CHAPTER 10 • SECTION 2
The Journey Begins Lewis and Clarkk sett outt in the summerr off 1803. By
winter, theyy reached St. Louis. Located on the western bank
k off the Mississippi River, St. Louis would soon become the gatewayy to the West. Butt in
1803 itt was a sleepyy town. Lewis and Clark
k spentt the winterr there, waiting
forr the official transferr off Louisiana to the United States. In March 1804, the
American flagg flew
w overr St. Louis forr the firstt time.
More About . . .
St. Louis: Gateway to the West
West to the Ocean The expedition, which numbered aboutt 40, leftt St.
At the time off the Lewis and Clark
expedition, St. Louis was a trading village of
about 1,000 people. The site was chosen for
its location near the junction off the Missouri
and Mississippi rivers. It grew quickly as
people moved west, with the population
increasing to more than 16,000 people in
1840 and to over 160,000 by 1860.
Louis in Mayy off 1804. Jefferson had instructed them to explore the Missouri
Riverr in hopes off findingg a waterr route across the continent. He also told
them to establish good relations with Native Americans and to describe the
landscape, plants, and animals theyy saw.
Afterr reachingg whatt is now
w North Dakota, the explorers spentt the winter
with the Mandan people. Theyy also mett British and Canadian trappers and
traders, who were nott happyy to see them. The traders feared American competition in the trade in beaverr furr—and theyy would be proved right.
In the springg off 1805, the expedition sett outt again. This time theyy were
joined byy Sacagawea, who was a Shoshone Indian. Herr language skills—she
knew
w sign language and several Native American languages—and herr knowledge off geographyy would be off greatt value to Lewis and Clark.
RESEARCH &
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PRIMARY
R MA Y S
SOURCE
OU C
Hear the perspectives at
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Center
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COMPARING Perspectives
COMPARING
Hear recordings off these sources at
the Research and Writing Center @
ClassZone.com. Tell students that conflicts
over land between Native Americans and
white settlers would continue throughout
the nineteenth century.
Satanta Speaks
Jefferson Speaks
“
My friends and children. We are
descended from the old nations which
live beyond the great water: but we and
our forefathers have been so long here
that we seem like you to have grown
out off this land . . . you are all my children
. . . we wish as a true father should do,
that we may all live together as one
household.
“
—Thomas Jefferson, Speech to a Delegation off Indian Chiefs, January 4, 1806
—Satanta, Kiowa Chief,
September 1876
CRITICAL THINKING ANSWERS
CRITICAL THINKING
1. Make Inferences He wanted them
to stay where they were, but to share
the land with white settlers and live
in accordance with the American
government.
2. Analyze They cut down trees and
killed buffalo that the Native Americans
felt belonged to them.
I hear a great deal off good talk fro
gentlemen the Great Father sends
I have heard you intend to settle
on a reservation near the mount
I don’t want to settle. . . .
A long time ago this land belonged
to our fathers, but when I go up to the
river I see camps off soldiers on its banks
These soldiers cut down my timber, the
kill my buffalo and when I see that, m
heart feels like bursting.
“
• Why did Satanta and other Native
American leaders believe that the land
off the Louisiana Purchase belonged to
them? 6GDX@MCSGDHQ@MBDRSNQRKHUDCNM
SGDK@MCKNMFADENQD(Q@MBDBK@HLDCHS
President Thomas Jefferson sponsored Lewis and Clark’s expedition to the West,
where they met almost 50 tribes. In an 1806 speech, Jefferson described his goals for
relations between the United States and Native Americans. From the Native American perspective, Kiowa Chieff Satanta (c. 1830–1878) later described the impact of
Jefferson’s policies.
“
• Why did Thomas Jefferson and other
Americans believe that they owned the
land off the Louisiana Purchase? 6GD
7MHSDC5S@SDROTQBG@RDCSGDK@MCEQNL
(Q@MBDVGNGDKC'TQNOD@MQHFGSRSNHS
Perspectives
1. Make Inferences What did Jefferson want for Native Americans?
2. Analyze Why were the Native Americans resentful off the soldiers?
DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES
OBJECTIVE Write a newspaper article about the Lewis and Clark expedition.
348 • Chapter 10
Basic
On Level
Challenge
Have students paraphrase
information from the text to
write a newspaper article
about the Lewis and Clark
expedition. Students should
answer the questions VGN
VG@SVGDMVGDQDVGX and
GNV
V and provide interesting,
supportive details, such
as people they met on the
journey.
Have students examine the
text to write an analysis
off the Lewis and Clark
expedition. Students should
make generalizations about
the journey, draw inferences
about the people, and
identify causes and effects
as they relate to American
history.
Have students synthesize
information in the text to
write an editorial about the
Lewis and Clark expedition.
Students should justify
reasons for the expedition,
assess its goals, make
judgments about interactions
with Native Americans, and
decide iff it was a success.
As they approached the Rocky Mountains, Sacagawea pointed out Shoshone lands. Lewis and a small party made their way overland. The chief
recognized Sacagawea as his sister and traded horses to Lewis and Clark. This
enabled the explorers to cross the mountains. The expedition continued on
to the Columbia River, which leads to the Pacific Ocean. The group arrived
at the Pacific Coast in November 1805 and returned to St. Louis in 1806.
Lewis and Clark brought back a wealth of valuable information. Though
they learned that an all-water route across the continent did not exist, Americans received an exciting report of what lay to the west. More importantly,
the expedition produced the first good maps of the Louisiana Territory.
Zebulon
ebulo
on Pike
Pike left St. Louis on a southerly
dition led by explorer Ze
route to find the sources of the Arkansas and Red rivers. The
group entered Spanish territory and was arrested. The explorers were released in 1807 and returned to the United States.
Pike’s group brought back valuable descriptions of the land
it explored. Not all these descriptions were accurate, however.
For example, Pike described the treeless Great Plains as a
desert. This led many Americans to believe, mistakenly, that
the Plains region was useless for farming.
CONNECT
Answer: The explorers
brought back important
scientific information and
made the first good maps
of the Louisiana Territory.
Pike’s Route 1806–1807
S
7
p
Zebulon Pike and the Southern Route In 1806, an expe-
CHAPTER 10 • SECTION 2
Gulf of Mexico
to the Essential Question
How did the events of the Jefferson
Era strengthen the nation?
Ask students what they have learned so far
that can help them answer this question.
Students might mention:
• Jefferson purchased the Louisiana
Territory from France, doubling the size
of the United States.
• Jefferson chose Lewis and Clark to
lead the exploration of the Louisiana
Purchase.
• Pike explored the southern route in
the Louisiana Territory and a southern
boundary between Spanish territory and
the United States.
CAUSES AND EFFECTS Describe some effects of exploring
the Louisiana Territory. See margin.
ONLINE QUIZ
2
Section Assessment
For test practice, go to
Interactive Review @ ClassZone.com
TERMS & NAMES
1. Explain the importance of
• Louisiana Purchase
• Sacagawea
• Meriwether Lewis
• Zebulon Pike
• William Clark
KEY IDEAS
3. Why was the Louisiana Purchase important to
Jefferson?
4. Why were Lewis and Clark instructed to document
the natural resources they found in their travels?
USING YOUR READING NOTES
2. Causes and Effects Complete the diagram you
started at the beginning of this section. Then create
a diagram for each of the other main events in this
section.
CRITICAL THINKING
5. Evaluate How did the Louisiana Purchase change
the United States?
6. Make Inferences How might the information
gathered by the explorers be useful to Jefferson?
7. Recognize Bias and Propaganda Read the
quote by Jefferson on page 348. Is it propaganda?
Explain.
EFFECT
CAUSE
Americans
determined to use the
port at New Orleans
Sale of
Louisiana
8.
EFFECT
Connect to Today Explorers still seek
government funding for new expeditions. Where
might today’s explorers want to study?
9. Writing Letter Write a one-page letter from
Jefferson to Lewis in which you describe your goals
for the exploration of the Louisiana Territory.
The Jefferson Era 349
4
Assess & Reteach
Assess Have students complete the Section
Assessment.
Unit 4 Resource Book
• Section Quiz, p. 104
Interactive Review
@ ClassZone.com
Power Presentations
Test Generator
Reteach Have students create a graphic
organizer which lists three causes of the sale of
the Louisiana territory to the United States and
three effects of the sale on United States history.
Unit 4 Resource Book
• Reteaching Activity, p. 107
SECTION 2 ASSESSMENT ANSWERS
Terms & Names
1. Louisiana Purchase, p. 346, Meriwether Lewis,
p. 345; William Clark, p. 345; Sacagawea,
p. 345; Zebulon Pike, p. 349
Using Your Reading Notes
2. Possible Answers: Effect—angry westerners
favored war against France; Cause—
exploration of Louisiana Purchase; Effects—
accurate maps; detailed descriptions of land
and animals; westward expansion
Key Ideas
3. The Louisiana Purchase offered a large amount
of land to help Jefferson fulfill his dream of an
America made up of many small farmers.
4. Little was known about the area; the
information would determine if the land could
be farmed and other resources used.
Critical Thinking
5. The United States doubled in size, allowing
settlers to spread out and own land.
6. It might include news of valuable resources.
7. Yes—He is trying to influence Native
Americans to change their opinions;
No—He is just stating his goal to live together
peacefully.
8. Possible Answers: outer space, Antarctica
9. Letters should list at least three goals and
provide supporting reasons for each. Use the
rubric to score students’ letters.
Writing Rubric
Content
Mechanics
4 describes three or more goals,
well supported, well organized
no errors
3 describes three goals; provides
support; organized
few/minor
errors
2 describes two goals; little
several
support; somewhat disorganized errors
1 describes one or no goals;
provides no support;
disorganized
many errors
Teacher’s Edition • 349