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The Monroe Doctrine
CALIFORNIA STANDARDS
8.5.2 Know the changing
boundaries of the United
States and describe the relationships the country had with
its neighbors (current Mexico
and Canada) and Europe,
including the influence of the
Monroe Doctrine, and how
those relationships influenced
westward expansion and the
Mexican-American War.
Reading 2.2 Analyze text that
uses proposition and support
patterns.
A CLOSER LOOK
NO FUTURE COLONIES
Monroe declares that European
countries may not start any new
colonies in the Americas.
1. Why might it threaten the
United States to have new
European colonies near them?
A CLOSER LOOK
NEUTRALITY TOWARD EUROPE
Monroe says that the United States
will not take sides in European wars.
2. Why might the United States
want to remain neutral toward
conflicts in Europe?
Setting the Stage On December 6, 1823, President James Monroe gave
a State of the Union address. Part of the speech became known as the
Monroe Doctrine. The “allied powers” Monroe refers to are Russia,
Prussia, Austria, and France. Earlier in the year, these European monarchies
had crushed a revolution in Spain and restored the Spanish king to his
throne. They were threatening to help Spain regain its
Latin American colonies. See Primary Source Explorer
[T]he occasion has been judged proper for asserting, as a principle in which
the rights and interests of the United States are involved, that the American
continents, by the free and independent condition which they have assumed
and maintain, are henceforth not to be considered as subjects for future colonization by any European powers. . . .
It was stated at the commencement of the last session that great effort was
then making in Spain and Portugal to improve the condition of the people
of those countries and that it appeared to be conducted with extraordinary
moderation. It need scarcely be remarked that the result has been so far very
different from what was then anticipated. . . . The citizens of the United
States cherish sentiments the most friendly in favor of the liberty and happiness of their fellowmen on that side of the Atlantic. In the wars of the
European powers in matters relating to themselves we have never taken any
1
part, nor does it comport with our policy so to do. It is only when our rights
2
are invaded or seriously menaced that we resent injuries or make preparation for our defense.
With the movements in this hemisphere we are of necessity more immediately connected, and by causes which must be obvious to all enlightened and
impartial observers. The political system of the allied powers is essentially
different in this respect from that of America. This difference proceeds from
that which exists in their respective governments; and to the defense of our
own, which has been achieved by the loss of so much blood and treasure, and
matured by the wisdom of their most enlightened citizens, and under which
3
we have enjoyed unexampled felicity, this whole nation is devoted. We owe
4
5
it, therefore, to candor and to the amicable relations existing between the
1. comport: agree with.
2. menaced: threatened.
360
3. unexampled felicity:
the greatest happiness.
4. candor: honesty.
5. amicable: friendly.
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A CLOSER LOOK
United States and those powers to declare that we should consider any
attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety.
With the existing colonies or dependencies of any European power we have
not interfered and shall not interfere. But with the governments who have
declared their independence and maintained it, and whose independence we
have, on great consideration and on just principles, acknowledged, we could not
6
view any interposition for the purpose of oppressing them, or controlling in
any other manner their destiny, by any European power in any other light than
as the manifestation of an unfriendly disposition toward the United States. In
the war between those new governments and Spain we declared our neutrality
at the time of their recognition, and to this we have adhered and shall continue
to adhere, provided no change shall occur which, in the judgment of the competent authorities of this government, shall make a corresponding change on
the part of the United States indispensable to their security.
The late events in Spain and Portugal show that Europe is still unsettled. Of
this important fact no stronger proof can be adduced than that the allied powers should have thought it proper, on any principle satisfactory to themselves,
to have interposed by force in the internal concerns of Spain. To what extent
such interposition may be carried, on the same principle, is a question in which
all independent powers whose governments differ from theirs are interested,
even those most remote, and surely none more so than the United States.
—James Monroe
A DIFFERENT SYSTEM
Monroe states that the United
States will defend its republican
form of government and would
be threatened if Europeans set
up monarchies in the Americas.
3. Why would U.S. citizens want
their government to be a republic
and not an absolute monarchy?
A CLOSER LOOK
NO INTERFERENCE
Monroe warns that if Europeans
invade the newly independent
republics in Latin America, this
would be considered hostile to
the United States as well.
4. What would the United States
have to fear if these republics
were overthrown?
6. interposition:
interference.
Interactive Primary Source Assessment
1. Main Ideas
2. Critical Thinking
a. Why might the United States want no more European
colonies in the Americas, particularly in Latin America?
(REP4)
Making Inferences For decades, the United States
lacked the military power to enforce the Monroe Doctrine
and depended on the British navy to keep other
European powers out of Latin America. Why, then, did
the United States proclaim the Monroe Doctrine? (REP4)
b. How would staying neutral in European wars protect
the United States? (REP4)
c. How might the U.S. system of government be threatened if Europeans regained control of former colonies in
the Americas? (REP4)
THINK ABOUT
• what the doctrine shows about the values and wishes
of the United States
• what it shows about how the country saw itself or
wanted to be seen
361
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VISUAL
SUMMARY
(CST1)
Chapter
11
ASSESSMENT
TERMS & NAMES
CRITICAL THINKING
Briefly explain the significance of
each of the following.
1. USING YOUR NOTES:
ANALYZING CAUSES AND
EFFECTS
1. Samuel Slater
2. Industrial Revolution
Causes
3. Robert Fulton
Effects
REGIONAL
GROWTH
4. Eli Whitney
5. cotton gin
Early Industry
and Inventions
7. nationalism
New machines
allowed the Northeast
to industrialize and
the Midwest to
increase farm
production.
9. Missouri Compromise
10. Monroe Doctrine
Using your completed chart,
answer the questions. (HI2)
REVIEW QUESTIONS
a. What were three causes leading
to national unity?
Early Industry and Inventions
(pages 341–347)
b. What was one cause of sectional
tension?
2. How did the War of 1812 and
free enterprise affect the U.S.
economy? (HI2)
Plantations
and Slavery
Spread
The cotton gin led
to the expansion of
plantations and
slavery in the South.
3. What was one effect of the
steamboat? (HI2)
4. How did interchangeable parts
transform the manufacturing
process? (HI2)
Plantations and Slavery Spread
(pages 348–353)
5. Why did slavery spread in the
South? (HI2)
6. What were three hardships
faced by enslaved people on
plantations? (HI1)
7. How did religion help people
endure or resist slavery? (HI2)
Nationalism and Sectionalism
(pages 354–361)
8. How did the Supreme Court’s
ruling in McCulloch
v. Maryland strengthen the
federal government? (HI2)
Nationalism and
Sectionalism
Nationalism drew regions together.
At the same time, economic differences
created tension between regions.
NATIONAL
UNITY
8. sectionalism
1. How did the War of 1812 push
the United States to build
factories? (HI2)
362
SECTIONAL
TENSIONS
6. Nat Turner
9. How did the United States gain
the territory of Florida? (HI1)
10. What were the terms of the
Missouri Compromise? (HI1)
2. THEME: SCIENCE AND
TECHNOLOGY
Of all the new inventions mentioned
in the chapter, which do you think
was most important and why? (HI1)
3. ANALYZING CAUSES
How did geographic differences
between regions lead to economic
differences between them? (HI2)
4. APPLYING CITIZENSHIP SKILLS
Do you think the Missouri
Compromise was a wise decision?
Consider what might have happened without it, and also why it
made Jefferson so uneasy. (HI4)
5. ANALYZING LEADERSHIP
Think about the Monroe Doctrine
and the boundary settlements
achieved during the Monroe
administration. How would you
judge Monroe’s foreign policy?
(REP4)
Interact with History
Did you predict the ways that new
inventions would change the country? What surprised you?
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STANDARDS-BASED ASSESSMENT
Use the map and your knowledge of U.S. history to
answer questions 1 and 2.
2. Which Latin American country was the first to gain
independence? (8.1.3)
A. Argentina
Additional Test Practice, pp. S1–S33.
B. Haiti
Independence in Latin America, 1830
ATLANTIC
OCEAN
HAITI 1804
Gulf of
MEXICO Mexico
1821
Caribbean
Sea
PACIFIC
OCEAN
COLOMBIA
SANTO
DOMINGO 1821
VENEZUELA 1830
BRAZIL
1830
1822
PERU
1821
PARAGUAY
1811
Independent republic BOLIVIA
1825
Under foreign control
1830 Date of independence CHILE
Henry Clay is talking about the United States in this
quotation. Use the quotation and your knowledge
of U.S. history to answer question 3.
P R I M A RY S O U R C E
URUGUAY
1828
2,000 Miles
Every nation should anxiously endeavor to establish
its absolute independence, and consequently be able
to feed and clothe and defend itself. If it rely upon a
foreign supply that may be cut off . . . it cannot be
independent.
Henry Clay, quoted in The Annals of America
1818
0
D. Paraguay
1830
ECUADOR
0
C. Mexico
ARGENTINA
1816
4,000 Kilometers
3. What idea was Henry Clay supporting in this
speech? (8.6.2)
A. separatism
B. nationalism
1. Which Latin American countries became independent the same year as Mexico? (8.1.3)
C. sectionalism
D. patriotism
A. Argentina and Brazil
B. Chile and Haiti
C. Peru and Santo Domingo
D. Peru and Uruguay
TEST PRACTICE
CL ASSZONE .COM
ALTERNATIVE ASSESSMENT
INTEGRATED TECHNOLOGY
1.
FINDING PRIMARY SOURCES ON THE INTERNET
WRITING ABOUT HISTORY
Write the dialogue for a one-act play about the slave
rebellion led by Nat Turner. (REP4)
• Use library resources to learn about Nat Turner.
• Include the events that led up to the rebellion.
• Explain the lasting effects of the rebellion.
There are many first-hand accounts of factory life at the
Lowell mills. Use the Internet to find at least two of the
following on-line primary sources. Read the excerpts and
articles, write five interesting facts that you learned from
these sources, and then share them with the class. (REP4)
• “Tales of Factory Life” an excerpt from Lowell
Offering
2. COOPERATIVE LEARNING
Participate in a class project to plan an exhibit depicting what slavery was like on cotton plantations.
Choose one of the following topics: what enslaved
people wore; what their living conditions were like;
what rules they lived under; or what stories they told.
Work with other students to research that subject.
Discuss how to exhibit your findings. (REP3)
• “The Spirit of Discontent” an excerpt from Lowell
Offering
• “Harriet Robinson: Lowell Mill Girls”
• Factory Rules from the Handbook to Lowell, 1848
For more about the Lowell mills . . .
INTERNET ACTIVITY
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National and Regional Growth 363