chapter 1812–1830 a new national identity

CHAPTER

256 CHAPTER 8

1816James Monroe

is electedpresident.

1815Napoléon returns to powerin France but is defeated atthe Battle of Waterloo.

1815

1812–1830

A NewA NewNational IdentityNational Identity

8

FOCUS ON WRITING

A Character Sketch Nations, like people, have charac-ters. For example, a nation might be described as peace-ful or aggressive, prosperous or struggling. In this chapter you’ll read about the United States as a new nation with a new identity, or character. Then you’ll write a paragraph describing that character.

California StandardsHistory–Social Science8.4 Students analyze the aspirations and ideals of the peopleof the new nation.

8.5 Students analyze U.S. foreign policy in the early Republic.

8.6 Students analyze the divergent paths of the American peoplefrom 1800 to the mid-1800s and the challenges they faced, withemphasis on the Northeast.

Analysis SkillsHI 1 Students explain the central issues and problems from the past.

English–Language ArtsWriting 8.1.1 Create compositions that establish a controllingimpression.Reading 8.2.0 Students read and understand grade-levelappropriate material.

1829The Ottoman Empirerecognizes the independenceof Greece.

1824Liberia is foundedby freed Americanslaves.

1820The Missouri Compromiseallows Maine and Missourito become states.

1824John QuincyAdams is electedpresident.

1821Mexico and Perugain their indepen-dence from Spain.

1830

257

18251820

The Granger Collection, New York

HOLT

History’s Impactvideo seriesWatch the video to understandthe impact of the United Stateson its neighbors.

▲

1823The MonroeDoctrine isissued.

What You Will Learn…A modern mule team pulls a packet-boat full of passengers along the Erie Canal. Once the canal was completed, passengers and cargo could travel more easily between the Great Lakes region and the east coast. In this chapter you will learn how Americans built canals and roads to try to unite the rapidly growing young nation.

258 CHAPTER 00258 CHAPTER 8

ReligionScience andTechnology

Reading Social Studies by Kylene Beers

Focus on Themes This chapter is titled “A

New National Identity” because it explains how the

United States government established relations with

European powers and how Americans developed a

strong sense of national pride even as they struggled

with important state issues. You will learn about the

Monroe Doctrine, the Missouri Compromise, the

Cumberland Road project, and the rise of music,

literature, and public schools—events that changed

the country’s culture and politics.

GeographyPolitics

Economics Religion

Focus on Reading As you read this chapter, you will fi nd thatsome people supported the idea of using federal dollars to create newand better roads. Others, however, did not think federal dollars shouldbe used that way. People who can only see one side of an issue orsituation may become biased, or prejudiced against the opposite view.

Recognizing Bias To understand the events and people in history, youhave to be able to recognize a speaker or writer’s bias. Here are somesteps you can take to do that.

Societyand Culture

Bias and Historical Events

Graphic organizersare available

in the

Steps to Recognize Bias

1. Look at the words andimages. Are they emotionallycharged? Do they present onlyone side or one point of view?

2. Look at the writer. What’s thewriter’s back-ground and whatdoes that tell you about thewriter’s point of view?

3. Look at the writer’s sources.Where does the writer get hisor her information? Does thewriter rely on sources who onlysupport one point of view?

4. Look at the information. Howmuch is fact and how much isopinion? Remember, facts canbe proven. Opinions are per-sonal beliefs—they can easilybe biased.

“The wickedest road, I do think, thehard-heartedest road, that ever [a]wheel rumbled upon.”Frances Anne (Kemble) Butler, Journal

1. The word wickedest isfull of emotion.

2. She’s a British actress—perhaps she didn’t likethe United States?

4. Most of thisstatement isopinion. Whereare the factsabout the actualcondition ofthe road?

3. This information isbased on her personalexperience and sheis recording it in herown personal journal.

SECTION TITLE 259A NEW NATIONAL IDENTITY 259

Key TermsKey Termsand Peopleand People

You Try It!The following passage is from the chapter you are getting ready toread. As you read the passage, think about living during the early tomid-1800s when there were no public schools.

Architecture and EducationAmericans also embraced educational

progress. Several early American politicalleaders expressed a belief that democracywould only succeed in a country of educatedand enlightened people. But there was nogeneral agreement on who should providethat education.

Eventually, the idea of a state-fundedpublic school gathered support. In 1837Massachusetts lawmakers created a stateboard of education. Other states followed thisexample and the number of public schoolsslowly grew.

FromChapter 8,p. 273

After you read the passage, answer the following questions.

1. You are the editor of your town’s newspaper in the year 1835.You think schools should be fi nanced by the state governmentrather than the federal government. You decide to write an edito-rial to express your opinion. Which of the phrases below wouldreveal your personal bias to your readers? Why? What words ineach statement create bias?

a. Overbearing federal governmentb. Protecting state interestsc. Powerful federal governmentd. Concerned state citizens

2. If you were going to write the editorial described in question 1,how could you avoid biased statements? How do you think thismight affect people’s reactions to your writing?

Chapter 8

Section 1Rush-Bagot Agreement (p. 260)Convention of 1818 (p. 260)James Monroe (p. 261)Adams-Onís Treaty (p. 261)Simon Bolívar (p. 262)Monroe Doctrine (p. 262)

Section 2nationalism (p. 264)Henry Clay (p. 264)American System (p. 264)Cumberland Road (p. 265)Erie Canal (p. 265)Era of Good Feelings (p. 265)sectionalism (p. 266)Missouri Compromise (p. 267)John Quincy Adams (p. 267)

Section 3Washington Irving (p. 270)James Fenimore Cooper (p. 271)Hudson River school (p. 272)Thomas Cole (p. 272)George Caleb Bingham (p. 272)

Academic VocabularySuccess in school is related toknowing academic vocabulary—the words that are frequently usedin school assignments and discus-sions. In this chapter, you will learnthe following academic words:

circumstances (p. 262)incentive (p. 265)

As you read Chapter 8, study the primarysource documents carefully. Do you seeany examples of bias?

ELA Reading 8.2.0 Students read and understand grade-levelappropriate material.

262 CHAPTER 8

HISTORIC DOCUMENT

The Monroe DoctrinePresident James Monroe established thefoundation for U.S. foreign policy in Latin Americain the Monroe Doctrine of 1823.

The occasion has been judged proper for asserting . . . that the American continents . . . are henceforth not to be considered as subjects for future colonization by any European powers . . .

The political system of the allied powers is essentially different . . . from that of America. We . . . 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 . . . we have not interfered and shall not interfere. But with the governments who have declared their independence and maintained it, and whose indepen-dence we have . . . acknowledged, we could not view any interposition1 for the purpose of oppressing them . . . by any European power in any other light than as the manifestation2 of an unfriendly disposition3 toward the United States.

Primary Source

In this phrase, Monroe warns European nations against trying to influence events in the Western Hemisphere.

1 interposition: interference2 manifestation: evidence3 disposition: attitude

Monroe notes here the difference between existing colonies and newly independent countries.

Monroe DoctrineMeanwhile, Spain had other problems. Bythe early 1820s most of the Spanish coloniesin the Americas had declared independence.Revolutionary fi ghter Simon Bolívar, calledthe Liberator, led many of these struggles forindependence. The political circumstancessurrounding the revolutions reminded mostAmerican leaders of the American Revolution.As a result, they supported these struggles.

After Mexico broke free from Spain in1821, President Monroe grew worried. Hefeared that rival European powers might tryto take control of newly independent LatinAmerican countries. He was also concernedabout Russia’s interest in the northwest coastof North America.

Secretary of State Adams sharedPresident Monroe’s concerns. In a Fourthof July speech before Congress, Adams saidthat the United States had always been

friendly with European powers, and thatthe country did not want to be involved inwars with European countries. He impliedthat he supported the newly independentcountries, but said the United States wouldnot fi ght their battles.

Great Britain was also interested inrestraining the infl uence of other Europeannations in the Americas. This was becauseBritain had formed close trading ties withmost of the independent Latin Americancountries. Britain wanted to issue a joint state-ment with the United States to warn the restof Europe not to interfere in Latin America.

Instead, Secretary of State Adams andPresident Monroe decided to put together adocument protecting American interests. TheMonroe DoctrineMonroe Doctrine was an exclusive statementwas an exclusive statementof American policy warning Europeanof American policy warning Europeanpowers not to interfere with the Americas.powers not to interfere with the Americas.

ACADEMIC VOCABULARYcircumstancessurroundingsituation

ANALYZING PRIMARY SOURCES

1. What warning did President Monroe give to Europeanpowers in the Monroe Doctrine?

2. How does Monroe say the United States will treatexisting European colonies?

ANALYSIS

SKILL

A NEW NATIONAL IDENTITY 263

The doctrine was issued by the president onDecember 2, 1823, during his annual mes-sage to Congress.

The Monroe Doctrine had four basicpoints.

1. The United States would not interferein the affairs of European nations.

2. The United States would recognize, andnot interfere with, colonies that alreadyexisted in North and South America.

3. The Western Hemisphere was to beoff-limits to future colonization byany foreign power.

4. The U.S. would consider any Euro-pean power’s attempt to colonize orinterfere with any nation in the West-ern Hemisphere to be a hostile act.

Some Europeans strongly criticized theMonroe Doctrine, but few European coun-tries challenged it. The doctrine has remainedimportant to U.S. foreign policy. The United

Section 1 Assessment

Reviewing Ideas, Terms, and People 1. a. Identify What issues were settled

between the United States and GreatBritain in 1817 and 1818?b. Make Inferences Why would the United Statesand Britain agree to occupy the Pacifi c Northwesttogether?

2. a. Recall What problems existed between Spainand the United States?b. Analyze Why was the Adams-Onís Treatyimportant?c. Evaluate Do you think that Andrew Jackson wasright to act without orders? Explain your answer.

3. a. Describe What did the Monroe Doctrine state?b. Contrast How did the Monroe Doctrine differfrom Adams’s Fourth of July Address?c. Elaborate What do you think the newly inde-pendent Latin American countries thought of theMonroe Doctrine?

Critical Thinking 4. Identifying Cause and Effect Copy the chart

below. Use it to identify the foreign policy issuesthe United States had to deal with between1817–1823 and the result of each.

Dispute Year Result

FOCUS ON WRITING

5. Determining Relationships One of the main waysyou can tell about someone’s character is by howhe or she treats others . As you read this section,start a list of words and phrases that describe howthe United States acted in relationships with othernations. For example, lists might include words andphrases like “willing to compromise” and “fi rm.”

KEYWORD: SS8 HP8

Online Quiz

States has continued to consider Latin Amer-ica within its sphere of infl uence—the areaa nation claims some control over. At times,it has intervened in Latin American affairswhen its own interests, such as national secu-rity, were at risk.

READING CHECK Analyzing What effect didthe revolutions in Latin America have on U.S.foreign policy?

SUMMARY AND PREVIEW In this sectionyou learned that U.S. foreign policy wascharacterized by both compromise andstrong leadership in the years followingthe War of 1812. In the next section youwill learn about the rising sense of nationalpride that developed as the United Statesgrew and expanded.

HSS 8.4.1,8.5.2

MissouriCompromiseline (36°30’N)

MISSOURI

MAINE

NH MA

RICT

NJ

NY

PA

OHINIL

KY

TN

VA MDDE

NC

SC

GA

UNORGANIZEDTERRITORY(FLORIDA)

ARKANSASTERRITORY

UNORGANIZEDTERRITORY

ALMS

LA

VT

MICHIGANTERRITORYFree state

Free territory

Slave state

Slave territory

266 CHAPTER 8

Henry Clay1777–1852

Known as the silver-tongued Ken-tuckian, Henry Clay was a gifted speaker. He became involved in local politics early in his life, and by age 29 he was appointed to the U.S. Senate. Throughout his career in the Senate, he was dedicated to preserving the Union. The Missouri Compromise and a later agreement, the Compromise of 1850, helped to ease sectional tensions, at least temporarily.

Analyzing Why did Henry Clay workfor compromises between regions?

B I O G R A P H Y

INTERPRETING MAPS

Region In which part of the country was slavery permitted?

GEOGRAPHY

SKILLS

by a Boston editor in 1817 during James Monroe’s visit to New England early in his presidency.

The emphasis on national unity was strengthened by two Supreme Court case decisions that reinforced the power of the federal government. In the 1819 case McCulloch v. Maryland, the Court asserted the implied powers of Congress in allowing for the creation of a national bank. In the 1824 case Gibbons v. Ogden, the Court said that the states could not interfere with the power of Congress to regulate interstate commerce.

READING CHECK Drawing Inferences How did new roads and canals affect the economy?

Missouri CompromiseEven during the Era of Good Feelings, dis-dis-agreements between the different regions—agreements between the different regions—known asknown as sectionalismsectionalism—threatened the Union. One such disagreement between the industrial North and the agrarian South arose in 1819 when Congress considered Missouri’s application to enter the Union as a slave state. At the time, the Union had 11 free states and 11 slave states. Adding a new slave state would have tipped the balance in the Senate in favor of the South.

To protect the power of the free states, the House passed a special amendment. It declared that the United States would accept Missouri as a slave state, but importing enslaved Africans into Missouri would be illegal. The amend-ment also set free the children of Missouri slaves. Southern politicians angrily opposed this plan.

North Carolina senator Nathaniel Macon wanted to continue adding slave states. “Why depart from the good old way, which has kept us in quiet, peace, and harmony?” he asked. Eventually, the Senate rejected the amend-ment. Missouri was still not a state.

The Missouri Compromise, 1820

The Missouri Compromise banned slavery in the region north of 36˚30’N.


Henry Clay convinced Congress to agreeto the Missouri CompromiseMissouri Compromise,, which settledwhich settledthe confl ict that had arisen from Missouri’sthe confl ict that had arisen from Missouri’sapplication for statehoodapplication for statehood. This compromisehad three main conditions:

1. Missouri would enter the Union as aslave state.

2. Maine would join the Union as a freestate, keeping the number of slaveand free states equal.

3. Slavery would be prohibited in anynew territories or states formed northof 36°30' latitude—Missouri’s southernborder.

Congress passed the Missouri Compro-mise in 1820. Despite the success of thecompromise, there were still strong disagree-ments between the North and South overthe expansion of slavery.

READING CHECK Drawing Conclusions Whydid Henry Clay propose the Missouri Compromiseto resolve the issue of Missouri statehood?

The Election of 1824Soon, a presidential election also broughtcontroversy. Andrew Jackson won the mostpopular votes in 1824. However, he did nothave enough electoral votes to win offi ce.Under the Constitution, the House of Repre-sentatives had to choose the winner. Whenthe House chose John Quincy Adams aspresident, Jackson’s supporters claimed thatAdams had made a corrupt bargain withHenry Clay. These accusations grew afterAdams chose Clay to be secretary of state.The controversy weakened Adams’s support.

READING CHECK Drawing Inferences Why didAdams have weak support during his presidency?

S UMMARY AND PREVIEW Strong nation- alistic feeling contributed to the development of America’s politics and economy. In the next section you will read about the development of a new national culture.

Section 2 Assessment

Reviewing Ideas, Terms, and People 1. a. Describe What was the Era of

Good Feelings? b. Analyze Explain the impact the McCulloch v.Maryland and Gibbons v. Ogden decisions had onthe federal government.

c. Predict How would transportation improvementseventually aid the economy of the United States?

2. a. Recall What role did Henry Clay play in thedebate over Missouri’s statehood?

b. Explain What problem did Missouri’s requestfor statehood cause?

c. Elaborate Was the Missouri Compromise agood solution to the debate between free statesand slave states? Explain your answer.

3. a. Identify Who were the candidates in the presi-dential election of 1824? How was the winnerdetermined?

b. Draw Conclusions Why did John Quincy Adamslose popular support following the election of 1824?

Critical Thinking4. Identifying Cause and Effect Copy the web

diagram below. Use it to describe how the feelingof nationalism in the Era of Good Feelings affectedthe growth and development of the United States.

Nationalism

FOCUS ON WRITING

5. Judging Self-Esteem Another way you can tellabout people’s characters is by how they viewthemselves. Are they self-confi dent? Do they makehealthy choices? As you read this section, think ofthe United States as a person and jot down notesabout the view the United States had of itself. Isthe new nation pleased with itself? Does it feelconfi dent or confused?

KEYWORD: SS8 HP8

Online Quiz

FOCUS ON READINGHow is the termcorrupt bargainan example ofsemanticslanting?

HSS 8.4.1,8.6.2

History and Geography

268 CHAPTER 8

BuffaloRochester

Utica

Albany

From this elevation profi le you can tell that the canal rises almost 600 feet as it winds its way westward from Albany to Buffalo. Barges move along a steep route through a series of locks along the canal. The diagram below shows you how locks work.

In 1825 New York opened the Erie Canal, which connected Buffalo on Lake Erie to Albany on the Hudson River. With the new canal, boats and barges could travel from New York Harbor in the east to the Great Lakes region in the west. Trade boomed, new cities formed, and settlers moved farther west as the Erie Canal helped open up the Midwest region to farming and settlement.

Hudson River

Erie Canal

Buffalo

Albany

363 miles

Profi le of the Erie Canal

LockTow path

Sluice gate

Main gate

ErieCanalThe

1 The barge enters the lock through the main gate.

2 Water fl ows into the lock through the sluice gate to raise the boat to the next level.

3 The barge leaves the lock as mules help pull it across the water.

HOW

WORKCanal Locks

Lake Erie

Lake Ontario

1

2

3

INTERPRETING MAPSGEOGRAPHY

SKILLS1. Region How did the Erie Canal affect

western lands?2. Location What effect do you think the

Erie Canal had on New York City?


Thanks to the canal, the cost of shipping dropped. Lower costs led to increases in shipping and in city populations.

Later canals extended west into Ohio and Indiana.

New York

ATLANTIC OCEAN

Lake Ontario

Lake Erie

Lake Huron

Lake

Mic

higa

n

Lake Superior

Trade through New York Harbor boomed as goods fl owed along the Erie Canal to overseas markets and back to settlers and cities in the West.

Settlers and goods moved west.

ClevelandChicago

The Erie Canal

Albany

Buffalo

Agricultural products moved east.

Hudson River

Toledo

3 American Culture

As the United States grew,developments in many culturalareas contributed to the creationof a new American identity.

1. American writers created anew style of literature.

2. A new style of art showcasedthe beauty of America and itspeople.

3. American ideals influencedother aspects of culture,including religion and music.

4. Architecture and educationwere affected by cultural ideals.

Key Terms and PeopleWashington Irving, p. 270James Fenimore Cooper, p. 271Hudson River school, p. 272Thomas Cole, p. 272George Caleb Bingham, p. 272

You live in Philadelphia in 1830. Though you’ve lived in the city all

your life, you dream about the West and the frontier. Now you’ve

discovered a wonderful writer whose stories tell about frontier

life and events in American history. You can’t wait to read his next

exciting adventure. You think that perhaps someday you could be

a frontier hero, too.

Why would the frontier seem so exciting?

BUILDING BACKGROUND Until the early 1800s, Americans tookmost of their cultural ideas from Great Britain and Europe. But asAmerican politics and the economy developed, so too did a newnational culture. Writers and artists were inspired by Americanhistory and the American landscape.

American WritersLike many people the world over, Americans expressed theirthoughts and feelings in literature and art and sought spiritualcomfort in religion and music. Developments in education andarchitecture also refl ected the growing national identity.

One of the fi rst American writers to gain international famewas Washington Irving. Born in 1783, he was named afterGeorge Washington. Irving’s works often told about American

Main Ideas

The Big Idea

SECTION

What You Will Learn…

If YOU were there...

270 CHAPTER 8

American Arts

American architectsare inspired by ancientGreece and Rome.

Early to mid-1800s

HSS 8.4.4 Discuss daily life,including traditions in art, music, andliterature, of early national America(e.g., through writings by WashingtonIrving, James Fenimore Cooper).

history. Through a humorous form of writingcalled satire, Irving warned that Americansshould learn from the past and be cautiousabout the future.

Irving shared this idea in one of his best-known short stories, “Rip Van Winkle.” Thisstory describes a man who falls asleep dur-ing the time of the American Revolution. Hewakes up 20 years later to a society he doesnot recognize. Irving published this andanother well-known tale, “The Legend ofSleepy Hollow,” in an 1819–20 collection.

In some of his most popular works,Irving combined European infl uences withAmerican settings and characters. His workserved as a bridge between European liter-ary traditions and a new type of writer whofocused on authentically American charac-ters and society.

Perhaps the best known of these newwriters was James Fenimore Cooper. Cooperwas born to a wealthy New Jersey family in1789. Stories about the West and the NativeAmericans who lived on the frontier fasci-nated him. These subjects became the focusof his best-known works.

Cooper’s fi rst book was not very success-ful, but his next novel, The Spy, was a hugesuccess. Published in 1821, it was an adventurestory set during the American Revolution. Itappealed to American readers’ patriotism anddesire for an exciting, action-fi lled story.

In 1823 Cooper published The Pioneers,the fi rst of fi ve novels featuring the heroiccharacter Natty Bumppo. Cooper’s novels toldof settling the western frontier and includedhistorical events. For example, his novel TheLast of the Mohicans takes place during theFrench and Indian War. By placing fi ctionalcharacters in a real historical setting, Cooperpopularized a type of writing called historicalfi ction.

Some critics said that Cooper’s characterswere not interesting. They particularly criti-cized the women in his stories; one writerlabeled them “fl at as a prairie.” Other authorsof historical fi ction, such as Catharine MariaSedgwick, wrote about interesting heroines.Sedgwick’s characters were inspired by thepeople of the Berkshire Hills region of Massa-chusetts, where she lived. Her works includeA New-England Tale and Hope Leslie.

READING CHECK Analyzing How did Ameri-can writers such as Irving and Cooper help createa new cultural identity in the United States?

A New Style of ArtThe writings of Irving and Cooper inspiredpainters. These artists began to paint land-scapes that showed the history of Americaand the beauty of the land. Earlier Americanpainters had mainly painted portraits. By the

John Audubon beginspublishing The Birds ofAmerica, which is highlyadmired in England.

1827

271

George Catlintravels widely topaint images ofNative Americanways of life beforethey are lost.

1830Painters of the HudsonRiver school proveAmerican landscapesare worthy of art.(Thomas Cole’sThe Oxbow, 1836)

1836

American Arts (continued)

1830s the Hudson River school had emerged.The artists of theThe artists of the Hudson River schoolHudson River school cre- cre-atedated paintings that refl ected national paintings that refl ected national prideprideand an appreciation of the American land-and an appreciation of the American land-scape.scape. They took their name from the sub-ject of many of their paintings—the HudsonRiver valley.

Landscape painter Thomas Cole was afounder of the Hudson River school. He hadmoved to the United States from Britain in1819. He soon recognized the unique quali-ties of the American landscape. As his workgained fame, he encouraged other Americanartists to show the beauty of nature. “To walkwith nature as a poet is the necessary condi-tion of a perfect artist,” Cole once said.

By the 1840s the style of American paint-ing was changing. More artists were trying tocombine images of the American landscapewith scenes from people’s daily lives. Animportant example of this style is Fur Trad-ers Descending the Missouri by George CalebBingham. This painting shows the rugged,lonely lives of traders in the West.

READING CHECK Finding Main Ideas Howdid the style of American art change to reflect theAmerican way of life in the early 1800s?

Religion and MusicThrough the early and mid-1800s, severalwaves of religious revivalism swept the UnitedStates. During periods of revivalism, meetings

were held for the purpose of reawakening reli-gious faith. These meetings sometimes lastedfor days and included large sing-alongs.

At many revival meetings people sangsongs called spirituals. Spirituals are a type offolk hymn found in both white and AfricanAmerican folk-music traditions. This typeof song developed from the practice of call-ing out text from the Bible. A leader wouldcall out the text one line at a time, and thecongregation would sing the words using afamiliar tune. Each singer added his or herown style to the tune. The congregation ofsingers sang freely as inspiration led them.

While spirituals refl ected the religiousnature of some Americans, popular folk musicof the period refl ected the unique views ofthe growing nation in a different way. One ofthe most popular songs of the era was “Hunt-ers of Kentucky,” which celebrated the Battleof New Orleans. It became an anthem for thespirit of nationalism in the United States andwas used successfully in Andrew Jackson’scampaign for the presidency in 1828.

READING CHECK Summarizing How did musicreflect American interests in the early and mid-1800s?

Architecture and EducationAmerican creativity extended to the way inwhich people designed buildings. Before theAmerican Revolution, most architects fol-lowed the style used in Great Britain. After the

272 CHAPTER 8

1828Noah Websterpublishes hisfirst dictionaryof American—not British—English.


Revolution, leaders such as Thomas Jeffersoncalled for Americans to model their architec-ture after the styles used in ancient Greece andRome. Many Americans admired the ancientcivilization of Greece and the Roman Repub-lic because they contained some of the samedemocratic and republican ideals as the newAmerican nation did.

As time went by, more architects followedJefferson’s ideas. Growing American cities soonhad distinctive new buildings designed in theGreek and Roman styles. These buildings wereusually made of marble or other stone and fea-tured large, stately columns.

Americans also embraced educationalprogress. Several early American politicalleaders expressed a belief that democracywould only succeed in a country of educatedand enlightened people. But there was nogeneral agreement on who should providethat education.

Eventually, the idea of a state-funded pub-lic school gathered support. In 1837 Massachu-setts lawmakers created a state board of educa-tion. Other states followed this example, andthe number of public schools slowly grew.

READING CHECK Identifying Points of ViewWhy did some Americans call for newarchitectural styles and more education after theAmerican Revolution?

S UMMARY AND PREVIEW As the United States grew, so did a unique national identity. In Chapter 9 you will read about the changing face of American democracy.

Reviewing Ideas, Terms, and People 1. a. Describe What topics interested American writers

in the early 1800s? b. Draw Conclusions Why is Washington Irvingconsidered an important American writer?

2. a. Identify What infl uence did Thomas Cole have onAmerican painters?

b. Describe How did American painting styles changefrom the early period to the mid-1800s?

3. a. Describe What effect did religious revivalism haveon American music?

b. Elaborate Why do you think folk songs like “Hunt-ers of Kentucky” were popular?

4. a. Identify On what historical examples did manyAmerican architects model their buildings?

b. Predict What might be some possible results of thegrowing interest in education in the United States?

Critical Thinking5. Categorizing Copy the graphic organizer below and

use it to identify the shared characteristics of the newAmerican cultural identity that emerged in the earlyand mid-1800s.

FOCUS ON WRITING

6. Identifying Values You can tell much aboutsomeone’s values by what that person makes. Forinstance, you could guess that a person who createsa collage of personal mementos for a friend’s birth-day is creative and values personal relationships. Asyou read this section, make note of what the UnitedStates created and what it valued.

Section 3 AssessmentKEYWORD: SS8 HP8

Online Quiz

ANALYZING INFORMATION

How do these artistic developments showAmericans’ increasing sense of identity?

ANALYSIS

SKILL

Writers

Painters

Music

Architecture

Religion

HSS 8.4.4

274 CHAPTER 8

from The Last of the Mohicansby James Fenimore Cooper (1789–1851)

About the Reading The Last of the Mohicans is one of fi ve novelsknown as the Leatherstocking Tales. These novels follow the life andadventures of American pioneer Natty Bumppo (also known asLeatherstocking, Hawkeye, and the Deerslayer). Bumppo is the perfectwoodsman: resourceful, honest, kind to both his friends and his enemies,but always a loner at heart.

AS YOU READ Try to imagine what Natty Bumppo looks like.

On that day, two men were lingering on the banks of a small butrapid stream . . . While one of these loiterers showed the red skinand wild accoutrements of a native of the woods, the other exhib-ited, through the mask of his rude and nearly savage equipments, thebrighter though sunburnt and long-faded complexion of one whomight claim descent from a European parentage. 1

The frame of the white man, judging by such parts as were not con-cealed by his clothes, was like that of one who had known hardshipsand exertion from his earliest youth. His person, though muscular,was rather attenuated than full; but every nerve and muscle appearedstrung and indurated by unremitted exposure and toil. He wore ahunting shirt of forest green, fringed with faded yellow, and a summercap of skins which had been shorn of their fur. He also bore a knife ina girdle of wampum, 2 like that which confined the scanty garmentsof the Indian, but no tomahawk. His moccasins were ornamented afterthe . . . fashion of the natives, while the only part of his underdresswhich appeared below the hunting frock was a pair of buckskin leg-gings that laced at the sides, and which were gartered above the kneeswith the sinews of a deer. A pouch and horn completed his personalaccoutrements, though a rifle of great length, which the theory of themore ingenious whites had taught them was the most dangerous of allfirearms, leaned against a neighboring sapling.

WORD HELPaccoutrements dress and gear

rude crude, roughattenuated made thinindurated hardenedunremitted ongoinggartered fastenedingenious clever

1 What do you learn aboutNatty Bumppo in the fi rstparagraph?

2 A “girdle of wampum”is a belt strung with beads.Wampum were used byNative Americans for bothmoney and decoration.

Make a list of the itemsBumppo wears and carries.What does each item suggestabout him?

GUIDED READING

Literature of the

American Frontier

Literature in History

HSS 8.4.4 Discuss dailylife, including traditions in art,music, and literature, of earlynational America (e.g., throughwritings by Washington Irving,James Fenimore Cooper).

ELA Reading 8.3.7 Analyzea work of literature, showinghow it refl ects heritage.

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from The Legend of Sleepy Hollowby Washington Irving (1783–1859)

About the Reading “The Legend of Sleepy Hollow” has been calledone of the fi rst American short stories. Even though it is based on an oldGerman folktale, its setting, a small village in the Hudson River valley, isAmerican through and through. Irving’s knack for capturing the look andthe feel of the region made the story instantly popular—as did the tale’seerie central character, a horseman without a head.

AS YOU READ Try to picture both the ghost and the setting.

The dominant spirit, however, that haunts this enchanted region,and seems to be commander in chief of all the powers of the air, is theapparition of a figure on horseback without a head. It is said by someto be the ghost of a Hessian trooper, 1 whose head had been carriedaway by a cannon ball, in some nameless battle during the revolution-ary war, and who is ever and anon seen by the country folk, hurryingalong in the gloom of night, as if on the wings of the wind. His hauntsare not confined to the valley, but extend at times to the adjacentroads, and especially to the vicinity of a church at no great distance.Indeed, certain of the most authentic historians of those parts, whohave been careful in collecting and collating the floating facts concern-ing this spectre, allege, that the body of the trooper having beenburied in the church yard, the ghost rides forth to the scene of battlein nightly quest of his head, 2 and that the rushing speed with whichhe sometimes passes along the hollow, like a midnight blast, is owingto his being belated, and in a hurry to get back to the church yardbefore day break.

Such is the general purport of this legendary superstition, whichhas furnished materials for many a wild story in that region of shad-ows; and the spectre is known, at all the country firesides, by the nameof The Headless Horseman of Sleepy Hollow. 3

WORD HELPdominant prevailing; rulingapparition a ghostlike form that appears suddenly

collating comparingspectre ghostallege to firmly statepurport sense; gist

1 A Hessian trooper isa German mercenarysoldier from the AmericanRevolution.

How and when is the horse-man said to have died?

2 Why does the horsemanride forth each night?

3 What is happening “at allthe country fi resides”? Whatdoes this suggest about howearly Americans entertainedthemselves?

CONNECTING LITERATURE TO HISTORY

1. Drawing Inferences The writing of theperiod refl ects a new national culture andidentity. What do these passages suggestabout the thoughts, feelings, or lives ofearly Americans?

2. Making Predictions The Last of theMohicans takes place during the Frenchand Indian War. Whose side do you think

Natty Bumppo would most likely take—thatof the French and Indians, that of theEnglish, or neither? Explain.

3. Drawing Conclusions Both of thesestories were very popular in theirtime. Why do you think these stories wereso popular? What is it about the stories thatmakes them entertaining?

GUIDED READING

Social Studies SkillsAnalysis

Critical Thinking

Define the Skill

The reasons for historical events are often complexand diffi cult to determine. An accurate understand-ing of them requires the ability to identify the cen-tral issues involved. A central issue is the main topicof concern in a discussion or dispute. In history,these issues are usually matters of public debate orconcern. They generally involve political, social,moral, economic, or territorial matters.

Being able to identify central issues lets you gobeyond what the participants in an event said andgain a more accurate understanding of it. The skillis also useful for understanding issues today, and forevaluating the statements of those involved.

Learn the Skill

In this chapter you learned about the dispute thatarose over Missouri’s admission to the Union. Yetthat was not what this controversy was really about.Recognizing the central issue in this dispute helpsyou understand why each side fought so hard overjust one state.

Use the following steps to identify central issueswhen you read about historical events.

1 Identify the main subject of the information.

2 Determine the nature and purpose of what youare reading. Is it a primary source or a secondaryone? Why has the information been provided?

3 Find the strongest or most forceful phrases orstatements in the material. These are often cluesto the issues or ideas the speaker or writer thinksmost central or important.

Identifying Central Issues4 Determine how the information might be con-

nected to the major events or controversies thatwere concerning the nation at the time.

Practice the Skill

Soon after the Missouri Compromise passed,Secretary of State John Quincy Adams wrote:

“The impression produced upon my mind by the progress

of this discussion [the dispute over Missouri] is that the

bargain between freedom and slavery contained in the

Constitution . . . is morally and politically vicious, . . . cruel and

oppressive. . . . I have favored this Missouri Compromise,

believing it to be all that can be effected [accomplished]

under the present Constitution, and from an extreme

unwillingness to put the Union at hazard [risk]. But perhaps

it would have been a . . . bolder course to have persisted in

the restriction upon Missouri till it should have terminated

[ended] in a convention of the states to . . . amend the

Constitution. This would have produced a new Union of

thirteen or fourteen states unpolluted with slavery. . . . If the

Union must be dissolved, slavery is precisely the question

upon which it ought to break. For the present, however, this

contest [issue] is laid to sleep.”Apply the steps to identifying central issues to

analyze Adams’s statement and answer the follow-ing questions.

1. About what subject was Adams writing? Whatwas his reason for making these remarks?

2. What did Adams believe was the most impor-tant issue in the dispute? What strong languagedoes he use to indicate this?

3. What evidence suggests Adams did not thinkthe breakup of the Union the central issue?

276 CHAPTER 8

Participation Study

HI1 Students explain the central issues of the past.

8

Reviewing Vocabulary, Terms, and PeopleMatch the word in the left column with the correct defi nition in the right column.

1. American System

2. George Caleb Bingham

3. Simon Bolívar

4. Henry Clay

5. Erie Canal

6. Hudson River school

7. James Monroe

8. Monroe Doctrine

9. nationalism

10. Rush-Bagot Agreement

a. an agreement that limited naval power on the Great Lakes for both the United States and British Canada

b. American artist known for his focus on the American land-scape and people

c. sense of pride and devotion to a nation

d. a group of American artists in the mid-1800s who focused on the American landscape

e. a leader of independence movements in Latin America, known as the Liberator

f. the plan to raise tariffs in order to finance internal improve-ments such as roads and canals

g. president who promoted the acquisition of Florida, closer ties to Latin America, and presided during the Era of Good Feelings

h. project that connected the Hudson River to Lake Erie and improved trade and transportation

i. representative from Kentucky who promoted improvements in transportation and the Missouri Compromise

j. U.S. declaration that any attempt by a foreign nation to estab-lish colonies in the Americas would be viewed as a hostile act


Standards ReviewCHAPTER

Use the visual summary below to help you review the main ideas of the chapter.

Visual Summary

Sectionalism• Opposition to American System• Spread of slavery • Missouri Compromise

Nationalism• New territory gained • Era of Good Feelings• Monroe Doctrine • American culture• American System

Comprehension andCritical ThinkingSECTION 1 (Pages 260–263)

11. a. Identify What were the four main points ofthe Monroe Doctrine?

b. Draw Conclusions How did the United Statescompromise in its disputes with British Canada?

c. Evaluate Which of the issues that the UnitedStates faced with foreign nations do you thinkwas most important? Why?

SECTION 2 (Pages 264–267)

12. a. Recall What developments helped strengthennational unity in this period?

b. Analyze How was the disagreement overMissouri’s statehood an example of sectionalism?How was the disagreement resolved?

c. Predict What effect might the election of1824 have on national unity? Why?

SECTION 3 (Pages 270–273)

13. a. Describe How did popular music show theinterests of Americans in the early 1800s?

b. Make Inferences Why do you think newAmerican styles of art and literature emerged?

c. Elaborate Which element of American cultureof the early 1800s do you find most appealing?Why?

Reviewing Themes 14. Politics How did the relations of the United

States with foreign nations lead to a rise innationalism?

15. Society and Culture What led to the creation ofa uniquely American culture?

Using the Internet KEYWORD: SS8 US8

16. Activity: Researching In this chapter, youlearned about the development of a new,creative spirit in American arts. Artists createdworks that featured American scenes and char-acters. Enter the activity keyword and researchthe development of American culture in art andliterature. Then create a visual display.

Reading SkillsUnderstanding Semantic Slanting Use the ReadingSkills taught in this chapter to answer the question aboutthe reading selection below.

When the House chose John Quincy Adamsas president, Jackson’s supporters claimed thatAdams had made a corrupt bargain with HenryClay. These accusations grew after Adams choseClay to be secretary of state. (p. 267)

17. Which of the following used a slanted defini-tion, according to the above selection?

a. Andrew Jackson c. Henry Clay

b. supporters of Jackson d. John Quincy Adams

Social Studies SkillsIdentifying Central Issues Use the Social Studies Skillstaught in this chapter to answer the question about thereading selection below.

[Henry Clay] developed a plan that came to beknown as the American System—a series of mea-sures intended to make the United States eco-nomically self-sufficient. To build the economy,he pushed for a national bank that would providea single currency, making interstate trade easier.Clay wanted the money from a protective tariffto be used to improve roads and canals. (p. 264)

18. Which of the following is the central issueaddressed by the American System?

a. economic unity

b. protective tariff

c. national bank

d. improving roads and canals

FOCUS ON WRITING

19. Writing a Character Sketch Write a paragraphdescribing your overall impression of the nation’scharacter. Write one sentence describing each ofthese aspects of the United States: its relationshipswith others, its feelings about itself, and its values.

278 CHAPTER 8

HSS 8.4.1, 8.5.2

HSS 8.4.1, 8.6.2

HSS 8.4.4

0 300 600 M iles

0 300 600 Kilometers

N

S

WE

W

X

Y

Z

Gulf ofMexico

ATLANTICOCEAN

0 300 600 Miles

0 300 600 Kilometers


DIRECTIONS: Read each question and write theletter of the best response. Use the map below toanswer question 1.

!

The present-day state that became part ofthe United States in the Adams-Onís Treatyof 1819 is shown on the map by the letterA W.

B X.

C Y.

D Z.

@ The principle that European nations couldestablish no more colonies in North andSouth America was set forth in theA Missouri Compromise.

B Rush-Bagot Agreement.

C Monroe Doctrine.

D Convention of 1818.

# The Missouri Compromise had a signifi canteffect on the United States because itA established the present border with Canada.

B prohibited slavery north of Missouri’s southernborder.

C led to the expansion of roads and canals.

D settled confl icts between Native Americans inthe West and the federal government.

$ Greek- and Roman-style architecturebecame common in the United States in theearly 1800s because ofA the popularity of President George Washington,

who liked the building style.

B Americans’ admiration for the ideals of Greekdemocracy and republicanism.

C the nation’s desire to build as strong a militaryas the Greeks and Romans had.

D Americans’ great feeling of nationalism after theWar of 1812.

% Which painting would have been typical ofan artist of the Hudson River school in the1830s and 1840s?A a portrait of a famous American

B a Native American hunting game

C a portrait of an ancient Greek or Romanlawmaker

D a scene showing America’s natural beauty

Connecting with Past Learning

^ Which person that you learned about inGrade 7 made a contribution to his or hersociety similar to James Fenimore Cooper’scontribution to American society?A Constantine

B Lady Murasaki Shikibu

C Mansa Musa

D Confucius

Standards Assessment

chapter 1812–1830 a new national identity

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