CHAPTER 10 • SECTION 3 S 1 Plan & Prepare Objectives • Describe the events that led to the War of 1812 CTIO 3 N E Reading for Understanding Key Ideas BEFORE, YOU LEARNED NOW YOU WILL LEARN After Jefferson acquired the Louisiana Text Purchase, the nation doubled in size. The nation gained confidence and Text worldwide respect as a result of the War of 1812. • Summarize the phases of the War of 1812 as well as its legacy Vocabulary TERMS & AND NAMES NAMES Read for the Essential Question Help students read for a purpose by reminding them of the Essential Question: “How did the events of the Jefferson Era strengthen the nation?” Vocabulary BACKGROUND VOCABULARY Vocabulary Embargo Acttext of 1807 law that forbade American ships from sailing to foreign ports Vocabulary text and closed American ports to British ships Vocabulary text Tecumseh (tih•KUM•seh) Shawnee chief who sought to stop the loss of Native American land to white settlers Vocabulary tribute (TRIHB•yoot) text payment in exchange for protectiontext Vocabulary war hawk westerner who supported the War of 1812 coercion (ko•ER•shun) practice of forcing someone to act in a certain way by use of pressure or threats impressment the act of seizing by force; Vocabulary text between 1803 and 1812, the British impressed, or kidnapped, about 6,000 American sailors to work on British ships Oliver Hazard Perry naval officer who led the U.S. victory over the British on Lake Erie in 1813 Best Practices Toolkit Use the Best Practices Toolkit to model strategies for vocabulary notetaking. Vary strategies throughout the year. Choose from: Knowledge Rating, Predicting ABC’s, Definition Mapping, Word Sort, Word Wheel, Frayer Model (Word Squares), Magnet Words, and Student VOC. Vocabulary Strategies, TT9–TT16 Reading Strategy Visual Vocabulary impressment Reading Strategy Re-create the diagram shown NOTETAKING STRATEGY Textat right. As you read and respond to the KEY QUESTIONS, use the diagram to record important events in the order in which they occurred. SEQUENCE EVENTS France and Britain go to war 1803 See Skillbuilder Handbook, page R5. Best Practices Toolkit Display the Sequence Chain transparency. • Tell students that sequencing events, or arranging events in chronological order, will help them better understand the relationships among the events, including cause-and-effect relationships. Congress passes Embargo Act of 1807 GRAPHIC GRAPHICORGANIZERS ORGANIZERS Go Go to to Interactive Interactive Review Review @ @ClassZone.com ClassZone.com 352 Chapter 10 PRETEACHING VOCABULARY • Display the graphic organizer. • Model finding an event in the text to follow the first entry. Show students that heads and subheads, as well as dates, can help them place events in chronological order. • Have students suggest entries. Sequence Chain, TT31 English Learners Inclusion Pronounce and Preview Matching Definitions Pronounce each term for students. Review the meanings of words within definitions, such as forbade and sought. Have students write the vocabulary words on a blank sheet of paper and cut out each one. Have them do the same with the definitions. Instruct students to shuffle the terms and definitions. Then have them match terms and correct definitions. • To modify vocabulary learning, have students complete worksheets as they read, instead of afterward. Unit 4 Resource Book • Building Background Vocabulary, p. 86 • Vocabulary Practice, p. 85 352 • Chapter 10 S TIO 3 CHAPTER 10 • SECTION 3 N EC 2 3-Minute Warm-Up The War of 1812 Write on the board or display the transparency: • Look at the map of “The War of 1812” on page 355. How could a successful blockade hurt the American war effort? (It could prevent trade and deliveries of supplies from other countries.) One American’s Story From 1801 to 1805, the United States was at war with Tripoli, a state on the Barbary coast of North Africa. The war began because of attacks on American merchant ships by Barbary pirates. The United States tribute, but the pasha (ruler) had been paying protection money, or tribute of Tripoli wanted more money. In February 1804, President Thomas Jefferson sent U.S. Navy Lieutenant Stephen Decatur to destroy the U.S. ship Philadelphia, which was in the hands of Barbary pirates. Decatur set fire to the Philadelphia and then escaped under enemy fire. Later, he issued this rallying cry. Unit 4 Transparency Book • 3-Minute Warm-Ups, TT6 One American’s Story More About . . . Protecting Merchant Ships Merchant ships have often been targets during wars. One reason the United States became involved in World War I was Germany’s attacks on U.S. merchant ships. PRIMARY SOURCE “ Our country! In her [relationships] with foreign nations may she always be in the right; but our country, right or wrong. ” —Stephen Decatur, 1816 The conflict with Tripoli showed how hard it was for the United States to stay out of foreign affairs while its citizens were involved in overseas trade. Focus & Motivate Stephen Decatur was a hero of the war between the United States and the North African state of Tripoli. 3 Teach The Path to War The Path to War KEY QUESTION What conflicts with other nations did the United States have in the early 1800s? Talk About It Jefferson wanted the United States to seek the friendship of all nations but have “entangling alliances with none.” However, his desire to keep the United States out of conflict with other nations was doomed from the start. American merchants were engaged in trade all over the world. Besides, the United States had little control over the actions of foreign powers. • Why was Jefferson unable to keep the United States out of conflicts with other nations? (Trade around the world put U.S. ships in constant contact with foreign countries.) • Sequence Events What events led up to the War of 1812? (1803 war between France and England, 1807 Embargo Act, 1809 Treaty of Fort Wayne, 1811 Tecumseh sides with British) Problems with France and England War broke out between France and Great Britain in 1803. The United States tried to stay out of the war. But many American trading ships made stops in Europe. The British captured any ship bound for France, and the French stopped all ships bound for Britain. The Jefferson Era 353 SECTION 3 PROGRAM RESOURCES ON LEVEL Unit 4 Resource Book • Reading Study Guide, p. 65 • Vocabulary Practice, p. 85 • Section Quiz, p. 105 STRUGGLING READERS Unit 4 Resource Book • RSG with Additional Support, p. 71 • Building Background Vocabulary, p. 86 • Section Quiz, p. 105 • Reteaching Activity, p. 108 eEdition with Audio DVD-ROM ENGLISH LEARNERS Pupil Edition in Spanish eEdition with Audio DVD-ROM eEdition in Spanish DVD-ROM Unit 4 Resource Book • Reading Study Guide (Spanish), p. 77 • RSG with Additional Support (Spanish), p. 83 Multi-Language Glossary Test Generator • Section Quiz in Spanish INCLUSION Unit 4 Resource Book • RSG with Additional Support, p. 71 • Section Quiz, p. 105 • Reteaching Activity, p. 108 GIFTED & TALENTED Unit 4 Resource Book • Section Quiz, p. 105 PRE-AP Unit 4 Resource Book • Economics in History, p. 88 • Skillbuilder Practice, p. 87 • Primary and Secondary Sources, p. 96 • Section Quiz, p. 105 TECHNOLOGY Unit 4 Transparency Book • 3-Minute Warm-Ups, TT6 • Fine Art, TT7 • Geography, TT8 • Cause-and-Effect Chapter Summary, TT9 • Essential Question Graphic, TT10 Daily Test Practice Transparencies • Chapter 10, Section 3, TT35 Power Presentations ClassZone.com American History Video Series Teacher’s Edition • 353
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