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4
WITNESS HISTORY
AUDIO
SECTION
America!
For many Irish families fleeing hunger, Russian Jews
escaping pogroms, or poor Italian farmers seeking
economic opportunity, the answer was the same—
America! A poem inscribed on the base of the Statue
of Liberty expressed the welcome and promise of
freedom that millions of immigrants dreamed of:
• History-Social Science
Students will learn how the United States
expanded and became an industrial leader by
the early 1900s.
• Analysis Skills
CS3 Students use a variety of maps and
documents to interpret human movement,
including major patterns of domestic and
international migration, changing
environmental preferences and settlement
patterns, the frictions that develop between
population groups, and the diffusion of ideas,
technological innovations, and goods.
• English-Language Arts
Writing 1.1
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me.
I lift my lamp beside the golden door.
—Emma Lazarus, “The New Colossus”
”
Focus Question How did the United States develop
during the 1800s?
Expansion of the United States
Standards Preview
HS-S 10.3.4 Trace the evolution of work and labor,
including the demise of the slave trade and the effects of
immigration, mining and manufacturing, division of labor,
and the union movement.
Territorial Expansion
Terms, People, and Places
expansionism
Louisiana Purchase
Manifest Destiny
secede
segregation
Reading Skill: Categorize Create a chart like the
one below. As you read this section, list key events
under the appropriate columns.
Civil War
Before
• Western
expansion
•
•
In the 1800s, the United States was a beacon of hope for many
people. The American economy was growing rapidly, offering jobs
to newcomers. The Constitution and Bill of Rights held out the
hope of political and religious freedom. Not everyone shared in the
prosperity or the ideals of democracy. Still, by the turn of the nineteenth century, important reforms were being made.
After
• Fifteenth
Amendment
•
•
From the earliest years of its history, the United States followed a
policy of expansionism, or extending the nation’s boundaries. At
first, the United States stretched only from the Atlantic coast to
the Mississippi River. In 1803, President Thomas Jefferson bought
the Louisiana territory from France. In one stroke, the Louisiana
Purchase virtually doubled the size of the nation.
By 1846, the United States had expanded to include Florida,
Oregon, and the Republic of Texas. The Mexican War (1846–1848)
added California and the Southwest. With growing pride and confidence, Americans claimed that their nation was destined to
spread across the entire continent, from sea to sea. This idea
became known as Manifest Destiny. Some expansionists even
hoped to absorb Canada and Mexico. In fact, the United States did
go far afield. In 1867, it bought Alaska from Russia and in 1898
annexed the Hawaiian Islands.
Prepare to Read
Build Background Knowledge
Set a Purpose
■
Definition and Sample Sentence
vt. to rule or control by superior power or influence
White settlers dominated Native Americans during the 1800s and continued to
push them off their lands.
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
America!
Ask How do you think people might
have felt when they saw the Statue
of Liberty? (Sample: hopeful, relieved,
welcomed) Ask students to predict the
effects of the large number of immigrants entering the United States.
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 4 Assessment answers).
■
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
■
Have students read this
section using the Paragraph Shrinking
strategy (TE, p. T20). As they read,
have students fill in the chart listing key
events before and after the Civil War.
Reading and Note Taking
Study Guide, p. 70
Vocabulary Builder
High-Use Word
dominate, p. 279
L3
Point out that in 1800, the U.S. was a small,
isolated country of farmers and merchants.
Ask students to predict how the U.S. would
develop into a large, highly developed country with a mixed population.
Standards Check Describe the United States’ physical
expansion during the 1800s. H-SS 10.3.4
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 2, p. 66; Teaching Resources, Skills Handbook, p. 3
Standards-Based
Instruction
Standards-at-a-Glance
me your tired, your poor,
“ Give
Your huddled masses yearning to breathe free,
The Statue of Liberty
4
Chapter 8 Section 4 275
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Teach
Territorial Expansion
H-SS 10.3.4
L3
Instruct
■
■
■
Introduce Display Color Transparency 51: Expansion of the United
States. Have students identify when
their community became part of the
United States. Ask students to predict
what challenges would arise when settling this new territory.
Color Transparencies, 51
Teach Share with students the History
Background note at the bottom of this
page. Then ask Who benefited from
American expansionism? (white
settlers who settled the captured land)
Who was hurt by this expansionism? (Native Americans who lost their
land or who died fighting for it)
Quick Activity Refer students to the
Traveler’s Tales on Lewis and Clark on
this page. Have students work in
groups to discuss the costs and benefits
of an expedition like Lewis and Clark’s.
Using the Numbered Heads strategy
(TE, p. T23), have students share their
conclusions with the class.
Lewis and Clark
Reach the Pacific Ocean
In 1803, Thomas Jefferson appointed Meriwether
Lewis to lead an expedition from the Missouri River
to the Pacific Ocean. Lewis invited William Clark to
share the leadership. The expedition set out from
St. Louis in May 1804 and returned in September 1806.
Along the way, both Lewis and Clark kept extensive
journals (background), which included detailed maps,
drawings (below), and descriptions of the land,
people, and animals they encountered. The entry
here describes the events surrounding what
he believed was the group’s first view of
the Pacific Ocean (above).
7th, 1805—A cloudy foggy morning some rain.
“November
…Two canoes of Indians met and returned with us to their
village…. They gave us to eat some fish, and sold us, fish,
wappato roots, three dogs, and 2 otter skins for which we
gave fishhooks principally, of which they were very fond….
After delaying at this village one hour and a half we set out
piloted by an Indian…. Rain continued moderately all
day…our small canoe which got separated in the fog this
morning joined us this evening….
Great joy in camp we are in view of
the Ocean, …this great Pacific Ocean
which we [have] been so long
anxious to see. And the roaring or
noise made by the waves breaking
on the rocky shores (as I suppose)
may be heard distinctly.
Thinking Critically
1. Summarize According to Clark’s
entry, what was the land like in this
area?
2. Draw Conclusions What
conclusions can you draw about
William Clark’s character from this
journal entry?
”
—Captain William Clark,
from The Journals of the
Lewis and Clark Expedition
Independent Practice
Expanding Democracy
Traveler’s Tales To help students learn
In 1800, the United States had the most liberal suffrage in the world, but
still only white men who owned property could vote. States slowly
chipped away at requirements. By the 1830s, most white men had the
right to vote. Democracy was still far from complete, however.
By mid-century, reformers were campaigning for many changes. Some
demanded a ban on the sale of alcoholic beverages. Others called for better treatment of the mentally ill or pushed for free elementary schools.
But two crusades stood out above all others because they highlighted the
limits of American democracy—the abolition movement and the women’s
rights movement.
more about the Lewis and Clark expedition, have them read the selection From
the Journals of Lewis and Clark and
complete the worksheet.
Teaching Resources, Unit 2, p. 72
Monitor Progress
As students fill in their charts, circulate
to make sure they are placing key events
under the correct headings. For a completed version of the chart, see
Note Taking Transparencies, 80
Answers
It extended its boundaries by buying the Louisiana territory, adding Florida, Oregon, the
Republic of Texas, buying Alaska, and annexing the Hawaiian Islands.
Thinking Critically
1. There was a river, and the ocean had a rocky
shore.
2. Sample: He was willing to trade fairly with the
Indians and trust the guide.
276 Growth of Western Democracies
Calls for Abolition In the early 1800s, a few Americans began to call
for an immediate and complete end to slavery. One of these abolitionists
was William Lloyd Garrison, who pressed the antislavery cause through
his newspaper, the Liberator. Another was Frederick Douglass. He had
been born into slavery, had escaped, and he spoke eloquently in the
North about the evils of the system.
History Background
Settling the West During the 1800s, settlers
flocked to newly acquired western lands. The discovery of gold in California drew a flood of easterners.
Other people, like the Mormons, sought a place to
practice their religion freely. Still others headed west
in the spirit of adventure.
The waves of settlers brought tragedy to Native
Americans. Following a pattern that began in colonial
days, newcomers pushed the Indians off their lands,
sometimes by treaty, but more often by force. Some
Native Americans resisted the invaders, but they were
outgunned and outnumbered. As settlers moved westward, they destroyed the buffalo herds on which the
Plains Indians depended. By the 1890s, most surviving
Native Americans had been driven onto reservations,
usually in the least desirable parts of a territory.
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By the 1850s, the battle over slavery had intensified. As each new state
entered the union, proslavery and antislavery forces met in violent confrontations to decide whether slavery would be legal in the new state.
Harriet Beecher Stowe’s novel Uncle Tom’s Cabin helped convince many
northerners that slavery was a great social evil.
Expanding Democracy
H-SS 10.3.4
Instruct
Women’s Rights Movement Women worked hard in the antislavery
movement. Lucretia Mott and Elizabeth Cady Stanton traveled to London for the World Antislavery Convention—only to find they were forbidden to speak because they were women. Gradually, American women
began to protest the laws and customs that limited their lives.
In 1848, in Seneca Falls, New York, Mott and Stanton organized the
first women’s rights convention. The convention passed a resolution,
based on the Declaration of Independence. It began, “We hold these
truths to be self evident: that all men and women are created equal.” The
women’s rights movement set as its goal equality before the law, in the
workplace, and in education. Some women also demanded the vote.
Standards Check How did the abolition and women’s rights
movements highlight the limits of American democracy?
H-SS 10.3.4
L3
The American Civil War, 1861–1865
During the American Civil War, Union forces
from the North fought against the
Confederate Army of the South. This scene
shows the black 54th Massachusetts
Regiment of the Union army attacking Fort
Wagner in South Carolina.
■
Introduce Write the opening statement
of the Seneca Falls Declaration on the
board: We hold these truths to be selfevident: that all men and women are
created equal. Ask What does this
sentence remind you of? (the opening of the Declaration of Independence)
What is different about it? (It
includes women, which the Declaration
did not.) Explain that in the 1800s, some
women began a campaign to gain equal
rights and they based their claim on the
basic documents of American life—the
Declaration and the Constitution.
■
Teach Ask What goals did American reformers of the early 1800s
seek? (end to the sale of alcohol, better
treatment of the mentally ill, free public
education, an end to slavery, equal
rights for women) How were the last
two movements related? (Many
women took part in the abolitionist
movement, but two grew frustrated
when they were not allowed to speak at
a major meeting because they were
women; soon after, they held the first
meeting in favor of women’s rights.)
■
Quick Activity Display Color Transparency 52: Expansion of Suffrage
in the United States. Have students
compare the women’s suffrage movement in the United States to those of
Britain and France.
Color Transparencies, 52
The Civil War and Its Aftermath
Economic differences, as well as the slavery issue, drove the
Northern and Southern regions of the United States apart. The
division reached a crisis in 1860 when Abraham Lincoln was
elected president. Lincoln opposed extending slavery into new
territories. Southerners feared that he would eventually abolish slavery altogether and that the federal government would
infringe on their states’ rights.
North Versus South Soon after Lincoln’s election, most
southern states seceded, or withdrew, from the Union and
formed the Confederate States of America. This action sparked
the Civil War, which lasted from 1861 to 1865.
The South had fewer resources, fewer people, and less industry than the North. Still, Southerners fought fiercely to defend
their cause. The Confederacy finally surrendered in 1865. The
struggle cost more than 600,000 lives—the largest casualty figures of any American war.
Challenges for African Americans During the war, Lincoln issued
the Emancipation Proclamation by which enslaved African Americans in
the South were declared free. After the war, three amendments to the
Constitution banned slavery throughout the country and granted political rights to African Americans. Under the Fifteenth Amendment, African American men won the right to vote.
Still, African Americans faced many restrictions. In the South, state
laws imposed segregation, or legal separation of the races, in hospitals,
schools, and other public places. Other state laws imposed conditions for
voter eligibility that, despite the Fifteenth Amendment, prevented African Americans from voting.
Standards Check What changes did the Civil War bring about for
African Americans? H-SS 10.3.4
Independent Practice
Viewpoints To help students learn
more about abolitionism, have them read
Two Approaches to Abolition and complete the worksheet.
Teaching Resources, Unit 2, p. 71
Monitor Progress
To check student understanding, ask
them to explain how women and ethnic
groups sought greater rights in the
United States.
Solutions for All Learners
L2 Less Proficient Readers
L2 English Language Learners
In 1845, editor John L. O’Sullivan wrote that it was the
“manifest destiny” for the U.S. to expand to the Pacific.
Have students use information from this section and
create a chart listing points that support or refute
O’Sullivan. (Sample: westward expansion brought
wealth to the U.S., but it also brought war with the
South). Then hold a class discussion about the idea.
Use the following study guide resources to help students acquiring basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 70
■ Adapted Section Summary, p. 71
Answers
They pointed out that some people—slaves
and women—did not have all the rights that
white males enjoyed.
The Civil War ended slavery, and new amendments to the Constitution granted them political rights and the right to vote.
Chapter 8 Section 4 277
Expansion of the United States, 1783–1898
CA NA DA
L3
Missouri
Lake Michigan
UNION PACIFIC
Omaha
Red River
N
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W
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PP
TEXAS ANNEXATION
(Annexed by Congress, 1845)
tic
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th
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ALASKA
(Purchased from
Russia, 1867)
90° W
HAWAII
(Annexed, 1898)
First transcontinental railroad joined in Utah
in 1869
Major gold discoveries in California in 1849
Settlers heading west to acquire land
A miner with
his shovel
Quick Activity Web Code mzp-2345
will take students to an interactive
map. Have students complete the interactivity and then answer the questions
in the text.
Chinese laborers helped
build the railroads.
Independent Practice
Have students fill in the Outline Map The
Expansion of the United States and label
the territories added to the country.
Teaching Resources, Unit 2, p. 74
Monitor Progress
■
Circulate to make sure students are
filling in their Outline Maps accurately.
Administer the Geography Quiz.
■
Check Reading and Note Taking Study
Guide entries for student understanding.
Map Skills Through wars and treaties, the United States
expanded its borders to its present size. During the 1800s, settlers flocked to newly acquired lands. The discovery of gold in
California drew a flood of easterners. Other people, like the
Mormons, sought a place to practice their religion freely. Still
others headed west in the spirit of adventure. Some Native
American nations resisted the invaders, but they were outgunned and outnumbered. By the 1890s, most surviving
Native Americans had been driven onto reservations.
1. Locate (a) Louisiana Purchase (b) Florida (c) Texas
(d) Alaska (e) Hawaii
2. Place Identify three countries that sold territories to the
United States.
3. Make Comparisons Compare this map to a map of the
present-day United States. How did the area where you live
become part of the United States?
Teaching Resources, Unit 2, p. 75
Answers
Map Skills
1. Review locations with students.
2. France, Mexico, Russia
3. Sample: treaty, purchase, or settled before 1783
278 Growth of Western Democracies
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■
Teach List the divisions that existed in
the U.S. in the years leading up to the
Civil War. Then ask What led to the
outbreak of the Civil War? (The
South resisted the abolition of slavery
and the encroachment of state’s rights.)
What happened as a result of the
Civil War? (The South lost, slavery
was ended, and 600,000 people lost
their lives.) Why was the Civil War
an incomplete victory for African
Americans? (Although slavery was
ended, governments in the South moved
to take away their rights through segregation and also caused them to live in
poverty as tenant farmers.) How did
the U.S. change after the war? (It
grew to become a world leader in agriculture and industry.)
OREG
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(Ag N COU
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a i n , 1 it h
8 4 6)
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ith
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■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition on the next
page. Point out that one cause of the
Civil War was that the South did not
want the North to dominate, or control, its way of life.
Conic Projection
200
0
Ceded by Great Britain,
(Convention of 1818)
Instruct
■
For: Interactive map
Web Code: mzp-2345
ive
r
The Civil War and Its
Aftermath/Economic
Growth and Social
Reform H-SS 10.3.4
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Careers
Photographer Photography began in the 1800s.
The earliest photographers, like those today, took
portraits in their studios and brought their equipment
outside to record the events of the day. Although
technology has changed, photographers continue to
work to record people in all walks of life and capture
the moments of history. Many photographers still use
film for their work, but digital cameras are becoming
more popular, and computer skills—to handle editing
software—are highly valuable. Some photographers
work for news organizations, retail stores, or studios.
The majority, though, are freelancers. These selfemployed people must use contacts and advertising
to find work. Some photographers earn additional
income by licensing their pictures to stock agencies,
which charge publishers fees to use them in books,
magazines, and other media.
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Economic Growth and Social Reform
Assess and Reteach
After the Civil War, the United States grew to lead the world in industrial and agricultural production. A special combination of factors made
this possible including political stability, private property rights, a free
enterprise system, and an inexpensive supply of land and labor—
supplied mostly by immigrants. Finally, a growing network of transportation and communications technologies aided businesses in transporting resources and finished products.
Assess Progress
Vocabulary Builder
dominate—(DOM e NATE) vt. to rule or
control by superior power or influence
2. Reading Skill: Categorize Use your
completed chart to answer the Focus
Question: How did the United States
develop physically, politically, and economically during the 1800s?
Administer the Section Quiz.
■
To further assess student understanding use
Progress Monitoring Transparencies, 32
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 71
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 71
Spanish Reading and
Note Taking Study Guide, p. 71
Extend
L2
L4
Have students conduct research on one
of the following topics from the late
1800s: the growth of industry, major
strikes, labor leaders, the Populist party,
or Progressivism. Tell them to gather
their information into a multimedia
presentation.
Standards Check Describe the factors that helped the United States
become an industrial and agricultural leader. H-SS 10.3.4
Terms, People, and Places
1. Place each of the key terms at the
beginning of the section into one of
these two categories: geography or politics. Write a sentence for each term to
explain your choice.
■
Reteach
Populists and Progressives In the economic hard times of the late
1800s, farmers also organized themselves to defend their interests. In
the 1890s, they joined city workers to support the new Populist party.
The Populists never became a major party, but their platform of reforms,
such as an eight-hour workday, eventually became law.
By 1900, reformers known as Progressives also pressed for change.
They sought laws to ban child labor, limit working hours, regulate
monopolies, and give voters more power. Another major goal of the Progressives was obtaining voting rights for women. After a long struggle,
American suffragists finally won the vote in 1920, when the Nineteenth
Amendment went into effect.
4
Have students complete the
Section Assessment.
Teaching Resources, Unit 2, p. 65
Business and Labor By 1900, giant monopolies controlled whole
industries. Scottish-born Andrew Carnegie built the nation’s largest steel
company, while John D. Rockefeller’s Standard Oil Company dominated
the world’s petroleum industry. Big business enjoyed tremendous profits.
But the growing prosperity was not shared by all. In factories, wages
were low and conditions were often brutal. To defend their interests,
American workers organized labor unions such as the American Federation of Labor. Unions sought better wages, hours, and working conditions. Struggles with management sometimes erupted into violent
confrontations. Slowly, however, workers made gains.
L3
■
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-2346
Comprehension and Critical Thinking
3. Summarize Describe how the United
States grew in each of these areas in
the 1800s: (a) territory, (b) population,
(c) economy.
4. Identify Central Issues Describe two
ways that democracy expanded.
5. Draw Conclusions (a) How did immigrants benefit from economic growth
in the United States after the Civil War?
(b) What problems did workers face?
Section 4 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Physically, the nation expanded West to
the Pacific Ocean and, with Alaska and
Hawaii, beyond; politically, suffrage was
extended to most white men and African
American men; economically, the country
grew to become the world leader in industrial and agricultural production.
●
Writing About History
Quick Write: Write a Thesis Statement
Conduct research to learn more about
American entrepreneur, Andrew Carnegie.
While some historians have portrayed Carnegie and others like him as philanthropists
and captains of industry, others have portrayed him as a “robber baron.” Write a
thesis statement for a biographical essay
on Carnegie in which you summarize your
views of the man and his achievements.
3. (a) cessation, annexation, and purchase of
land (b) Millions of immigrants came
from Europe and Asia. (c) By 1900, the
country led the world in agriculture and
industrial production.
4. Most white men gained the right to vote.
The Fifteenth Amendment gave African
American men the right to vote.
5. (a) Because of the growth of industry,
there were plenty of jobs. (b) Wages were
low, factory conditions were often brutal.
Answer
a climate that encouraged entrepreneurial
ventures, limited government interference,
seemingly unlimited natural resources, an inexpensive supply of land and labor, a growing
transportation system, and a legal system that
upheld private property rights
Standard
H-SS 10.3.4
E-LA W 1.1
Assessment
2, 3, 4, 5
Quick Write
● Writing About History
Thesis statements should take a clear position on Carnegie’s career and suggest the
reasons for that position.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-2346.
Chapter 8 Section 4 279