CHAPTER NINEAN AGRARIAN REPUBLIC, 1790–1824

CHAPTER OVERVIEWThis chapter covers the growth of a mostly agrarian United States in terms of a developingeconomy, territorial expansion, and restatement of unity in a minor war. In each case, however,regional conflicts appeared in spite of an “Era of Good Feelings” and successful diplomaticsettlements. The slavery issue returned with the lines drawn in Missouri, but conflict wasaverted with the Missouri Compromise.

CHAPTER OBJECTIVESAfter reading this chapter and applying the study methods recommended, students should beable to:

1. Discuss the collision of cultures using Lewis and Clark’s meetings with the Mandans asyour example.

2. Outline the communities on the Pacific and Atlantic coasts in the 1800s.3. Describe the national economy in this era and the continued development of it.4. Trace America’s struggle with neutrality with England and France and the outbreak and

outcome of the War of 1812.5. Summarize the foreign policy achievements of the Jeffersonians in expanding the Ameri-

can territory and establishing American policies with the Indians, with South America,and with Europe.

6. Describe the growth of religion in this era.7. Explain the issues behind the Missouri Compromise.8. (Making Connections) Compare the first Great Awakening to the second one.

CRITICAL THINKING/READING SKILLS

AMERICAN COMMUNITIES: American Expansion Touches Mandan Villages in the UpperMissouri. Who were the Mandans and what type of community did they have? What was thenature of the encounter between them and the Americans? What did the Mandans hope togain, the Americans?

THE GROWTH OF AMERICAN COMMUNITIES FROM COAST TO COAST: What wereAmerican communities like at this point? What was travel like and how long did it take?What was the population growth from 1790 to 1800? What other European settlements werethere? How did they compare in size to the Americans?

Russian America—Sitka: Why did the Russians expand into Alaska? How did they inter-act with the Indian population? Why did Spain move further north and which other Euro-peans did they clash with?

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A French Legacy—New Orleans and St. Louis: What made New Orleans and St. Louisdistinctive communities? How significant were those cities to Americans?

Trans-Appalachia—Cincinnati: What was the significance of Cincinnati as a city? Whatvarious river systems were important to its expansion? To what extent did Americansmigrate and what was its nature? What was the connection between Cincinnati and NewOrleans?

Atlantic Ports—Charleston to Boston: What were the most significant American ports onthe Atlantic in 1800? What was the distinctive urban and commercial character of each?What percent of the nation’s population lived in cities?

A NATIONAL ECONOMY: What was the national economy of the U.S. based on? Whatregional distinctions developed?

The Economy of the Young Republic: What type of economy characterized the youngrepublic? How was this reflected in the census of 1800? What traditions did most farmfamilies follow? What regional differences were there? What types of trade were there andwhat was the growing importance of cotton?

Shipping and Economic Boom: How was the U.S. shipping tied to an economic boom?How were urban areas affected? What were the statistics of this growth? What othercommercial ventures developed as a result? What general effects did this have on the U.S.?

THE JEFFERSONIAN PRESIDENCY: Who were the Jeffersonians and what problems andsuccesses did they have in their administrations? What was symbolic about the transition,especially Jefferson’s inauguration and presidency?

Republican Agrarianism: What were the basic views of Jefferson and what experiences,events, and writings inspired his views? What were the negative aspects of Jefferson’sexpanding agrarian republic?

Jefferson’s Government: How did Jefferson try to carry out his ideas of government?What did he achieve?

An Independent Judiciary: How did an independent judiciary emerge from a Federalistconflict with Jefferson?

Opportunity: The Louisiana Purchase: What were the circumstances behind the U.S.opportunity to buy Louisiana Territory? How did it change the size of the United States?How did various sections of the country react?

Incorporating Louisiana: What issues were involved incorporating Louisiana? Who wasWilliam Claiborne and how did he achieve combining two different communities? Whenwas Louisiana made a state?

Texas and the Struggle for Mexican Independence: What events in Europe affectedMexico and Texas?

RENEWED IMPERIAL RIVALRY IN NORTH AMERICA: Why did imperial rivalry renewitself? What empires were involved?

Problems with Neutral Rights: What was the source of the neutral rights problem andhow did Jefferson try to deal with it? What was the impressment issue and how extensivewas it?

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The Embargo Act: What was the Embargo Act and what circumstances prompted it? Whatdisadvantage did the U.S. have in challenging the British on this issue? What were theresults?

Madison and the Failure of “Peaceable Coercion:” How did Madison continue to try“peaceable coercion?” Why did the Federalists gain in the election of 1808? Whathappened to the Embargo Act and other attempts to deal with British and French viola-tions of neutrality?

A Contradictory Indian Policy: What was the Indian policy and what was contradictoryabout it? What Indian groups were being dealt with? What were the effects on Indiancommunities? What were Jefferson’s views about the Indians? What plans of Jeffersonweakened the Indians? What survival strategies did Indians try to enact?

Indian Resistance: Where was the resistance and what group was involved? How did theytry to resist American settlers’ intrusion? What were the roles and views of Black Hoof,Tecumseh, and Tenskwatawa? How were these views received?

THE WAR OF 1812: What were the immediate and general causes of the War of 1812? Whatwere the results?

The War Hawks: Who were the War Hawks and what area did they represent? What werethe views of the War Hawks? How did the vote on Madison’s war declaration showsectionalism? What were America’s disadvantages?

The Campaigns Against Canada: Why did Americans attack Canada? Why did the inva-sion fail? What effect did it have on Canada?

War in the South: How did the war develop in the South? What groups were involved?What goals were achieved and which ones were not?

The Naval War: What was the nature and outcome of the naval war?

The Hartford Convention: What was The Hartford Convention? What grievances wereaired?

The Treaty of Ghent: What were the terms of the treaty? What effect did the war have onAmerican morale and British attitude? Why was the war also dangerous to unity? Whowere the major losers?

DEFINING THE BOUNDARIES: How did the boundaries of the U.S. expand and becomemore defined at the same time? In what ways did the American communities move westward?How did expansion also bring a boundary definition over slavery and potential division?

Another Westward Surge: What areas were included in the surge westward and whataccounted for the move? How had the population distributed itself from 1790 to 1820?What were the major routes and what effect did this have on cultures transferring West?

The Second Great Awakening on the Frontier: What was the Second Great Awakeningand how did it help national unity? What groups participated and where was it thestrongest? What effect did it have on denominations? Who made up the majority of churchmembers?

The Election of 1816 and the Era of Good Feelings: What were the results of the electionand how did Monroe encourage the Era of Good Feelings? What type of transitions tookplace in this period? How did both Madison and Monroe break with Jeffersonianism?What issues surrounded internal improvements?

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The Diplomacy of John Quincy Adams: What achievements were gained via diplomacyof John Quincy Adams? What were the issues behind the development of the MonroeDoctrine? Why was it successful?

The Panic of 1819: What were the causes and the outcome of the panic of 1819? What were“stay laws?” Who did Western farmers blame for their problems? How did urban workersfare? How did Southern planters react? What did the panic symbolize?

The Missouri Compromise: Why did proposed entry of Missouri as a state provoke aneed for compromise? What issues were raised? What were the terms of compromise andwho played a major role in achieving it?

CONCLUSION: What helped shape American unity?

KEY TERMS/VOCABULARYIdentify the following terms:

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1. Alaska2. Vitus Bering3. Aleuts4. Gregory Shelikhov5. Kodiak6. Nootka Sound7. Jean Baptiste le Moyene8. polygot9. Pinckney Treaty, 1795

10. Kentucky & Tennessee11. “Queen City of the West”12. Battle of Fallen Timbers13. City of Brotherly Love14. barter15. cotton gin16. urbanization17. Robert Morris18. Robert Gray19. clipper ship20. Federal City21. Virginia Dynasty22. agrarian republic23. Thomas Malthus24. Louisiana Purchase25. Pierre L’Enfant26. Judiciary Act27. Marbury v. Madison28. John Marshall29. Napoleon30. Battle of Waterloo

31. Toussaint L’Ouverture32. Louisiana Purchase33. Meriwether Lewis34. William Clark35. Sacajawea36. Sioux37. matrilineal clans38. William Claiborne39. Father Miguel Hidalgo40. Father Jose Maria Morelos41. Bernardo Gutierrez42. Election of 180443. impressments44. Leopard45. Chesapeake46. Non-Importation Act,

180647. Embargo Act, 180748. Election of 180849. James Madison50. Non-Intercourse Act, 180951. Macon’s Bill No. 2, 181052. Five Civilized Tribes53. Indian Policy54. Indian Intercourse Act of

179055. Little Turtle56. Black Hoof57. Tecumseh58. William H. Harrison

59. The Prophet60. Treaty of Ft. Wayne61. war Hawk62. General William Hull63. Captain Oliver Perry64. Red Sticks65. Andrew Jackson66. Washington, D.C.67. Ft. McHenry68. Hartford Convention69. Treaty of Ghent70. Treaty of Fort Jackson,

181471. Lake Erie72. National Road73. Wilderness Road74. Federal Road75. Second Great Awakening76. Election of 181677. John Quincy Adams78. American System79. Tariff of 181680. Rush-Bagot Treaty81. Convention of 181882. Adams-Onis Treaty83. Monroe Doctrine84. Panic of 191985. Missouri Compromise86. James Tailmadge87. Henry Clay

STUDY SKILLS ACTIVITIES

1. Louisiana Purchase: The significance of the Louisiana Purchase is dominant in severalissues of the era. Have students discuss President Jefferson’s evolving political philosophy.Before his presidency he was a “strict constructionist or constitutionalist.” Define the term.Then discuss Jefferson’s altered thinking at the time of the Louisiana Purchase to a “looseconstructionist or constitutionalist.” Include the map skills/critical viewing in discussingthe significance of the Purchase.

2. Compare and Contrast/Cooperative Learning: Ask students to read History and the Land inChapter Nine. Divide students into teams and have them compare and contrast the differ-ences in the perspectives of an American settler migrating into the Louisiana Purchase andthat of Tecumseh. What was the United States, Indian Policy in the early 1800s?

3. Essay Writing: Have students complete the chart concerning the First and Second GreatAwakening (p. 127). Which elements were the same? How were they different? A practiceessay-writing skill activity is provided at the end of the chart.

4. Biography Assignment: Select a biography of someone of interest to you from the periodof Discovery through Reconstruction. Read the directions on page 127. Remember that abook review requires you to interpret, critically analyze, and evaluate the contents of thebook.

5. Essay Skills: Document-Based Writing. Use the prompt provided at the end of ChapterNine. Make certain that students understand the need to develop a clear definition of“agrarian republicanism” within the essay. Possibly, the student could start the essay witha definition and then proceed to explain how the factors selected by the studentcontributed to changes in that concept or threatened its survival. A short class discussionprior to writing the essay will clarify ideas for the student. Make certain the studentsunderstand that they must cover all aspects of the question. Students must analyze,synthesize, and evaluate.

6. Star-Spangled Banner: As an enrichment exercise, have students memorize two to fourverses of The Star-Spangled Banner (see p. 128).

7. Supreme Court Cases: Two important cases are included in Chapter Nine, Marbury v.Madison and McCulloch v. Maryland. Use the information sheets on pp. 129–130 to explainthe cases, their significance, and contribution to United States’ history. Discuss how thesecases contributed to the “checks and balances” in the Constitution.

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The First and Second Great Awakening

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Elements of the movements First Great Awakening Second Great Awakening

Using the chart above, write a thesis paragraph and make an outline of an essay answeringthis question.

Analyze the relative importance of the following factors in contributing to the First andSecond Great Awakenings in the United States:

Political implications of the movements

The movements as the second phase of the Protestant Reformation

The Great Awakening movements as a part of new American expansion

Book Review of an American Biography

Select a biography of someone who is of interest to you from the period of Discovery throughReconstruction. A book review requires you to interpret, critically analyze, and evaluate thecontents of the book. Examples of book reviews can be found in the entertainment or arts sectionof the Sunday edition of the newspapers. A book review is composed of four basic parts.

1. A brief summary of the book’s contents.2. Identification of the method of treatment, e.g., thematic or chronological, popular or schol-

arly writing style.3. Critical analysis, which includes a statement of the author’s biases and position, and how

well and by what means this position is supported.4. The reader’s personal reflections, e.g., what impact that book had on the reader and how

it confirmed or changed the reader’s thinking about the subject.

Be prepared to give the title, author, and subject of your selected book and SHOW your

teacher the book by ___________________________________________. The book review is due

____________________________ . Try to limit the length of the review to two double-spaced

typed pages.

The Star-Spangled Banner, 1814

American lawyer Francis Scott Key wrote the poem “The Star-Spangled Banner” during the War of1812 against the British. The British had sacked the Capitol, and burned the White House and theLibrary of Congress before being forced to retreat to Baltimore in August 1814. Key was inspired towrite the verse as he watched the British fleet conduct an all-night bombardment of an Americanstronghold at Fort McHenry. “The Star-Spangled Banner” was officially approved as the nationalanthem of the United States in 1931.

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IOh, say can you see by the dawn’s early light,What so proudly we hailed by the twilight’s

last gleaming,Whose broad stripes and bright stars through

the perilous fight,O’er the ramparts we watched were so

gallantly streaming?And the rockets’ red glare, the bombs burst-

ing in air,Gave proof through the night that our flag

was still there.Oh, say, does that star-spangled banner yet

waveO’er the land of the free, and the home of the

brave?

IIOn the shore, dimly seen through the mists of

the deep,Where the foe’s haughty host in dread silence

reposes,What is that which the breeze, o’er the tower-

ing steep,As it fitfully blows, half conceals, half

discloses?Now it catches the gleam of the morning’s

first beam,In full glory reflected now shines in the

stream:Tis the star-spangled banner; oh, long may it

waveO’er the land of the free, and the home of the

brave!

IIIAnd where is that band who so vauntingly

sworeThat the havoc of war and the battle’s confu-

sionA home and a country should leave us no

more?Their blood has washed out their foul foot-

steps’ pollution.No refuge could save the hireling and slaveFrom the terror of flight, or the gloom of the

grave:And the star-spangled banner in triumph

doth waveO’er the land of the free, and the home of the

brave!

IVOh! thus be it ever, when freemen shall standBetween their loved home and the war’s

desolation!Blest with victory and peace, may the heaven,

rescued landPraise the Power that hath made and

preserved us a nation!Then conquer we must, when our cause it is

just,And this be our motto: “In God is our trust.”And the star-spangled banner in triumph

shall wave,O’er the land of the free, and the home of the

brave!

SUPREME COURT CASES

Marbury v. Madison (1803)

(An excerpt from the Supreme Court decision is found in the Documents Set, Vol. 1)

The Case: President John Adams, after losing his re-election bid to Thomas Jefferson,persuaded the lame-duck Federalist controlled Congress to pass the Judiciary Act of 1801. Theact created several new positions as federal judges, which Adams and the Federalists filledwith people who would be opposed to the policies of the in-coming Republican administra-tion. Adams appointed thirty-nine new judges. His Secretary of State failed to deliver all thecommissions, a legal document that authorizes a person to perform official duties, before leav-ing office. Three new justices of the peace, the “midnight judges,” never received theircommissions. One of the commissions was to go to William Marbury.

When Thomas Jefferson assumed the presidency in March 1801 he learned of Adams’attempt to pack the court and discovered that the remaining commissions had not been deliv-ered. Jefferson instructed his Secretary of State, James Madison to refuse the appointments.One of those refused was William Marbury. In 1803 Marbury went to the Supreme Court in anattempt to gain his position. He wanted the Court to issue a writ of mandamus, a document thatmandates, or requires a public official to perform certain duties. The new Chief Justice, JohnMarshall, had been the Secretary of State who failed to deliver Marbury’s commission.

Significance: In the first part of his ruling, Marshall stated that Marbury had a right to hiscommission. But more important Marshall explained that the Judiciary Act of 1789 by whichCongress gave the Supreme Court the power to issue a writ granting Marbury his commissionwas unconstitutional. In Marshall’s opinion, Congress could not give the Court such a power,only the Constitution could and since the Constitution said nothing about the Supreme Courthaving the power to issue a writ of mandamus, it could not. The Supreme Court could not forceJefferson and Madison to appoint Marbury because it did not have the power to do so.

Chief Justice Marshall’s ruling interpreted the Constitution to mean that the SupremeCourt had the power of judicial review. That is, the Court had the right to review acts ofCongress and the President. If the Court found that a law was unconstitutional, it could over-rule the law. Marshall argued that the constitution is the “supreme law of the land” and thatthe Supreme Court has the final say over the meaning of the Constitution.

Several years later the Supreme Court extended the principle of judicial review to acts ofstate legislatures in Fletcher v. Peck and then to state court decisions in Cohens v. Virginia.

McCulloch v. Maryland (1819)*

The Case: The Supreme Court was called upon to settle a dispute between a national and astate law in 1819. Congress had chartered the Second Bank of the United States in 1816. Thestates were unhappy with the federal bank, and believed its tight credit policies hadcontributed to a depression. Many states tried to force the bank out of business by prohibitingthe bank from operating within the states or by taxing the bank. In 1818, the Maryland legisla-ture passed a law that placed a high tax on the operations of the Bank. When the Federalbank’s Baltimore cashier, James W. McCulloch, refused to pay the state tax, the case went tothe courts. At issue was the state’s right to tax an arm of the Federal Government and

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*An excerpt from the Supreme Court decision is found in the Documents Set, Volume 1.

Congress’s right to establish a bank when such legislation had no specific constitutionalauthorization. After Maryland state courts ruled against McCulloch, he appealed to the UnitedStates Supreme Court.

Significance: Chief Justice John Marshall wrote the unanimous decision in 1819. Marshall heldthat Congress’s constitutional authority to coin money implied the power to establish a bank.The Constitution gave Congress the authority to make all laws “necessary and proper” some-times referred to as the “elastic clause.” He thus gave support to the issue of Congress’implied powers under the Constitution. Maryland could not tax the bank, which was anagency of the Federal Government.

CRITICAL THINKING:

How did Supreme Court decisions in Marbury v. Madison and McCulloch v. Maryland affect the“checks and balances” written in the Constitution?

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MAP SKILLS/CRITICAL VIEWING ACTIVITIES

1. America in 1800a. What European powers held land surrounding the United States?b. Which areas are the most non-Indian settled areas?c. What areas are most heavily forested?d. Locate: Quebec, Montreal, Boston, New York, Philadelphia, Charleston, St. Augustine,

New Orleans, St. Louis, Detroit, Santa Fe, San Diego, Los Angeles, San Francisco

2. American Export Trade, 1790–1815a. From the reading, what is a reexported good?b. Why did reexports surge when Britain and France were at war?c. What did peace do to American trade?d. What did the Embargo of 1807 do to trade?

3. Louisiana Purchasea. What area was acquired in the Louisiana Purchase?b. Use the map “Exploring the Louisiana Purchase” (p. 133)

i. Indicate the route of Lewis and Clarkii. Label the states that existed at the time of the purchase

iii. identify the future states of the U.S. in the Purchase area

4. The War of 1812a. What boundary areas were defined as a result of this war?b. What areas did the British blockade?c. Where did most of the fighting take place?d. Use the map “The War of 1812” (p. 134). Locate: York (Toronto), Detroit, Put-in-Bay,

Thames River, Tippecanoe, Ft. McHenry (Baltimore), Washington, D.C., HorseshoeBend, Fort Mims, New Orleans

5. Spread of Settlement: westward Surge, 1800–1820a. What fraction of the nation’s population moved west of the Appalachians?b. Compare to the map Major Migration Routes.

6. Major Migration Routes: 1800–1820a. What were the major routes westward?b. What direction were these routes?c. What cultured effect did this have?d. Identify major rivers and roads.

7. Western Land Salesa. What conclusions can be drawn from the amount of land sales in the West?

8. John Quincy Adams’s Border Treatiesa. What areas did the Rush-Bagot Treaty affect?b. What areas did the Conventions of 1818 and 1824, and the Adams-Onis Treaty affect?c. Be able to list the terms of each agreement.

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9. The Missouri Compromisea. What were the terms of the Missouri Compromise shown here?b. Before the Compromise, what was the free/slaveholding states’ dividing line?c. What was the line west of the Mississippi?d. What effect did the Missouri Compromise have on the size of free and slave territory in

the Louisiana Purchase?e. How long did the compromise last?f. Use the map “The Missouri Compromise, 1820.” (p. 135). Label all the states and terri-

tories of the United States in 1820.

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Exploring the Louisiana Purchase

133

The War of 1812

134

Ohio R .

A T L A N T I C

O C E A N

G U L F O F M E X I C O

B R I T I S H N O R T H A M E R I C A

SPANISHFLORIDA

NEWYORK

MAINE(part of Massachusetts)

VERMONT

NEW HAMPSHIRE

MASSACHUSETTSRHODE ISLAND

CONNECTICUTNEW JERSEY

DELAWARE

VIRGINIA

OHIOINDIANATERRITORY

MICHIGANTERRITORYILLINOIS

TERRITORY

PENNSYLVANIA

NORTHCAROLINA

SOUTHCAROLINA

GEORGIA

TENNESSEE

KENTUCKY

LOUISIANA

MARYLAND

MISSISSIPPITERRITORY

Mississippi

R.

American victories

British victories

Indian battles

American offensives

British offensives

British naval blockade

St. Lawrence R.

LakeMichigan

Lake Supe r i or

L a k e E r i e

NiagaraFalls

LakeHuron

FortWayne

The Missouri Compromise, 1820

135

Mis

sour

i Com

prom

ise

Lin

e 36

° 30

'

READING QUIZ

MULTIPLE CHOICE:

1. The Mandan villages on the Missouri visited by Louis and Clark werea. central marketplaces of the Northern Plains.b. hardly affected by European goods.c. an isolated noncommunal people.d. hostile to them because Clark befriended the Sioux.

2. The presence of Sacajawea illustrated that Lewis and Clark’s expeditiona. was actually a war party.b. depended greatly on Indian knowledge for success.c. brought disease and devastation to the Mandans and others.d. had allied with the Shoshoni and other tribes.

3. The Russian attraction to North America was motivated bya. the desire for gold. c. the fur trade.b. fishing and whaling. d. a North Pacific base against Japan.

4. Of the settlements of the other European powers in 1800, the one most crucial to Americantrade was:a. Sitka c. Los Angelesb. New Orleans d. Quebec

5. Which one of the following cities was NOT a chief Atlantic port and urban center in 1800?a. Philadelphia c. Newportb. Charleston d. Baltimore

6. In 1800, the United States economy and population was predominantlya. agricultural and rural. c. product exporter.b. commercial and urban. d. industrialized.

7. In Marbury v. Madison, Chief Justice John Marshall established the principle thata. only the federal judiciary could decide what was constitutional.b. interstate commerce could only be regulated by the national government.c. a president can exercise executive privilege in foreign policy.d. Indians can have redress in the federal courts.

8. One of the major issues between the U.S. and England was impressment. This meant theBritish werea. imposing outrageous tariffs on American products.b. keeping posts in the Great Lakes in violation of the 1783 Treaty of Paris.c. seizing American ships and cargo for France and keeping them in port.d. removing Americans from ships and into British naval service.

9. William Claiborne, Governor of the lower Louisiana Territory,a. tried to obliterate the French culture of New Orleans.b. threatened to secede and join the Spanish.c. preserved French culture and institutions.d. tried to get Texas added to Louisiana.

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10. Tenskwatawa, the Prophet, argued that Indians would survive best if theya. avoided Americans and return to their traditional ways.b. joined with sympathetic missionaries and convert to Christianity.c. turned into yeoman farmers and assimilate.d. allied into a confederacy and destroy the Americans.

11. If you were a War Hawk, you were most likely to bea. Republican from the South and West.b. New England merchant.c. Indian of the Northwest Confederacy.d. commercial farmer in the Chesapeake.

12. Which one of the following is NOT true of the presidential election of 1816?a. Monroe, last of the Virginia dynasty, was elected.b. It was the last one in which the Federalists had a candidate.c. An “Era of Good Feelings” was the new mood.d. Jeffersonian economic policy was continued.

13. Which one of the following was NOT a major migration route up to the 1820s?a. New York turnpikes to Lake Erie and to Northern Ohiob. Pennsylvania turnpikes to the Ohio Riverc. Wilderness Road through Cumberland Gap to Kentuckyd. Great Lakes to Northern Illinois

14. This area was gained by the Adams-Onis Treaty:a. Oregon c. Maineb. Alta California d. Florida

15. The bold policy statement called the Monroe Doctrine essentially told Europeans to stayout ofa. North America. c. the Western Hemisphere.b. Atlantic trade. d. Oregon country.

16. Which one of the following is the RESULT of the other three?a. stay laws c. land speculationb. panic of 1819 d. bank foreclosures

17. Missouri was to slave states as this state was to free states.a. Kentucky c. Maineb. Illinois d. Louisiana

CHRONOLOGY AND MAP QUESTIONS:

18. Which one of the following lists the event in chronological order?(1) Battle of Tippecanoe (3) Lewis and Clark expedition begins(2) Battle of New Orleans (4) Monroe Doctrine

a. 4,1,3,2 c. 3,4,2,1b. 3,1,2,4 d. 2,1,3,4

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19. Which one of the following lists the states in correct sequence of admission?a. Louisiana, Indiana, Alabama, Maineb. Maine, Indiana, Louisiana, Alabamac. Louisiana, Alabama, Indiana, Mained. Indiana, Louisiana, Alabama, Maine

20. Both the Hartford Convention and the Treaty of Ghent occurred ina. 1812. c. 1814.b. 1813. d. 1815.

21. The Lewis and Clark Expedition followed this river for much of the time:a. Rio Grande c. Coloradob. St. Lawrence d. Missouri

22. Much of the fighting in the War of 1812 took placea. in Kentucky and Tennessee.b. on the high seas, especially the Caribbean.c. on the American-Canadian border.d. in the Louisiana Purchase.

23. Which one of the following would NOT be true of major migration routes from 1800 to 1820?a. lateral c. to the westb. coastal d. heavy use of rivers

SHORT ESSAY:

24. Discuss the role Atlantic ports played in the U.S. economy.25. How did Jefferson’s experiences in Paris influence his view of industrial society?26. What did Jefferson hope to accomplish through the Embargo Act? What did he accomplish?27. What were the long term effects of the War of 1812?

EXTENDED ESSAY:

28. Why did the Louisiana Purchase run counter to Jefferson’s beliefs about his role as president?29. Analyze the decision in Marbury vs. Madison and its effects.30. Analyze the relationships between the U.S. and the Indians and the U.S. and Canada after

the War of 1812.

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