould take Mexico City, the capital of Mexico.

Zachary Taylor accomplished the first goal.His army captured the town of Matamoros inMay 1846 and Monterrey in September 1846.The Americans pushed forward and entered thebishop’s palace. The Mexican flag was lowered,and a mighty cheer erupted from Americanforces remaining on the plain below. In February1847, Taylor defeated the Mexicans again atBuena Vista. The Texas border was secure.

While Taylor made progress in northern Mex-ico, American forces also advanced farther west.General Stephen Watts Kearny led his troops toNew Mexico and California. In the summer of1846, Kearny led about 1,500 cavalry soldiersalong the Santa Fe Trail from Fort Leavenworth to

California Bear Flag

373

Social Studies TAKS tested at Grade 8: Obj 4:8.23B Obj 1:8.6D

373




CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYIdentifying Central Issues Have students offer support for the position of the Mexican govern-ment, shared by many Americans, that the war was the result of deliberate provocation and that it was wrong to take land by force. Then ask them to support President Polk’s view. Following theclass discussion, organize students into groups to discuss and decide which position has moremerit. Have a member of each group report the conclusion and the rationale of the group. L2 SS: 8.22A, 8.6D

Section Quiz 12–3

★

Section Quiz 12-3


Column A

1. opposed war with Mexico

2. mission slaves

3. ranch owners

4. Republic of California

5. captured Mexico City


6. Which trail left the Missouri River near Independence, Misssouri, and crossedthe prairies to the Arkansas River?A. Independence Trail C. Missouri TrailB. Arkansas River Trail D. Santa Fe Trail

7. Who was an army officer that wrote of California’s mild climate, scenicbeauty, and abundance of resources?A. William Becknell C. Josiah GreggB. John C. Frémont D. Jedediah Smith

8. What did President James K. Polk use as grounds for declaring war againstMexico?A. annexation of Texas C. attack of Zachary Taylor’s forces B. declaration of the border D. nonpayment of debts

9. What city did Americans capture without firing a shot?A. Santa Fe C. Sonoma B. Monterrey D. San Francisco

10. The United States mainland reached its present size with theA. Mexican Cession. C. Gadsden Purchase.B. capture of Veracruz. D. Treaty of Guadalupe Hidalgo.


ScoreChapter 12

Column B

A. Native AmericansB. Bear Flag RepublicC. WhigsD. Winfield ScottE. rancheros

SOCIAL STUDIES:Page 372: 8.6D, 8.6E, 8.11A,8.24C, 8.30C; Page 373: 8.6D,8.22A, 8.23B, 8.24C, 8.30C


Checking for Understanding1. Key Terms Write a short paragraph

in which you use the following terms:rancho, ranchero, Californios, cede.

2. Reviewing Facts According to theMexican government, where did theborder between Texas and Mexicolie?

Reviewing Themes3. Culture and Traditions Why did the

Spanish establish missions in theSouthwest? What happened to themission land after Mexico gained itsindependence?

Critical Thinking4. Analyzing Primary Sources Explain

the meaning of this sentence in yourown words: “If the people [of Califor-nia] should desire to unite their des-tiny with ours, they would bereceived as brethren [brothers].”

5. Categorizing Information Re-createthe diagram below and describe thethree parts of Polk’s strategy andhow they were accomplished.

Analyzing Visuals6. Geography Skills List the battles

that appear on the map on page 372in order from first to last. Identifywhether each was a Mexican victoryor a U.S. victory.

headed east with the news of California’s annex-ation. On his way he met and joined Kearny’sforce, marching west from Santa Fe.

After Sloat’s ships left, many Californios inSan Diego rose up in arms against the Ameri-cans who had taken over the city. GeneralKearny and his troops arrived in the midst of therebellion. They faced a stiff fight but eventuallywon. By January 1847, California was fully con-trolled by the United States.

The Capture of Mexico CityWith their victories in New Mexico and Cali-

fornia, the Americans met their first two goals inthe war. President Polk then launched the thirdpart of his war plan—an attack on Mexico City.

Polk gave the task of capturing Mexico City toGeneral Winfield Scott. In March 1847, Scott’sarmy landed on the coast of the Gulf of Mexico,near the Mexican port of Veracruz. Scott cap-tured Veracruz after a three-week siege and thenset out to march the 300 miles to Mexico City.

The Americans had to fight their way towardMexico City, battling not only the Mexican armybut also bands of armed citizens. Scott reachedthe outskirts of Mexico City with his troopstowards the end of August 1847. By mid-Sep-tember the Americans had taken Mexico City.The Mexican government surrendered.

The United States lost 1,721 men to battle andmore than 11,000 to disease in the Mexican War.Mexico’s losses were far greater. The war costthe United States nearly $100 million, but here,too, Mexico paid a higher price. The war wouldcost Mexico half its territory.

The Peace TreatyPeace talks between the United States and

Mexico began in January 1848. The Treaty ofGuadalupe Hidalgo (GWAH•duhl•OOP hih•DAL•goh) was signed in February 1848.

In the treaty Mexico gave up all claims toTexas and agreed to the Rio Grande as the bor-der between Texas and Mexico. Furthermore, inwhat was called the Mexican Cession, Mexicoceded—gave—its provinces of California andNew Mexico to the United States. In return theUnited States gave Mexico $15 million.

In 1853 the United States paid Mexico an addi-tional $10 million for the Gadsden Purchase, astrip of land along the southern edge of the present-day states of Arizona and New Mexico. With theGadsden Purchase, the United States mainlandreached its present size. All that remained wasto settle the newly acquired territories.

Describing What lands did Mexico

cede to the United States?


Science Settlers traveling westencountered new wildlife, vegeta-tion, and landforms. Choose oneregion of the west and investigateas a traveling scientist would. Listplants and animals you would seethere. Write a report summarizingwhat you have observed.

Polk’s strategy

Social Studies TAKS tested at Grade 8: Obj 1:8.6D

374


4 CLOSEAfter the war Frederick Douglasswrote, “. . . we are not the peopleto rejoice; we ought rather toblush and hang our heads forshame.” Have students explainwhat he meant.



Answer: California and New Mexico

Name Date Class


Defeat of MexicoMajor land campaigns of

the Mexican War (1846–1848) were led by Zachary Taylor, Stephen Watts Kearny, and Winfield Scott in southwestern North America.

��yy��yy��yy��yy��yyyy

�y��yy��yy�y�y��yy��yyyy

Santa FeLosAngeles San Diego

Texas

Buena Vista

FortLeavenworth

San AntonioSan Antonio

MEXICO

Corpus Christi

Matamoros

UNITEDSTATES

Monterrey

Arkansas R.Red R.Gila R.

Mis

siss

ippi

R.

Missouri R.

Colorado R.

Rio Grande

PACIFICOCEAN

Gulf of

N

ES

W

Kearny’s routeTaylor’s routeDisputed area��yy

The Mexican War, 1846–1848


WAR WITH MEXICO



Have you ever tried to learn another language or about a culture different from your own? Whatmight be some difficulties in understanding that group of people? Could some aspects of the cultureconflict with your own background? How could the conflict be resolved? What impact could othercultures make on your own culture?

KEY TERMS

rancho An expansive section of land that includes large properties (page 371)

ranchero A person who owns a rancho (page 371)

Californios Mexican people who lived in California (page 373)

cede To give up or relinquish (page 374)

Reteaching Activity 12–3Name Date Class


DIRECTIONS: Sequencing Events Number the events in the order in which they occurred.

A. William Becknell reaches Santa Fe.

B. Mexico stops payments on its debt to the United States because of the dispute over the Texas-Mexico border.

C. A small group of Americans seize the California town of Sonoma and proclaim the independent Republic of California.

D. The United States controls all of California.

E. In an attempt to provoke Mexico, James K. Polk orders General Zachary Taylor to lead a small army of soldiers across the disputed border.

F. Zachary Taylor secures the Texas border with a victory at Buena Vista.

G The United States pays Mexico $10 million for the Gadsden Purchase

ELA: Page 374: 8.10K, 8.10L,8.11A, 8.13D, 8.13E;Page 375: 8.13D, 8.13ESCIENCE: Page 374: 8.3E



2. along the Nueces SS: 8.6D3. to colonize and convert Native

Americans to Christianity; somewas given to Native Americans andthe rest was sold SS: 8.6D

4. The U.S. would welcome Californiainto the Union. SS: 8.24A

5. Drive Mexican forces out of disputedarea in Texas—Taylor captures Mon-terrey and Buena Vista securingTexas border; Seize New Mexicoand California—Kearny capturesNew Mexico’s capital, and Sloatdeclares California annexed to theU.S.; Take capital of Mexico—Scott’sarmy takes the capital. SS: 8.6D

6. Students should list each battle inorder and identify it as a Mexicanor U.S. victory. SS: 8.1B, 8.30C

Interdisciplinary Activity Reportsshould list several plant and animalspecies native to the West. SCIENCE: 8.3E

375

Main IdeaThe lure of gold and the promise ofreligious freedom drew many settlerswestward.

Key Termsforty-niners, boomtown, vigilante

Reading StrategyOrganizing Information As you readSection 4, re-create the diagrambelow. In the boxes, describe whothese groups and individuals wereand what their role was in the settle-ment of California and Utah.

Read to Learn• how the hopes of getting rich drew

thousands of people to California.• how the search for religious free-

dom led to the settlement of Utah.

Section ThemeGroups and Institutions In the mid-1800s, people went to California insearch of gold, and Mormons settled inUtah in search of religious freedom.

New Settlers in California and Utah


What was their role?Forty-ninersMormonsBrigham Young

Preview of Events

Guide to Reading

1846Mormons migrate to the Great Salt Lake area

1848Gold is discoveredat Sutter’s Mill

1850California appliesfor statehood

✦1846 ✦1848 ✦1850

Gold miner’s cradle

James Marshall was building a sawmill on the South Fork of the American River inCalifornia. He worked for John Sutter, who owned a vast tract of land about 35 milesfrom present-day Sacramento. On January 24, 1848, Marshall saw something shiningin a ditch. “I reached my hand down and picked it up,” he wrote later. “It made myheart thump, for I was certain it was gold.” Looking around, he found other shinypieces. Marshall rushed to show the glittering pieces to Sutter, who determined thatthey were gold. Sutter tried to keep the discovery a secret, but word soon leaked out.The great California Gold Rush was underway!

California Gold RushPeople from all over the world flocked to California in search of quick riches.

More than 80,000 people came to California looking for gold in 1849 alone.Those who arrived in 1849 were called forty-niners. An official in Montereyreported that “the farmers have thrown aside their plows, the lawyers their

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

375


1 FOCUSSection OverviewThis section describes how thesearch for gold and religiousfreedom led to settlements inCalifornia and Utah.

Guide to Reading

Answers to Graphic: Forty-niners:people who came to California aftergold was discovered; Mormons: religious group whose migration to present-day Utah was the largest single migration in American history;Brigham Young: Mormon leader andgovernor of Utah Territory

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.




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




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: The Gold Rush attracted people from manynations.Teacher Tip: Tell students to organize and analyze thedata presented before drawing a conclusion. Then havethem read about the Gold Rush to see if their hypotheseswere accurate.

UNIT

5Chapter 12

Forming Hypotheses

Directions: Answer the following question based on the chart and graph.

Why do you think San Francisco became a multicultural city by 1853?

San Francisco and the Gold Rush

1847 1853

50,000

40,000

30,000

20,000

10,000

POPULATION OF SAN FRANCISCO

1847 population 321

1853 population 50,000

• American citizens 32,000

• Immigrant groups:

Germans 5,500

French 5,000

Spanish 3,000

African Americans 1,500

Chinese 3,000Year

Population



SOCIAL STUDIES:Page 374: 8.1B, 8.6D, 8.6E, 8.24A,8.30A, 8.30B, 8.30C, 8.31A, 8.31D;Page 375: 8.1B, 8.30B, 8.30C


Jeans

briefs, the doctors their pills, the priests theirprayer books, and all are now digging gold.” Bythe end of 1848, they had taken $6 million ingold from the American River.

Many of the gold seekers came to Californiaby sea. Others came overland, traveling on theOregon Trail or the Santa Fe Trail and thenpushing westward through California’s SierraNevada mountain range.

Americans made up about 80 percent of theforty-niners. Others came from Mexico, SouthAmerica, Europe, and Australia. About 300 menarrived from China, the first large group ofAsian immigrants to come to America.Although some eventually returned to China,others remained, establishing California’s Chinese American community.

The CaliforniosThe Treaty of Guadalupe Hidalgo ending the

Mexican War made Californios (Mexican Cali-fornians) citizens of the United States. The treatyalso guaranteed them the rights to their lands.But these rights would soon be weakened.

The Land Law of 1851 set up a group of peo-ple to review the Californios’ land rights. TheCalifornios had to prove what land they owned.When a new settler claimed the rights to a Cali-fornio’s land, the two parties would go to court.Some Californios were able to prove theirclaims. Many, however, lost their land.

Life in CaliforniaAs people rushed to a new area to look

for gold, they built new communities, calledboomtowns, almost overnight. At one site onthe Yuba River where only two houses stood inSeptember 1849, a miner arrived the next year tofind a town of 1,000 people “with a large num-ber of hotels, stores, groceries, bakeries, and . . .gambling houses.” The miners gave some of theboomtowns colorful names such as ShinbonePeak and You Bet.

Cities also flourished during the Gold Rush.As ships arrived daily with gold seekers andadventurers, San Francisco grew from a tiny vil-lage to a city of about 20,000 people.

Most of the hopeful forty-niners had no expe-rience in mining. Rushing furiously from placeto place, they attacked hillsides with pickaxesand shovels and spent hours bent overstreambeds, “washing” or “panning” the waterto seek gold dust and nuggets.

The California Gold Rush more than doubledthe world’s supply of gold. For all their effort,however, very few of the forty-niners achievedlasting wealth. Most of the miners found little orno gold. Many of those who did lost their richesthrough gambling or wild spending.

Merchants, however, made huge profits. Theycould charge whatever they liked because theminers had no place else to go to buy food andother essential items. Eggs sold for $10 a dozen.A Jewish immigrant named Levi Strauss soldthe miners sturdy pants made of denim. His“Levi’s” made him rich.


Levi Strauss listened as miners complained abouthow fast their clothes wore out. He stitched up apair of pants made from a tough fabric calleddenim. Then Strauss folded the seams and rein-forced the corners with small copper tacks calledrivets. He had a fashion hit.

At one time, jeans were associ-ated exclusively with hard work.Now they’re worn everywhere.

Early Levi ads were aimedat miners and farmers.

Social Studies TAKS tested at Grade 8: Obj 1:8.6D

376


2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Chart American culture has diverse roots. Different groups of people have made vari-ous contributions to the national identity. Organize students into small groups. Have students usetheir textbooks and other library sources to study the contributions of different ethnic, racial, andreligious groups during the 1600s, 1700s, and 1800s. Have students come together to create a chart identifying the groups, their contributions, and the century in which the contributions were made. L3/PRE-AP SS: 8.24D; ELA: 8:10L

Making a Graph Have studentsmake a bar graph showingCalifornia’s population in 1848(20,000) and in 1852 (220,000).SS: 8.10A, 8.30C; ELA: 8.13E;MATH: 8.5A

Use the rubric for making a graph on pages 42–43 in thePerformance AssessmentActivities and Rubrics.


I. California Gold Rush (Pages 375–377)

A. The discovery of gold along California’s American River in early 1848 set off a goldrush that brought thousands of people into California from all over the world.

B. Boomtowns sprang up almost overnight in northern California as the result of thegold rush. The gold rush also was responsible for the growth of San Francisco, whichserved as a port of entry for gold-seekers arriving in California by ship.

C. Very few of the miners achieved lasting wealth, and most people found little or nogold. Of those that did strike it rich, most lost their money through gambling or wild




Did You Know? The lake for which Salt Lake City, Utah, isnamed actually contains salt. In fact there are 4.5 to 4.9 billion tonsof salt in the water. The water not only tastes salty, but is thickenough for the average person to be able to float very easily.

Guided Reading Activity 12–4Name Date Class


DIRECTIONS: Recalling The Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.1. How many people came to California in search of gold in 1848 and 1849?

��

2. Who were the forty-niners? ��

3. Where did the forty-niners come from? ��

��

4. What was the name given to the communities that seemed to spring up

overnight? ��5. What city grew from a tiny village to a city of about 20,000 people during

In May 2001 the oldest known pair of Levi’s jeans, dating back to the1800s, was sold to Levi Strauss & Co.for $46,532, the highest price everpaid for a pair of denim jeans.

ELA: Page 376: 8.8C, 8.22B;Page 377: 8.10K, 8.13D



A Religious Refuge in UtahA visitor to the Utah Territory in the 1850s

wrote admiringly: “The whole of this smallnation occupy themselves as usefully as theworking bees of a hive.” This account describedthe Mormons, or members of the Church of JesusChrist of Latter-day Saints. Mormons had cometo Utah to fulfill their vision of the godly life.

The First MormonsJoseph Smith founded the church in 1830 in

New York State. He had visions that led him tolaunch a new Christian church. He hoped to usethese visions to build an ideal society.

Smith believed that property should be heldin common. He also supported polygamy, theidea that a man could have more than one wife.This angered a large number of people. Mor-mons eventually gave up this practice.

Smith formed a community in New York, butunsympathetic neighbors disapproved of the

Gold Rush SocietyVery few women lived in the mining camps,

which were populated by men of all races andwalks of life. Lonely and suffering from the hard-ships of mining, many men spent their free hoursdrinking, gambling, and fighting.

Mining towns had no police or prisons, solawbreakers posed a real threat to business own-ers and miners. One miner wrote,

“Robberies and murders were of daily occur-rence. Organized bands of thieves existed in thetowns and in the mountains.”

Concerned citizens formed vigilance commit-tees to protect themselves. The vigilantes(VIH•juh•LAN•tees) took the law into theirown hands, acting as police, judge, jury, andsometimes executioner.

Economic and Political ProgressThe Gold Rush ended within a few years but

had lasting effects on California’s economy.Agriculture, shipping, and trade expanded tomeet the miners’ needs for food and othergoods. Many people who had come looking forgold stayed to farm or run a business. Califor-nia’s population soared, increasing from about20,000 in 1848 to more than 220,000 only fouryears later.

Such rapid growth brought the need for moreeffective government. Zachary Taylor, the Mexi-can War hero and now president, urged the peo-ple of California to apply for statehood. Theydid so, choosing representatives in September1849 to write a constitution. Once their constitu-tion was approved, Californians elected a gov-ernor and state legislators.

California applied to Congress for statehoodin March 1850. Because California’s constitutionbanned slavery, however, the request caused acrisis in Congress. The Southern states objectedto making California a state because it wouldupset the balance of free and slave states. Cali-fornia did not become a state until Congressworked out a compromise six months later.

Explaining Why did the forty-niners

come to California?

Americans believed the United States had the right toexpand to the Pacific Ocean.

Analyzing Information Why was the West attractive tomany settlers?

• Americans accept Manifest Destiny.

• As the East becomes morecrowded, Americans want moreland.

• The West contains furs, lumber,and precious metals.

• Native Americans are forced offtheir lands.

• The United States wars with Mexico.

• The U.S. extends from the Atlanticto the Pacific.

Social Studies TAKS tested at Grade 8: Obj 2:8.6E Obj 1:8.6C; Obj 5:8.30B, 8.30C

377


Answer: to find gold

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSInterpersonal The Mormons did a great deal of advance planning before leaving Illinois for Utah. Have students brainstorm the preparations needed to get thousands of people across theMississippi River, through the plains, and over the Rocky Mountains to their new homes. Then have students check their ideas in library resources.


Reteaching Activity 12–4



Section Quiz 12–4

Name Date Class


DIRECTIONS: Organizing Facts The numbered items in the Fact Bank describesettlers to the Western territories of California and Utah. Write the number ofeach item in the appropriate section of the chart.

California and Utah SettlersForty-Niners Mormons

Section Quiz 12-4


Column A

1. gold seekers

2. Gold Rush communities

3. pants maker

4. vigilance committees for security

5. settled near the Great Salt Lake, Utah

DIR CTIONS: Multiple Choice In the blank at the left write the letter of the

★


ScoreChapter 12

Column B

A. boomtownsB. Levi StraussC. MormonsD. forty-ninersE. vigilante

Answer: It contained land, furs, lum-ber, and precious metals.

SOCIAL STUDIES:Page 376: 8.6D, 8.12C, 8.24A,8.30C; Page 377: 8.6C, 8.6E,8.24C, 8.26A, 8.30B, 8.30C


Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that will helpexplain its meaning: forty-niners,boomtown, vigilante.

2. Reviewing Facts Why was Califor-nia’s entry into the Union delayed?

Reviewing Themes3. Groups and Institutions What steps

did Californians take to apply forstatehood? When was Californiaadmitted?

Critical Thinking4. Predicting Consequences How

might the history of California havebeen different if the Gold Rush hadnot happened?

5. Organizing Information Re-createthe diagram below. In the boxes,describe how the Gold Rush helpedCalifornia’s economy grow.

Analyzing Visuals6. Graphic Organizer Skills Study the

cause-and-effect chart on page 377.Are each of the effects of the west-ward movement positive? Explain.

Art Boomtowns sprang up almostovernight as gold seekers flockedto the West. Draw a scene of aboomtown. Include a writtendescription of the activities thattook place in the town.

water their farms. They also founded industriesso they could be self-sufficient. Mormon mer-chants sold supplies to the forty-niners whopassed through Utah on their way to California.

In 1848 the United States acquired the SaltLake area as part of the settlement of the Mexi-can War. In 1850 Congress established the UtahTerritory, and President Millard Fillmore madeBrigham Young its governor.

Utah was not easily incorporated into theUnited States. The Mormons often had conflictswith federal officials. In 1857 and 1858, waralmost broke out between the Mormons and theUnited States Army. Utah did not become a stateuntil 1896.

Explaining Why was Deseret able

to grow economically?

Mormons’ religion. They forced theMormons to move on. From NewYork the Mormons went to Ohio,then to Missouri, and then Illinois.

In 1844 a mob in Illinois killed Smith, andBrigham Young took over as head of the Mor-mons. Young decided the Mormons should moveagain, this time near the Great Salt Lake in pres-ent-day Utah. Although part of Mexico at thattime, no Mexicans had settled in the regionbecause of its harsh terrain.

A Haven in the DesertThe Mormon migration to the Great Salt Lake

area began in 1846. About 12,000 Mormons madethe trek—the largest single migration in Ameri-can history. In the midst of the desert they set upcommunities in an area they called Deseret.

With hard work and determination, the Mor-mons made Deseret flourish. They planned theirtowns carefully and built irrigation canals to


Growth of California

Cartoons of the period often showedAmericans rushing to California in hopesof striking it rich. What idea do youthink the cartoonist is presenting?

Analyzing Political Cartoons

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 2:8.6E

378


4 CLOSEHave students find out whythere is a monument to seagullsin Salt Lake City. (In 1848 theMormons’ crops were attacked bycrickets. Seagulls arrived and ate theinsects, and the crops were saved.)



Answer: because the Mormonsestablished farms and industries and sold supplies to forty-niners

Name Date Class


Sea Routes to GoldAlthough most forty-niners

traveled overland to California,others sailed to San Franciscofrom ports on the Atlantic coastand the Gulf of Mexico. You cantrace some of the sea routes takenby forty-niners on the map.

DIRECTIONS: Using a Map ScaleStudy the water routes taken bygold seekers. Then use the mapscale to answer the questions.

1 About how much shorter was

��

SOUTH

ATLANTICOCEAN

PACIFICOCEAN

Equator

Gulf ofMexico

CaribbeanSea

NORTHAMERICA

San Francisco New YorkCalifornia

CorpusChristi

San Juan Panama City

Galveston

MEXICO

UNITED STATES

CANADA

NICARAGUA

PANAMA

Migration Routes to California, 1849


NEW SETTLERS IN CALIFORNIA AND UTAH


KEY TERMS

forty-niners The miners who arrived in California in 1849 (page 375)

boomtown A new community that developed extremely quickly to accommodate the people of the gold rush (page 376)

vigilantes Citizens who took the law into their own hands, acting as police, judge, jury, and possibly executioner (page 377)


What would you do if you discovered a way to get rich quickly? How much would you changeyour life to obtain this wealth? How would you spend your riches?

In the last section, you learned about the acquisition of the Southwest and California by theUnited States This section focuses on how the Western land became populated with hopes of

Answer: Students may note that thecartoon shows how people quicklyhurried west.

Analyzing Political Cartoons


2. It was a free state, so the Southernstates objected to it entering theUnion. SS: 8.6E

3. wrote and approved a constitution,elected a governor and legislators,applied for statehood; September1850 SS: 8.6E

4. Answers will vary but students mayspeculate that without the surge inpopulation, California probablywould not have become a state as early as it did. Fewer peoplewould have settled there, so theeconomy might not have devel-oped as rapidly. SS: 8.6B

5. increased population, agriculture,

and trade SS: 8.6B, 8.13C6. Student opinions will vary, but may

indicate that westward movementwas not good for Mexico or theNative Americans. SS: 8.6B

Interdisciplinary Activity Illustrationsshould incorporate descriptions ofboomtowns presented in the section.SS: 8.31D

ELA: Page 378: 8.10K, 8.10L,8.11A, 8.13E, 8.24A; Page 379:8.10K, 8.11A, 8.15C


379

ANSWERS TO ANALYZING LITERATURE1. Answers may include any two of the following: “so

wide that its western rim touched the sky,” no signof habitation, “covered with grass tall as ripe wheat,”“wild oats and waving blue-joint,” “dim clumps oftrees, . . . but no chimney,” “hawks lazily wheeling.”

2. He felt exalted and full of awe, and thought themove was exciting and unforgettable.

Interdisciplinary ActivityStudents’ poems should use expressive language.

Reinforcing VocabularyReview the Reader’s Dictionaryterms with students to be surethey understand any unfamiliarterms.

Historical ConnectionAt first considered uninhabit-able, the Great Plains was thelast section of the nation to besettled. Farming on the plainspresented special challenges,including the unpredictability of rain.

Background InformationSetting This excerpt takes placeon the vast and magnificentplains of South Dakota.

Characters The main charactersare Garland and his father,mother, brother, and sisters.

Plot Garland remembers hisfamily’s move westward to theplains in the late 1800s.

Team Teaching This selectionfrom A Son of the Middle Border maybe implemented in a team-teachingcontext, in conjunction withEnglish/Language Arts.

L I T E R AT U R EL I T E R AT U R E

379

A Son of the Middle BorderHamlin Garland (1860–1940) Hamlin Garlandwas born inrural Wisconsinand grew up onfarms in Iowaand SouthDakota. At the

age of 24, he moved to Bostonto begin his writing career.Although he gave up the life ofa prairie farmer, Garland’swork—fiction and nonfiction—reflects his background and hisconcern for the hard, lonelylives of pioneer men andwomen.

READ TO DISCOVER

A Son of the Middle Border isGarland’s autobiography. Thefollowing excerpt describes oneof the many westward movesthat the Garland family made.As you read, pay attention tothe emotions that the authorexpresses when he sees theplains for the first time.

READER’S DICTIONARY

middle border: the advancingfrontier across the Missis-sippi River

habitation: residenceblue-joint: type of prairie

grass

Late in August my fatheragain loaded our householdgoods into wagons, and with

our small herd of cattle following,set out toward the west, boundonce again to overtake the actualline of the middle border.

This journey has an unforgettableepic charm as I look back upon it.Each mile took us farther and far-ther into the unsettled prairie, untilin the afternoon of the second day,we came to a meadow so wide thatits western rim touched the skywithout revealing a sign of man’shabitation other than the road inwhich we travelled.

The plain was covered with grasstall as ripe wheat and when myfather stopped his team and cameback to us and said, “Well, children,here we are on The Big Prairie,” welooked about us with awe, so end-less seemed this spread of wild oatsand waving blue-joint.

Far away dim clumps of treesshowed, but no chimney was insight, and no living thing movedsave our own cattle and the hawkslazily wheeling in the air. My heart filled with awe as well aswonder. . . .

Sunset came at last, but still hedrove steadily on through thesparse settlements. Just at nightfallwe came to a beautiful little streamand stopped to let the horses drink.

I heard its rippling, reassuring songon the pebbles. Thereafter all is dimand vague to me until my mothercalled out sharply, “Wake up, chil-dren! Here we are!”

Struggling to myfeet I looked aboutme. Nothing couldbe seen but the dimform of a smallhouse. Onevery sidethe landmelted intob l a c k n e s s ,silent and with-out boundary.

ANALYZING LITERATURE

1. Recall and Interpret Give twodetails that Garland uses todescribe “The Big Prairie.”

2. Evaluate and Connect Howdoes Garland feel about theprairie and the move west?Explain.

Interdisciplinary Activity

Descriptive Writing Write apoem about a vast empty place thatyou know, or base your poem on aplace you have read about.

Child’s doll made

of cornhusks

SOCIAL STUDIES:Page 378: 8.6C, 8.6D, 8.6E, 8.12C,8.13C, 8.24C, 8.30B, 8.30C, 8.31A,8.31D; Page 379: 8.30B, 8.30C,8.31A, 8.31D


HISTORY

Refer to foradditional Glencoe Literaturetitles, lesson plans, and studyguides related to this unit.


http://tx.tarvol1.glencoe.com

CHAPTER 12Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 12 content.

Available in VHS

Reviewing Key Terms1.–5. Articles should use all words and

accurately describe events. SS: 8.31A

Reviewing Key Facts6. Both agreed to set the boundary at

the 49th parallel. SS: 8.22A7. He did not want to upset the bal-

ance of slave and free states. ELA: 8.10K

8. If the United States was bordered bythe Pacific Ocean rather than by aforeign power, the threat to securitywould be lessened. SS: 8.6D

9. The United States and Mexico disagreed over the location of each country’s borders, and manyAmericans felt that it was the UnitedStates’s destiny to expand through-out the North American continent.SS: 8.6D

10. Miners coming to California neededfood and supplies. Merchants couldsell these goods for high pricesbecause the miners had nowhereelse to buy them. SS: 8.6B

11. He spoke on behalf of colonists even when he disagreed with theiropinions. SS: 8.23A

Critical Thinking12. The economic opportunities offered

by fertile and valuable naturalresources near Oregon encouragedmany people in the East to leavetheir economic troubles and movewest. SS: 8.6B

13. In the peace talks after the war, theUnited States gained California, NewMexico, and Texas, with the Rio

380

Grande as the new border between Texas and Mexico. SS: 8.6B

14. Students may say that these two countries had proba-bly used the same justification at some time in historyto gain land; these countries might have thought thatthis notion was a potential threat to them; or they

might have seen it as an excuse to justify expansion atany cost—even war. SS: 8.6D

15. The United States compromised with Britain. Theywent to war with Mexico and negotiated terms afterdefeating them. SS: 8.30B

16. desire to apply for statehood SS: 8.30C

380

Reviewing Key TermsUse the vocabulary terms to create a newspaper article in which you describe events in the Southwest during this era.

1. emigrant 4. ranchero2. Tejano 5. forty-niner3. empresario

Reviewing Key Facts6. What agreement did the United States and Great

Britain reach about the Oregon Territory?7. Why did President Jackson refuse to annex Texas?8. Why did some Americans think that making

California part of the United States would strengthenthe security of the nation?

9. Explain the two main causes of the United States’s warwith Mexico.

10. Why did merchants earn such large profits during theGold Rush?

11. Analyzing Information Reread the feature on page363 about Stephen F. Austin. Why was Austin a goodspokesperson for American settlers in Texas?

Critical Thinking12. Determining Cause and Effect How did economic

troubles in the East affect settlement in the Oregonarea?

13. Analyzing Themes: Geography and History Howdid the Mexican War change the U.S. border and itsland holdings?

14. Drawing Conclusions What reactions do you thinkthe governments of Great Britain and Mexico had tothe American idea of Manifest Destiny?

15. Comparing How did the negotiations between theUnited States and Britain over the Oregon Territorydiffer from those between the United States and Mex-ico over the Southwest?

16. Determining Cause and Effect Re-create the diagrambelow. In the box, explain what led to the need for amore effective government in California.

Manifest DestinyThrough war and negotiations, the United States acquiresTexas, Oregon, California, Utah, and the remainder of theSouthwest. By 1850 thousands and thousands of settlerscross the Great Plains for new homes.

Rapidgrowth

Effectivegovernment

TEXASGADSDENPURCHASE

NEW MEXICOTERR.

UTAHTERR.

OREGONTERR.

CALIFORNIA

MANIFEST DESTINY

CHAPTER 12Assessment and Activities

381

Ask: Which defender of the Alamodesigned a knife that still carrieshis name? (Jim Bowie, bowie knife)

Bonus QuestionBonus Question ??

Self-Check QuizVisit and click on Chapter 12—Self-Check Quizzes to prepare for the chapter test.


HISTORY


Directions: Choose the bestanswer to the following question.

The discovery of gold in California led to which ofthe following?

A Discovery of gold in the Black Hills of the DakotasB Increased western expansion and foreign immi-

grationC Annexation of California as a slave stateD War with Mexico over the independence of

California

Test-Taking Tip:

This question is a good example of cause and effect.

Think about other times in history when people havediscovered something of value in an area. What effect

did this discovery have on people’s behavior?

Geography and History ActivityStudy the routes of the western trails shown on the mapabove. Then answer the questions that follow.

17. Region Which mountains did settlers have to cross toreach Oregon’s Pacific coast? California’s Pacific coast?

18. Location In what city did the Oregon Trail begin? In whatcity did it end?

Citizenship Cooperative Activity19. Analyzing Issues With a partner, read the newspaper to

find out what problems your state faces. Perhaps yourstate has a large budget deficit, or the crime rate hasincreased sharply. List the problems and describe whatyou would do if you were governor. List your options andthe advantages and disadvantages of each one. Choose asolution and explain why it is the best option.

Practicing Skills20. Understanding Latitude and Longitude Turn to the

map of the world on pages RA14–RA15 of the ReferenceAtlas. What is the largest land area both west of thePrime Meridian and entirely north of the Equator?

Technology Activity21. Using a Database Search your library’s card catalog for

books and reports containing information about Salt LakeCity and the state of Utah. Use this information to makean alphabetical directory of historic sites to visit. Your listmight include museums, sites of businesses, or otherplaces of interest.

Alternative Assessment22. Portfolio Writing Activity If you were asked to make a

film about one event described in this chapter, whatwould it be? In your journal describe the event and makea list of at least three people from history who would bein your movie. Then suggest the names of modern movieor TV stars you think would be suitable for these roles.

N

SEW

LIARTNOGE

RO

CALIFORNIA

TRAIL

130°W

40°N

30°N

500 miles

500 kilometers0Lambert Equal-Area projection

0

OREGONTERR.

CALIF.

UTAHTERR.

UNORGANIZEDTERR.

MINNESOTATERR.

NEW MEXICOTERR.

TEXAS

MO.

IOWA

ARK.

LA.

Pacific

Ocean

SIERRAN

EVADA

S

NIAT

NU

OM

YKC

OR

CASC

ADES

Portland

Independence

Sacramento

SanFrancisco

The Oregon and California Trails

Alternative Assessment22. Movie ideas should be based on

events discussed in this chapter.Students should list at least threecharacters and cast modern movieor television actors to play theirroles. SS: 8.31D; ELA: 8.15C

HISTORY

Have students visit the Web site atto review

Chapter 12 and take the Self-CheckQuiz.

Geography and History Activity17. Rockies, Cascades; Rockies, Sierra Nevada SS: 8.11A18. Independence; Portland SS: 8.11A

Citizenship Cooperative Activity 19. Answers should show evidence of research concerning

local issues and how problems would be solved. SS: 8.32A

Practicing Skills 20. North America SS: 8.10B

Technology Activity 21. Students should locate information about Salt Lake

City and Utah and compile a directory of points ofinterest. SS: 8.30C


Answer: BQuestion Type: HistoryAnswer Explanation: Expansionand immigration are discussed on pages 375–376. SS: 8.30B



382

EXTENDING THE CONTENTEXTENDING THE CONTENTThe Oregon Trail Many emigrants were forced to leave keepsakes, heirlooms, or wedding giftsalong the Oregon Trail to help the weary oxen. Parts of the Oregon Trail were littered with piles of“leeverites”— items that people were forced to “leave er right here” to lighten the wagons.

This activity may be implementedwithin either a traditional class periodor a block scheduling framework.

1 FOCUSHave students discuss how set-tlers might have felt leaving theirhomes and people they knew insearch of a better life. Ask:Would you have made the decision to go to Oregon orCalifornia, like the familydescribed on this page? Explainwhy. (Answers will vary. Acceptany answer and the reasons thatsupport it as the basis for class dis-cussion.) SS: 8.30B

382 CHAPTER XX382

Put yourself on a farm in Missouri in the 1840s. Youwork hard, but this year has been the most difficult. Thecrops have failed, and surviving winter will be a chal-lenge. You meet other farmers traveling past your homeon their way to the Oregon country or California. Theyspeak of free, fertile land and new opportunities. Marriedsettlers can claim a square mile, 640 acres, of the Oregoncountry at no cost. After much thought, you too decide tomove your family west.

Analyzing the IssueYou, together with your spouse and two children, have

decided to join a wagon train—a group of other familiesmoving west. You will be traveling about 2,000 miles overrough country, finding your way with only the aid of naturallandmarks. You will travel to either the Oregon country or toCalifornia. The trip will take about five months and must becompleted before winter. Your goal is to survive and to makesure your family survives. Not knowing exactly what toexpect, you have some research to do and decisions to make.

Along the Oregon Trail, travelers

lacked firewood for fuel over long

parts of the trail. Looking for an alter-

native, they discovered dried buffalo

dung burned well and was plentiful.

The buffalo droppings—called

chips—served another purpose too.

Children would throw the chips

back and forth for fun—the first,

pioneer-type Frisbees?

Let’s Go West

Inside of Conestoga Wagon

Advice on the Prairie by William T. Ranney, 1853


Successful emigrantgroups who traveled together in wagontrains had written constitutions and lawsthat they could refer to when emigrantsdisagreed over issues. Almost all wagontrains had regulations, including rules forcamping and restrictions on gambling.

ELA: Page 382: 8.8B;Page 383: 8.15A


383

2 TEACHCreating a Map Before begin-ning the activity, have membersof each group research the routesto California and the OregonCountry. Have students choose a route and draw maps showingtheir routes. Maps shouldinclude major rivers, mountainranges, and deserts, as well asforts or settlements along theway (if any) where additionalprovisions might be available.Tell students to take into accountthe type of terrain they will crossand the climate in the areas theywill travel through when mak-ing decisions. L1 SS: 8.10A;ELA: 8.13E

3 ASSESSHave students answer the Go a Step Further question on page 383.

4 CLOSEInvite students to write a shortdiary entry detailing one dayalong the trail west. Have stu-dents share their diary entries in short oral readings. ELA: 8.15A

Students should explain their decisionsonce they have collected the data. Studentsshould describe how their decisions wouldhelp them survive their trips to California or

the Oregon Country. Information abouttheir decisions may be presented in agraph or a poster.

Answers

383Chapter Title383

After you have organized into groups offour to six, follow the directions to makedecisions about your trip. Decide upon spe-cific tasks for each member of your groupand who will research the following items.

Research the following:

1 Your destination and departure date

2 What route you should follow (A map will need to

be drawn.)

3 A set of “rules for the road” (For example, up at

dawn, on the road by seven, careful use of water,

drive at least 15 miles per day, walk nearly all the

way, etc.)

4 What supplies you will carry with you (You

will need to research and estimate the

weights of supplies because you may only

take with you what you can carry in your

wagon. The wagon dimensions are 4 feet by

10 feet, and at least 1,000 pounds of food is

needed for a four-person family. Be careful

not to overload your wagon—you do not

want the wagon to break down or your

animals to become exhausted.)

5 What mode of power will your wagon use?

• mules (most sure-footed, but expensive and hard

to control)

• horses (can pull wagons faster, but can easily

become ill)

• oxen (slowest, strongest, and have most

endurance)

Presentation

6 Once you have collected your data, make your

decisions and prepare your presentation. The

format of the presentation is up to the group.

The Oregon Trail is the nation’slongest graveyard. In 25 years, thou-sands died from illness, accidents, anddrownings. Using your experience withthis activity, answer this question: Whatdo you think was the major cause forfailure for wagon trains traveling west?Answer the question by writing the storyof one such possible failure.


SOCIAL STUDIES:Page 382: 8.6B, 8.32B; Page 383:8.30A, 8.30B, 8.31D, 8.32B
