Chapter 11 Planning Guide

Transcription

1 Chapter 11 Planning Guide Expanding West Chapter Overview Reproducible Resources Technology Resources CHAPTER 11 PLANNING GUIDE CHAPTER 11 pp Overview: In this chapter, students will examine the movement of Americans to the West and the expansion of U.S. influence in Texas and California. Section 1: Trails to the West The Big Idea: The American West attracted a variety of settlers. Section 2: The Texas Revolution The Big Idea: In 1836, Texas gained its independence from Mexico. Section 3: The Mexican-American War The Big Idea: The ideals of manifest destiny and the outcome of the Mexican-American War led to U.S. expansion to the Pacific Ocean. Differentiated Instruction Teacher Management System:* Instructional Pacing Guides Lesson Plans for Differentiated Instruction Interactive Reader and Study Guide: Chapter Graphic Organizer* Chapter Resource File:* Focus on Writing Activity: Outline for a Documentary Film Social Studies Skills Activity: Interpreting Maps: Expansion Chapter Review Activity Differentiated Instruction Teacher Management System: Section 1 Lesson Plan* Interactive Reader and Study Guide: Section 1 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 1 Biography Activity: James P. Beckwourth Differentiated Instruction Teacher Management System: Section 2 Lesson Plan* Interactive Reader and Study Guide: Section 2 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 2 Interdisciplinary Project: Share the Westward Adventure Biography Activity: Lorenzo de Zavala Differentiated Instruction Teacher Management System: Section 3 Lesson Plan* Interactive Reader and Study Guide: Section 3 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 3 History and Geography Activity: Spanish Missions in California Primary Source Activities: From the Journal of Junípero Serra; A Mexican Views the War Power Presentations with Video CD-ROM Differentiated Instruction Modified Worksheets and Tests CD-ROM Primary Source Library CD-ROM for United States History Interactive Skills Tutor CD-ROM Student Edition on Audio CD Program History s Impact: United States History Video Program (VHS/DVD): The Impact of the California Gold Rush* Daily Bellringer Transparency: Section 1* Map Transparency: Trails Leading West* Daily Bellringer Transparency: Section 2* Map Transparency: The Texas Revolution* Internet Activity: Texas Revolution Ballad Daily Bellringer Transparency: Section 3* Map Transparency: Mexican-American War, * Internet Activity: Spanish Missions Section 4: The California Gold Rush The Big Idea: The California gold rush changed the future of the West. Differentiated Instruction Teacher Management System: Section 4 Lesson Plan* Interactive Reader and Study Guide: Section 4 Summary* Chapter Resource File:* Vocabulary Builder Activity, Section 4 Literature: New Orleans to San Francisco in 49 Biography Activities: Bridget Biddy Mason; Levi Strauss Primary Source Activity: Family Letters During the California Gold Rush Daily Bellringer Transparency: Section 4* Quick Facts Transparency: Westward Movement in the United States* 341a TEACHER S EDITION

2 SE Student Edition Print Resource Audio CD TE Teacher s Edition Transparency CD-ROM go.hrw.com Learning Styles Video OSP Teacher s One-Stop Planner * also on One-Stop Planner Review, Assessment, Intervention Quick Facts Transparency: Expanding West Visual Summary* Spanish Chapter Summaries Audio CD Program Progress Assessment Support System (PASS): Chapter Test* Differentiated Instruction Modified Worksheets and Tests CD-ROM: Modified Chapter Test OSP Teacher s One-Stop Planner: ExamView Test Generator (English/Spanish) Alternative Assessment Handbook PASS: Section 1 Quiz* Online Quiz: Section 1 Alternative Assessment Handbook PASS: Section 2 Quiz* Online Quiz: Section 2 Alternative Assessment Handbook PASS: Section 3 Quiz* Online Quiz: Section 3 Alternative Assessment Handbook Power Presentations with Video CD-ROM Power Presentations with Video are visual presentations of each chapter s main ideas. Presentations can be customized by including Quick Facts charts, images from the text, and video clips. Constitution Study Guide Supreme Court Case Studies Document-Based Questions Interactive Multimedia Activities HOLT History s Impact United States History Video Program (VHS/DVD) The Impact of the California Gold Rush Suggested use: as a chapter introduction Developed by the Division for Public Education of the American Bar Association, these materials are part of the Democracy and Civic Education Resources. Teacher Resources KEYWORD: SR8 TEACHER Student Resources KEYWORD: SR8 US11 Current Events Chapter-based Internet Activities and more! CHAPTER 11 PLANNING GUIDE PASS: Section 4 Quiz* Online Quiz: Section 4 Alternative Assessment Handbook Holt Interactive Online Student Edition Complete online support for interactivity, assessment, and reporting Interactive Maps and Notebook Standardized Test Prep Homework Practice and Research Activities Online EXPANDING WEST 341b

3 Differentiating Instruction How do I address the needs of varied learners? The Target Resource acts as your primary strategy for differentiated instruction. ENGLISH-LANGUAGE LEARNERS & STRUGGLING READERS TARGET RESOURCE English-Language Learner Strategies and Activities Build Academic Vocabulary Develop Oral and Written Language Structures Spanish Resources Spanish Chapter Summaries Audio CD Program Teacher s One-Stop Planner: ExamView Test Generator, Spanish PuzzlePro, Spanish SPECIAL NEEDS LEARNERS TARGET RESOURCE Differentiated Instruction Modified Worksheets and Tests CD-ROM Vocabulary Flash Cards Modified Vocabulary Builder Activities Modified Chapter Review Activity Modified Chapter Test Additional Resources Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Chapter Resources: Vocabulary Builder Activities Social Studies Skills Activity: Interpreting Maps: Expansion Quick Facts Transparencies: Westward Movement in the United States Expanding West Visual Summary Student Edition on Audio CD Program Online Chapter Summaries in Six Languages Interactive Skills Tutor CD-ROM Additional Resources Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Interactive Reader and Study Guide Social Studies Skills Activity: Interpreting Maps: Expansion Student Edition on Audio CD Program Interactive Skills Tutor CD-ROM 341c ADVANCED/GIFTED AND TALENTED STUDENTS TARGET RESOURCE Primary Source Library CD-ROM for United States History The Library contains longer versions of quotations in the text, extra sources, and images. Included are point-of-view articles, journals, diaries, historical fiction, and political documents. TEACHER S EDITION Additional Resources Political Cartoons Activities for United States History: Cartoon 12: James Polk and Foreign Policy; Cartoon 13: The California Gold Rush United States History Document-Based Activities: Activity 6: Westward Expansion Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Pre-AP Activities Guide for United States History: Expanding West Chapter Resource File: Focus on Writing Activity: Outline for a Documentary Film Primary Source Activities: From the Journal of Junípero Serra; A Mexican Views the War Internet Activities: Chapter Enrichment Links

4 Differentiated Activities in the Teacher s Edition Americans Move West Graphic Organizer, p. 347 California Life Collage, p. 356 Mexican-American War Time Line, p. 360 California Fever Ad, p. 366 Differentiated Activities in the Teacher s Edition Compare and Contrast Chart, p. 356 Differentiated Activities in the Teacher s Edition Western Trails Scrapbook, p. 348 Talking about California, p. 357 Songs for the Road to War, p. 358 Gold Rush Newspaper, p. 367 Graphing Hispanic Populations, p. 371 How can I manage the lesson plans and support materials for differentiated instruction? With the One-Stop Planner, you can easily organize and print lesson plans, planning guides, and instructional materials for all learners. The One-Stop Planner includes the following materials to help you differentiate instruction: Interactive Teacher s Edition Calendar Planner and pacing guides Editable lesson plans All reproducible ancillaries in Adobe Acrobat (PDF) format ExamView Test Generator (Eng & Span) Transparency and video previews Professional Development What teacher training resources are available to help me grow professionally? In-service and staff development as part of your Holt Social Studies product purchase Quick Teacher Tutorial Lesson Presentation CD-ROM Intensive tuition-based Teacher Development Institute Teaching American History Online 2 Module Professional Development Course Convenient Holt Speaker Bureau face-to-face workshop options PRAXIS Test Prep interactive Web-based content refreshers* Ask A Professional Development Expert at * PRAXIS is a trademark of Educational Testing Service (ETS). This publication is not endorsed or approved by ETS. DIFFERENTIATED INSTRUCTION PLANNING GUIDE EXPANDING WEST 341d

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6 HOLT History s Impact video series See the Video Teacher s Guide for strategies for using the chapter video Expanding West: The Impact of the California Gold Rush. Explore the Picture The Lugo Family Spanish and Mexican families, such as the Lugo family pictured at left, had been living in the West for generations when U.S. settlers began coming to the region. The Lugo family were major landowners in Spanish California. The family s clothing reflects the region s Spanish heritage. Analyzing Visuals How many generations can you identify in the photograph? Answers will vary, but the photo shows around four generations of the family. go.hrw.com Online Resources Teacher Resources: KEYWORD: SR8 US11 Teacher Resources: KEYWORD: SR8 TEACHER Explore the Time Line 1. When did the United States declare war against Mexico? With what nation did the United States agree to joint occupation of Oregon Country in 1827? Great Britain 3. How long after John Jacob Astor founded the fur-trading post Astoria was gold discovered in California? 37 years 4. Based on the time line, what are some major themes in this chapter? geography (expansion), politics (war, conflict, and foreign relations) Info to Know The West and the American Character American movement West affected not only the physical size of the United States but also American culture. According to historian Frederick Jackson Turner, Americans are proud of their frontier history and the qualities it took to survive and thrive in the harsh conditions of the West. These qualities included individualism, self-reliance, mobility, and optimism. To this day, Americans celebrate these qualities as part of the national character. EXPANDING WEST 343

7 Understanding Themes Introduce this chapter to students by telling them that the chapter deals with westward expansion. Ask students to suggest ways in which geography might have affected the settlement of the West. Have students examine a map to help them formulate their answers. Then ask students to predict what economic issues might have led to or resulted from westward expansion. Have each student create an illustration that shows how the two themes of economics and geography might have affected the settlement of the West. Vocabulary in Context Focus on Reading Choose a paragraph or two that contain words with which students are likely to be unfamiliar. Write the unfamiliar words for the class to see. Have students read the entire paragraph looking for clues as to the meaning of each word. Then have students write out their definitions of the terms. When students are finished, have them look the words up in a dictionary and write down the definition given there. Ask students if their definition came close to the one in the dictionary. What clues did they use to arrive at their definition? Reading and Skills Resources Reading Support Interactive Reader and Study Guide Student Edition on Audio CD Program Spanish Chapter Summaries Audio CD Program Social Studies Skills Support Interactive Skills Tutor CD-ROM Vocabulary Support CRF: Vocabulary Builder Activities CRF: Chapter Review Activity Differentiated Instruction Modified Worksheets and Tests CD-ROM: Vocabulary Flash Cards Vocabulary Builder Activity Chapter Review Activity OSP Holt PuzzlePro 344 CHAPTER 11

8 Key Terms and People To preview the key terms and people from this chapter, have the class create an illustrated children s book about the West. Each page in the book will be dedicated to a separate term or person and will define or identify that word, as well as include an illustration. Assign each student a term or person from the list at left. Have students look up the importance of their term. Then have students create a page for the children s book. Combine all the pages together to complete the book. Visual/Spatial, Verbal/Linguistic Focus on Reading See the Focus on Reading questions in this chapter for more practice on this reading social studies skill. Reading Social Studies Assessment See the Chapter Review at the end of this chapter for student assessment questions related to this reading skill. Many times primary sources contain words with which students will be unfamiliar. In these instances, remind students to first attempt to figure out the meaning of the word based on the content of the whole paragraph. Encourage students to use a dictionary to define words about which they are unsure. Help students practice defining words based on context by asking them to read primary source documents on a regular basis. Answers You Try It! 1. clues Mexico turned over much of its northern territory, this land included; possible definition a cession is an area of land that one country gives to another; 2. dictionary definition the act of yielding property to another; 3. to guess or suppose; no; to take over; 4. yes; to take on or adopt 345

9 Bellringer If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. Daily Bellringer Transparency, Section 1 Expanding West Daily Bellringer Section 1 Review the Previous Chapter In each pair of sentences below, choose the sentence that is TRUE. 1. a. Jackson s spoils system gave government jobs to Federalists. b. Jackson s spoils system gave government jobs to supporters. 2. a. The nullification crisis was a severe economic depression. b. The Panic of 1837 was a severe economic depression. 3. a. A Seminole leader named Osceola called upon the Seminole to resist removal by force. b. A Seminole leader named Black Hawk called upon the Seminole to resist removal by force. Preview Section 1 If YOU were there You live in Ohio in A few months ago, you and your family heard stories about a wonderful land in the Northwest, with sparkling rivers and fertile valleys. You all decide to pull up stakes and head West. You travel to Independence, Missouri, planning to join a wagon train on the Oregon Trail. In Missouri you re surprised to find hundreds of other people planning to make the trip. What would you expect your journey West to be like? Review Answers: 1. b; 2. b; 3. a Consider REWARDING possibilities: exciting new adventures beautiful scenery new friends to meet on the way Consider CHALLENGING possibilities: tired, aching feet from walking guiding a loaded wagon over rough terrain in all types of weather finding fresh water and food along the way Building Vocabulary Preteach or review the following terms: Oregon Country early to mid-1800s name for the Pacific Northwest (p. 347) persecuted to be treated unfairly or cruelly because of religious beliefs, race, ethnicity, or gender (p. 349) CRF: Vocabulary Builder Activity, Section 1 Taking Notes Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill. SECTION1 What You Will Learn Main Ideas 1. During the early 1800s, Americans moved west of the Rocky Mountains to settle and trade. 2. The Mormons traveled west in search of religious freedom. The Big Idea The American West attracted a variety of settlers. Key Terms and People John Jacob Astor, p. 346 mountain men, p. 346 Oregon Trail, p. 348 Santa Fe Trail, p. 349 Mormons, p. 349 Brigham Young, p. 349 TAKING NOTES Create a diagram like the one below. As you read, take notes on the different groups that settled in the American West, the trails they took, and their motives for moving West. Trails Travelers Motives 346 CHAPTER 11 Trails to the West 1. Teach Ask students the questions in the Main Idea boxes to teach this section. 2. Apply Create a four-column chart for students to see. Title the chart Americans Move West and label the columns Why, How, Where, and When. Have students use the information in the section to complete the chart. Students should list the reasons why Americans went West, the ways in which they traveled, the trails they took, and when they went. Verbal/Linguistic Trails to the West If YOU were there... You live in Ohio in A few months ago, you and your family heard stories about a wonderful land in the Northwest, with sparkling rivers and fertile valleys. You all decide to pull up stakes and head West. You travel to Independence, Missouri, planning to join a wagon train on the Oregon Trail. In Missouri, you re surprised to fi nd hundreds of other people planning to make the trip. What would you expect your journey West to be like? BUILDING BACKGROUND Many Americans in the Jacksonian Era were restless, curious, and eager to be on the move. The American West drew a variety of settlers. Some looked for wealth and adventure. Others, like this family on its way to the Northwest, dreamed of rich farmland and new homes. Americans Move West In the early 1800s, Americans pushed steadily westward, moving even beyond the territory of the United States. They traveled by canoe and flatboat, on horseback, and by wagon train. Some even walked much of the way. The rush to the West occurred, in part, because of a hat. The high hat, made of water-repellent beaver fur, was popular in the United States and Europe. While acquiring fur for the hats, French, British, and American companies gradually killed off the beaver population in the East. Companies moved west in search of more beavers. Most of the first non-native Americans who traveled to the Rocky Mountains and the Pacific Northwest were fur traders and trappers. American merchant John Jacob Astor created one of the largest fur businesses, the American Fur Company. His company bought skins from western fur traders and trappers who became known as mountain men. These adventurers were some of the first easterners to explore and map the Rocky Mountains and lands west of them. Mountain men lived lonely and often dangerous lives. They trapped animals on their own, far from towns and settlements. Mountain men such as Jedediah Smith, Manuel Lisa, Jim Bridger, and Jim At Level 3. Review To review the section s main ideas, have students help you complete a master copy of the chart. 4. Practice/Homework Have each student create an advertisement for a wagon train heading West. The ad should persuade people to join the wagon train and provide information about the trip. Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook, Rubrics 2: Advertisements; and 7: Charts 346 CHAPTER 11

10 4RAILS,EADING 7EST 12.0)" 2 %"0-%6 "1 %'"1 2 %"4%-5.02( -$%/%-$%-#% "-2" % 7 Cbf ;^\dphnkma pzl Zg :_kb\zg :f^kb\zg _nk mkzi& i^k Zg] ^qiehk^k h_ ma^ P^lm bg ma^ ^Zker *1))l' 7 7 Å Å -OVEMENT 7HICH TRAILS TOOK THE LONGEST TO TRAVEL (UMAN %NVIRONMENT )NTERACTION 7HAT DIFFICULTIES DO YOU THINK TRAVELERS ON THE TRAILS FACED "ECKWOURTH SURVIVED MANY HARDSHIPS DURING THEIR SEARCH FOR WEALTH AND ADVENTURE 4O SUR VIVE ON THE FRONTIER MOUNTAIN MEN ADOPTED.ATIVE!MERICAN CUSTOMS AND CLOTHING )N ADDITION THEY OFTEN MARRIED.ATIVE!MERICAN WOMEN 4HE )NDIAN WIVES OF TRAPPERS OFTEN WORKED HARD TO CONTRIBUTE TO THEIR SUCCESS 0IONEER 7ILLIAM!SHLEY SAW THAT FREQUENTLY BRINGING FURS OUT OF THE 2OCKY -OUNTAINS WAS EXPENSIVE (E ASKED HIS TRADERS TO STAY IN THE MOUNTAINS AND MEET ONCE A YEAR TO TRADE AND SOCIALIZE 4HIS PRACTICE HELPED MAKE THE FUR TRADE MORE PROlTABLE 4HE YEARLY MEETING WAS KNOWN AS THE RENDEZVOUS!T THE RENDEZVOUS MOUNTAIN MEN AND.ATIVE!MERICAN TRAPPERS SOLD THEIR FUR TO FUR COMPANY AGENTS )T WAS THUS IMPOR TANT TO BRING AS MANY FURS AS POSSIBLE /NE TRAP PER DESCRIBED THE PEOPLE AT A TYPICAL RENDEZVOUS IN (E SAW!MERICANS #ANADIAN &RENCH SOME %UROPEANS AND h)ndians OF NEARLY EVERY TRIBE IN THE 2OCKY -OUNTAINS v Americans Move West 7 " #)+ 0.4% "+2 "*% )26.3-#)+ +3&&1 2 0)$'%0.1 -'%+%1!!!! " " 2 "0",)%! 322% " 0"-#)1#.! 2 "++ $ # Main Idea!! 2.)1% 2 "-#.34%0.02+"-$ During the early 1800s, Americans moved west of the Rocky Mountains to settle and trade. Recall What trade first drew Americans to the West? fur trade Find Main Ideas Why did settlers go to Oregon Country? rich resources, mild climate, Panic of 1837 Make Judgments Would you have taken a wagon trail West in the 1840s? Use the text to explain your answer. Students answers should show an understanding of the challenges of going West by wagon train. 4HE RENDEZVOUS WAS llled WITH CELEBRATING AND STORYTELLING!T THE SAME TIME THE MEET ING WAS ALSO ABOUT CONDUCTING BUSINESS 7EST ERN ARTIST!LFRED *ACOB -ILLER DESCRIBED HOW TRADE WAS BEGUN IN THE RENDEZVOUS CAMP CRF: Biography Activity: James Beckwourth Map Transparency: Trails Leading West h4he &UR #OMPANY S GREAT TENT IS RAISED THE )NDIANS ERECT THEIR PICTURESQUE ;BEAUTIFUL= WHITE LODGES THE ACCUMULATED ;COLLECTED= FURS OF THE HUNTING SEASON ARE BROUGHT FORTH AND THE #OMPANY S TENT IS A BUSY PLACE Interpreting Maps Trails Leading West The U.S. Army set up forts along western trails to protect settlers. Locate What forts are located along the Oregon Trail? Forts Leavenworth, Kearney, Laramie, Hall, Boise, Vancouver v!lfred *ACOB -ILLER QUOTED IN 4HE &UR 4RADE OF THE!MERICAN 7EST BY $AVID * 7ISHART )N *OHN *ACOB!STOR FOUNDED A FUR TRADING POST CALLED!STORIA AT THE MOUTH OF THE #OLUMBIA 2IVER!STORIA WAS ONE OF THE lrst!merican SETTLEMENTS IN WHAT BECAME KNOWN AS /REGON #OUNTRY!MERICAN )NDIANS OCCU PIED THE REGION WHICH WAS RICH IN FORESTS RIVERS AND WILDLIFE (OWEVER "RITAIN 2USSIA 3PAIN AND THE 5NITED 3TATES ALL CLAIMED THE LAND 4HE 5NITED 3TATES BASED ITS CLAIM ON %80!.$).' 7%34 Answers Interpreting Maps 1. California and Oregon trails about six months; 2. attacks from Native Americans, hunger, harsh weather, difficult terrain Differentiating Instruction Below Level Struggling Readers 1. To help students understand why and how Americans moved West during the 1840s, draw the graphic organizer here for students to see. Omit the blue, italicized answers. Reasons Went West: rich resources, land, mild climate 2. Have students copy and complete the graphic organizer. Then review the answers as a class. Visual/Spatial California/Oregon Trails: MO or IA to Oregon Country or CA; about 2,000 miles long Santa Fe Trail: Independence, MO, to Santa Fe, New Mexico; used mainly as a trade route Challenges: shortages of food, supplies, and water; rough weather; geographic barriers EXPANDING WEST 347

11 Answers Main Idea Mormons Travel West The Mormons traveled west in search of religious freedom. Identify Who established the Church of Jesus Christ of Latter-day Saints? Joseph Smith Make Generalizations Why did the first three Mormon settlements fail? People living in the areas of the first three Mormon settlements likely were hostile to their new neighbors because of differences in religious belief and practice. Did you know... European demand for hats made from beaver pelts fueled the fur trade in America. The soft fur was removed from the skin, fashioned into felt, and molded into hats. Gentlemen wore beaver hats to be fashionable, and some armies made them part of their uniforms. At the height of the fad, an estimated 100,000 beavers a year were trapped and killed for hats. Info to Know The California Trail An average day on the California Trail usually began at 4 A.M. After organizing livestock and yoking the oxen to the wagons, settlers began the day s journey. Travel ended at nightfall, when settlers circled their wagons. Although Native American attacks were rare, the trip was unpleasant and dangerous. In 1849 some 1,500 people died on the California Trail. Mormon Pioneers nine 348 Mormon Pioneers This Mormon family left Iowa in 1856 and took the Mormon Trail to Utah. The children walked 1,200 miles on this long and difficult journey. How many family members can you see in this photo? 348 CHAPTER 11 the exploration of merchant captain Robert Gray, who had reached the mouth of the Columbia River in Recognizing the huge economic value of the Pacific Northwest, the United States made treaties in which Spain and Russia gave up their claims to various areas. The United States also signed treaties with Britain allowing both countries to occupy Oregon Country, the Columbia River, and its surrounding lands. By the 1840s, the era of American fur trading in the Pacific Northwest was drawing to a close. The demand for beaver furs had fallen because fashions changed. Too much trapping had also greatly reduced the number of beavers. Some mountain men gave up their work and moved back east. Their daring stories, however, along with the treaties made by the U.S. government, inspired other Americans to move West. Lured by rich resources and a mild climate, easterners poured into Oregon Country in the 1840s. These new settlers soon replaced the mountain men on the frontier. Collaborative Learning Western Trails Scrapbook 1. Organize students into groups. Have each group use the library or other resources to locate letters, diaries, journals, and images about life on the Oregon, California, and Santa Fe trails. 2. Have group members list recurring themes, problems, attitudes, and moods found in the entries as well as factors that varied along the trails. 3. Have each group create a scrapbook that combines primary source accounts and images to illustrate recurring themes as well The Oregon Trail Many settlers moving to Oregon Country and other western areas followed the 2,000-mile-long Oregon Trail,, which stretched from places such as Indepen- dence, Missouri, or Council Bluffs, Iowa, west into Oregon Country. The trail followed the Platte and Sweetwater Rivers over the Plains. After it crossed the Rocky Mountains, the trail forked. The northern branch led to the Willamette Valley in Oregon. The other branch went to California and became known as the California Trail. Traveling the trail challenged the strength and determination of pioneer families. The journey usually began after the rainy season ended in late spring and lasted about six months. The cost, about $600 for a family of four, was high at a time when a typical worker usually made about $1.50 per day. Young families made up most groups of settlers. They gathered in wagon trains for the trip. There could be as few as 10 wagons or as many as several dozen in a wagon train. The wagons were pulled by oxen, mules, or horses. Pioneers often walked to save their animals strength. They kept up a tiring pace, traveling from dawn until dusk. Settler Jesse Applegate recalled the advice he received from an experienced Oregon pioneer: Travel, travel, TRAVEL... Nothing is good that causes a moment s delay. Some pioneers brought small herds of cattle with them on the trail. They faced severe hardships, including shortages of food, supplies, and water. Rough weather and geographic barriers, such as rivers and mountains, sometimes forced large numbers of pioneers to abandon their wagons. In the early days of the Oregon Trail, many Native Americans helped the pioneers, acting as guides and messengers. They also traded goods for food. Although newspapers reported Native American massacres of pioneers, few settlers died during Indian attacks. The settlers who arrived safely in Oregon and California found generally healthy Above Level Research Required as unique aspects of life on the western trails. Groups might want to assign a topic or focus to each page or spread of their scrapbook. 4. Display the scrapbooks in the classroom and give students time to view them. Interpersonal, Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook, Rubrics 30: Research; and 32: Scrapbooks

12 and pleasant climates. By 1845 some 5,000 settlers occupied the Willamette Valley. The Santa Fe Trail The Santa Fe Trail Santa Fe Trail was another important path west. It led from Independence, Mis- souri, to Santa Fe, New Mexico. It followed an ancient trading route first used by Native Americans. American traders loaded their wagon trains with cloth and other manufactured goods to exchange for horses, mules, and silver from Mexican traders in Santa Fe. The long trip across blazing deserts and rough mountains was dangerous. But the lure of high profits encouraged traders to take to the trail. One trader reported a 2,000 percent profit on his cargo. The U.S. government helped protect traders by sending troops to ensure that Native Americans were not a threat. READING CHECK Contrasting How were the Oregon and Santa Fe trails different? Mormons Travel West One large group of settlers traveled to the West in search of religious freedom. In 1830 a young man named Joseph Smith founded the Church of Jesus Christ of Latter-day Saints in western New York. The members of Joseph Smith s church became known as Mormons. Smith told his followers that he had found and translated a set of golden tablets containing religious teachings. The writings were called the Book of Mormon. Church membership grew rapidly. However, certain beliefs and practices caused Mormons to be persecuted. For example, beginning in the 1850s some Mormon men practiced polygamy a practice in which one man is married to several women at the same time. This practice was outlawed by the church in In the early 1830s Smith and his growing number of converts left New York. They formed new communities, first in Ohio, then in Missouri, and finally in Illinois. All three communities eventually failed, and an anti-mormon mob murdered Smith in Following Smith s murder, Brigham Young became head of the Mormon Church. Young chose what is now Utah as the group s new home, and thousands of Mormons took the Mormon Trail to the area near the Great Salt Lake, where they prospered. By 1860 there were about 40,000 Mormons in Utah. READING CHECK Finding Main Ideas Why did Mormons move west? SUMMARY AND PREVIEW Some of the first Americans to move West were fur traders and trappers. Settlers soon followed. In the next section you will learn about the Texas Revolution. Section 1 Assessment Reviewing Ideas, Terms, and People Online Quiz KEYWORD: SR8 HP11 1. a. Identify What was the Oregon Trail? b. Elaborate Would you have chosen to leave your home to travel west? Why? 2. a. Identify Who are the Mormons? b. Summarize What difficulties led Mormons to move to Utah? Critical Thinking 3. Drawing Conclusions Review your notes on early American settlement in the West. Then copy the chart below and use it to identify challenges of the trip that western travelers faced. Travelers FOCUS ON WRITING Challenges Faced 4. Describing Trails West As you read this section, note important topics that you might want to cover in your documentary film. In addition, write down ideas about how you might present information about each topic. For example, will you use a narrator to tell the life story of Joseph Smith, or will you have actors present it dramatically? EXPANDING WEST 349 Close Have students revisit and discuss the predictions they made in the Chapter Introduction activity. How accurate were students predictions? Review Online Quiz, Section 1 Assess SE Section 1 Assessment PASS: Section 1 Quiz Alternative Assessment Handbook Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 1 Interactive Skills Tutor CD-ROM Section 1 Assessment Answers 1. a. a trail that led more than 2,000 miles west across the Rocky Mountains to Oregon Country; one of the main routes of western settlement b. Answers will vary but should reflect an understanding of the difficulties of traveling west, such as shortages of food and water, rough weather, and geographic barriers. 2. a. members of the Church of Jesus Christ of Latter-day Saints, founded by Joseph Smith b. religious persecution and failed communities elsewhere 3. Oregon/California Trail long, expensive, harsh geography; Santa Fe Trail mountains, deserts; Mormon Trail long trip 4. Students should take notes on topics related to the fur trade in the Northwest and to the Oregon, Santa Fe, and Mormon trails. Answers Reading Check (left) Oregon Trail longer and more expensive to travel, used by settlers moving West; Santa Fe Trail shorter, used as a trade route Reading Check (right) to build a community and escape religious persecution 349

13 SECTION Bellringer If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. What You Will Learn Daily Bellringer Transparency, Section 2 Daily Bellringer Expanding West Section 2 Review Section 1 Indicate whether each sentence below is TRUE or FALSE. If the sentence is false, change the underlined word to make the sentence true. 1. Mountain men supplied furs to companies for making hats. 2. The region of the Pacific Northwest became known as Oregon Country. 2 The Texas Revolution If YOU were there... Main Ideas You are the father of a large farm family in Missouri. There is not 1. Many American settlers moved to Texas after Mexico achieved independence from Spain. 2. Texans revolted against Mexican rule and established an independent nation. enough land for everyone, so you re looking for another opportunity. One day, a Mexican government official comes to town. He is looking for people to settle in Texas. The Mexican government is offering generous tracts of land to colonists. However, you have to become a citizen of Mexico and follow Mexican laws. 3. Wagon trains could take the Oregon Trail to both Oregon and Texas. 4. Joseph Smith led the Mormons into Utah. The Big Idea Preview Section 2 If YOU were there You are the father of a large farm family in Missouri. There is not enough land for everyone, so you re looking for another opportunity. One day, a Mexican government official comes to town. He is looking for people to settle in Texas. The Mexican government is offering generous tracts of land to colonists. However, you have to become a citizen of Mexico and follow Mexican laws. Would you decide to move your family to Texas? Why? Consider reasons FOR moving: way to own land adventure and a warm climate chance to experience a new culture Consider reasons AGAINST moving: unfamiliar land and climate unfamiliar language, culture, laws need money to make the trip Key Terms and People Father Miguel Hidalgo y Costilla, p. 350 empresarios, p. 350 Stephen F. Austin, p. 351 Antonio López de Santa Anna, p. 351 Alamo, p. 352 Review Answers: 1. T; 2. T; 3. F, California; 4. F, Brigham Young Would you decide to move your family to Texas? Why? In 1836, Texas gained its independence from Mexico. Battle of San Jacinto, p. 352 BUILDING BACKGROUND Spain controlled a vast amount of territory in what would later become the American Southwest. The Spanish built missions and forts in Texas to establish control of that region. But the settlements were far apart, and conflicts with Native Americans discouraged Spanish settlers from moving to Texas. When Mexico became an independent republic, it actively looked for more settlers. Academic Vocabulary Review with students the high-use academic term in this section. explicitly fully revealed without vagueness (p. 351) CRF: Vocabulary Builder Activity, Section 2 TAKING As you read, take notes NOTES on the events that led to the independence of Texas. Write your notes in steps, as shown below. 1. Mexican government hires empresarios Taking Notes Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill. 350 American Settlers Move to Texas Mexico had a long, unprotected border that stretched from Texas to California. Mexico s Spanish rulers worried constantly about attacks from neighbors. They also were concerned about threats from within Mexico. Their fears were justified. Mexicans moved to overthrow Spanish rule in the early 1800s. In September 1810 Father Miguel Hidalgo y Costilla, a Mexican priest, led a rebellion of about 80,000 poor Indians and mestizos, or people of Indian and Spanish ancestry. They hoped that if Mexico became independent from the Spanish monarchy, their lives would improve. Hidalgo s revolt failed, but the rebellion he started grew. In 1821 Mexico became independent. In 1824 it adopted a republican constitution that declared rights for all Mexicans. The new Mexiagents, to bring settlers to can government hired empresarios, or agents Texas. They paid the agents in land. CHAPTER 11 At Level The Texas Revolution 1. Teach Ask students the questions in the Main Idea boxes to teach this section. 2. Apply Discuss the main events in this section related to Mexican independence from Spain, the Texas War for Independence, and the aftermath of these events. Then have students create annotated time lines covering these events. Students time lines should provide brief captions explaining the significance of each entry. Visual/Spatial Review As you review the section s main ideas, have students check their time lines to see if they accurately traced the main events in the section. 4. Practice/Homework Have students copy their time lines onto a larger piece of paper and then add drawings to illustrate at least four of the events on their time lines. Visual/Spatial Alternative Assessment Handbook, Rubrics 3: Artwork; and 36: Time Lines CHAPTER 11

14 In 1822 one young agent, Stephen F. Austin, started a colony on the lower Colorado River. The first 300 families became known as the Old Three Hundred. Austin s successful colony attracted other agents, and American settlers flocked to the region. In exchange for free land, settlers had to obey Mexican laws. But some settlers often explicitly ignored these laws. For example, despite the ban on slavery, many brought slaves. Concerned that it was losing control to the growing American population, Mexico responded. In 1830, it banned further settlement by Americans. Angry about the new law, many Texans began to think of gaining independence from Mexico. Meanwhile, Mexico had come under the rule of General Antonio López de Santa Anna. He soon suspended Mexico s republican constitution and turned his attention to the growing unrest in Texas. READING CHECK Finding Main Ideas Why did settlers move to Texas? Texans Revolt against Mexico In October 1835 the Mexican army tried to remove a cannon from the town of Gonzales, Texas. Rebels stood next to the cannon. Their flag read, Come and take it. In the following battle, the rebels won. The Texas Revolution, also known as the Texas War for Independence, had begun. Texas Independence Settling Texas Stephen F. Austin, shown at left, and other settlers were empresarios they received land from the Mexican government for the purpose of bringing settlers to Texas. Their holdings were guaranteed with a contract like the one below. Why do you think the Mexican government wanted to attract settlers to Texas? On March 2, 1836, Texans declared their independence from Mexico. The new Republic of Texas was born. Both the declaration and the constitution that shortly followed were modeled after the U.S. documents. The Texas constitution, however, made slavery legal. Delegates to the new Texas government chose politician David Burnet as president and Lorenzo de Zavala as vice president. Another revolutionary, Sam Houston, was named to head the Texas army. Austin went to the United States to seek money and troops. ACADEMIC VOCABULARY explicit fully revealed without vagueness Main Idea American Settlers Move to Texas Many American settlers moved to Texas after Mexico achieved independence from Spain. Identify When did Mexico achieve independence from Spain? 1821 Analyze Why is Stephen F. Austin an important figure in Texas history? In 1822 he started a colony of American settlers in Mexican Texas, which thrived and attracted more American settlers to Texas. Make Judgments Do you agree with the decision of Mexican officials to ban further American settlement in Texas in 1830? Answers will vary but should reflect an understanding that Mexico banned U.S. settlement because American settlers were not following Mexican laws, and Mexico was concerned about losing control. CRF: Interdisciplinary Project: Share the Westward Adventure go.hrw.com Online Resources KEYWORD: SR8 US11 ACTIVITY: Texas Revolution Ballad EXPANDING WEST 351 Critical Thinking: Finding Main Ideas Texas Issues Broadsides Materials: poster board, art supplies 1. Discuss with students the reasons why Mexico opened Texas up to American settlement, why American settlers went to Texas, why tensions developed between Texas settlers and the Mexican government, and the main events that led to the Texas War for Independence. 2. Organize the class into three groups and assign each group one of the following broadsides: one promoting American settlement in Texas, At Level one urging the Mexican government to close Texas to American settlement, and one urging Texas settlers to declare independence from Mexico. Have each student create the broadside assigned to his or her part of the class. 3. Have volunteers from each group share their broadsides with the class. Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook, Rubric 28: Posters Answers Settling Texas possible answers to settle the land; to protect northern Mexico from attack Reading Check lure of the promise of free land 351

15 Main Idea Texans Revolt against Mexico Texans revolted against Mexican rule and established an independent nation. Recall When did Texas declare independence from Mexico? March 2, 1836 Evaluate How did Santa Anna s decision to execute the Texas prisoners at Goliad hurt the Mexican war effort? The prisoners deaths rallied the Texas forces and motivated them to avenge the deaths. Draw Conclusions Why do you think most Texans hoped the United States would annex Texas? possible answer Many Texans had originally lived in the United States and still saw themselves as part of that nation. CRF: Biography Activity: Lorenzo de Zavala Map Transparency: The Texas Revolution Biography Juan Seguín ( ) Born in San Antonio, Texas, in 1806, Juan Seguín became a well-known Tejano politician. Seguín led a troop of Tejano cavalry in the Texas victory at San Jacinto. After the Texas Revolution, he served in the Texas Senate and later as mayor of San Antonio. In 1842, however, he moved his family to Mexico because of rising tensions between Anglos and Tejanos in Texas. Critical Thinking: Comparing and Contrasting At Level Rebellions Comparison Chart 1. Create a chart with four rows and two col- umns for students to see. Title the chart Rebellions and label each row as follows: Reasons for Rebellion, Major Figures, Major Battles, and Main Effects of the Rebellion. Label the columns Mexico and Texas. 2. Have students work either independently or as a class to complete the chart. If time allows, have students conduct research to find additional information beyond that provided in the textbook. 352 CHAPTER Discuss with students the similarities and differences between the Mexican rebellion for independence from Spain and the Texas rebellion for independence from Mexico. Visual/Spatial 4. Extend Have students create a similar chart comparing and contrasting the Texas and American revolutions. Visual/Spatial Alternative Assessment Handbook, Rubric 7: Charts

16 An Independent Nation Sam Houston was the hero of the new independent nation of Texas. The republic created a new town named Houston and made it the capital. Voters elected Sam Houston as president. Stephen F. Austin became secretary of state. To increase the population, Texas offered land grants. American settlers came from nearby southern states, often bringing slaves with them to help grow and harvest cotton. Most Texans hoped that the United States would annex, or take control of, Texas, making it a state. The U.S. Congress also wanted to annex Texas. But President Andrew Jackson refused. He was concerned that admitting Texas as a slave state would upset the fragile balance of free and slave states. The president also did not want to have a war with Mexico over Texas. Finally, Jackson did recognize Texas as an independent nation. France did so in Britain, which wanted to halt U.S. expansion, recognized Texas in The Mexican government, however, did not recognize Santa Anna s forced handover of Texas. In 1837 the republic organized On March 6, 1836, Texans fought and lost the Battle of the Alamo. A rallying cry for the Texans at the Battle of San Jacinto was Remember the Alamo! The single star of the flag represents the Republic of Texas, also called the Lone Star Republic. Why do you think Remember the Alamo! was a rallying cry for Texas troops at San Jacinto? the Texas Rangers to guard its long frontier from Mexican and Native American attacks. Finally, in 1844 Texas and Mexico signed a peace treaty. READING CHECK Finding Main Ideas What issues did the new nation of Texas face? SUMMARY AND PREVIEW American settlers in Texas challenged the Mexican government and won their independence. In the next section you will learn about the war between Mexico and the United States. Section 2 Assessment Online Quiz KEYWORD: SR8 HP11 Reviewing Ideas, Terms, and People 1. a. Identify What role did Stephen F. Austin play in the settlement of Texas? b. Make Inferences Why did Mexican officials want to bring more settlers to Texas? c. Evaluate Do you think Mexico s requirements for foreign immigrants were reasonable or unreasonable? Explain. 2. a. Describe What were the important battles in the War for Texas Independence? Why was each important? b. Make Inferences Why did Texas offer land grants to settlers? c. Predict What problems might the Republic of Texas face? Critical Thinking 3. Sequencing Review your notes on American settlement in Texas. Then copy the graphic organizer below and use it to show the significant events in the history of the Republic of Texas. Significant Events 1. Houston is founded and made the capital FOCUS ON WRITING 4. Explaining the Texas Revolution As you read this section, make note of the most important players and events in the story of how Texas gained independence from Mexico. Consider also how you will present information about these people and events to your film s audience. What words, images, and sounds will make the story of the revolution come alive for them? EXPANDING WEST 353 Linking to Today Texas Today Texas is the second largest state in the nation. As of 2000, Texas was home to nearly 21 million people. Almost one-third of Texans are Hispanic or Latino. That s more than 6 million people! Close Have students discuss if they think Texas independence from Mexico was inevitable. Remind students to provide reasons to support their points of view. Review Online Quiz, Section 2 Assess SE Section 2 Assessment PASS: Section 2 Quiz Alternative Assessment Handbook Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 2 Interactive Skills Tutor CD-ROM Section 2 Assessment Answers 1. a. started a colony on the lower Colorado River b. Few Mexicans lived in Texas, and the Mexican government wanted to attract more settlers to protect and control the region better. c. possible answers: yes because Mexico controlled the region and had the right to demand settlers follow its laws; no because the Mexican government had no right to tell settlers what religion to practice 2. a. Gonzales began the revolution; Alamo inspired Texans to resist; San Jacinto Santa Anna was defeated b. increase population; control the region c. possible answers economic problems, such as issuing currency, defending borders, establishing and enforcing laws, and diplomatic relations with other nations 3. October 1835 Battle at Gonzales; March 1836 declaration of independence from Mexico, formation of Republic of Texas; Battle of the Alamo; April 1836 Battle of San Jacinto 4. Images and sounds might include the Gonzales cannon, the Alamo, and rallying cries such as Remember the Alamo! Remember Goliad! Answers The Texas Revolution Texas troops wanted to avenge the deaths of and honor the memory of those who sacrificed their lives defending the Alamo. Reading Check U.S. annexation, foreign recognition, conflicts with Mexico and Native Americans 353

17 SECTION Bellringer If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. Daily Bellringer Section 3 Review Section 2 Read the statements below and determine who or what is speaking. 1. I led a rebellion of Indians and mestizos hoping to free Mexico from the Spanish Monarchy. Who am I? 2. I am the town where the Texas Revolution began. What am I? 3. I am the Mexican general who led the forces that defeated the Texans at the Alamo. Who am I? 4. I am the empresario who brought the first 300 U.S. families to a colony in Texas. Who am I? Preview Section 3 If YOU were there Your family are Californios, Spanish settlers who have lived in California for many years. You raise horses on your ranch. So far, you have gotten along with American settlers. But it has become clear that the American government wants to take over California. You hear that fighting has already started between American and Mexican troops. How might life change under American rule? The MexicanAmerican War What You Will Learn Daily Bellringer Transparency, Section 3 Expanding West 3 Main Ideas 1. Many Americans believed that the nation had a manifest destiny to claim new lands in the West. 2. As a result of the MexicanAmerican War, the United States added territory in the Southwest. 3. American settlement in the Mexican Cession produced conflict and a blending of cultures. If YOU were there... Your family are Californios, Spanish settlers who have lived in California for many years. You raise horses on your ranch. So far, you have gotten along with American settlers. But it has become clear that the American government wants to take over California. You hear that fighting has already started between American and Mexican troops. How might life change under American rule? Consider the CHANGES: new leaders, government, and laws new language and customs many new American settlers Consider possible FEELINGS: fear of losing your land and of facing discrimination anger against those taking over hopeful that life remains basically the same Review Answers: 1. Father Miguel Hidalgo y Costilla; 2. Gonzales; 3. Santa Anna; 4. Stephen F. Austin The Big Idea The ideals of manifest destiny and the outcome of the MexicanAmerican War led to U.S. expansion to the Pacific Ocean. Key Terms and People manifest destiny, p. 354 James K. Polk, p. 355 vaqueros, p. 357 Review with students the high-use academic term in this section. Bear Flag Revolt, p. 358 CRF: Vocabulary Builder Activity, Section 3 Taking Notes Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill. Californios, p. 357 Treaty of Guadalupe Hidalgo, p. 361 Gadsden Purchase, p. 361 TAKING Create a graphic NOTES organizer like the one below. Use it to define manifest destiny and then list the events in the expansion of the United States. Manifest Destiny is 354 Manifest Destiny the world over again. We have it in our power to start Thomas Paine, from his pamphlet Common Sense Academic Vocabulary elements the basic parts of an individual s surroundings (p. 357) BUILDING BACKGROUND Mexican independence set the stage for conflict and change in the West and Southwest. At the same time, American settlers continued to move westward, settling in the Mexican territories of Texas and California. American ambitions led to clashes with Mexico and the people who already lived in Mexico s territories. Events Americans had always believed they could build a new, better society founded on democratic principles. In 1839 writer John O Sullivan noted, We are the nation of human progress, and who will, what can, set limits to our onward march? Actually, there was one limit: land. By the 1840s the United States had a booming economy and population. Barely 70 years old, the nation already needed more room for farms, ranches, businesses, and ever-growing families. Americans looked West to what they saw as a vast wilderness, ready to be taken. Some people believed it was America s manifest destiny, or obvious fate, to settle land all the way to the Pacific Ocean in order to spread democracy democracy. O Sullivan coined the term in He wrote that it was America s manifest destiny to overspread and to possess the whole continent which Providence [God] has given us for the development of the great experiment of liberty... CHAPTER 11 At Level The Mexican-American War 1. Teach Ask students the questions in the 4. Practice/Homework Have each student Main Idea boxes to teach this section. 2. Apply Have students work as a class to help you list the main events and issues in this section. Then have students write a news headline for each event or issue. select one of their headlines or assign students a headline or topic and create a political cartoon to go with it. Students should provide short captions explaining their political cartoons. Have volunteers share their cartoons with the class. Verbal/Linguistic 3. Review As you review the section s main ideas, have students share their headlines. Encourage feedback and discussion of headlines. 354 Visual/Spatial Alternative Assessment Handbook, Rubrics 27: Political Cartoons; and 42: Writing to Inform CHAPTER 11

18 Main Idea Manifest Destiny Many Americans believed that the nation had a manifest destiny to claim new lands in the West. Identify Who won the presidential election in 1844, and why? James K. Polk, because many voters supported expansion and he was perceived as the expansionist candidate Explain What did Fifty-four forty or fight! mean? slogan used by American expansionists who wanted the U.S.-Canadian border at that parallel Identify Points of View How do you think people of other cultures and nations viewed the idea of manifest destiny? possible answer Some may have viewed it as an arrogant position, whereas others with similar views might have supported the idea. Political Cartoons Activities for United States History, Cartoon 12: James Polk and Foreign Policy Critical Thinking: Identifying Points of View At Level Illustrating Manifest Destiny 1. Write the two John O Sullivan quotations (found on the previous page) for students to see. Have students paraphrase the quotations in modern English. 2. Have students discuss the quotations and the idea of manifest destiny. Students should consider the various reasons that Americans supported and opposed manifest destiny. 3. Then have each student create a political cartoon or drawing that captures the idea of manifest destiny in the United States in the 1840s. Display the cartoons or drawings for students to view. 4. Close with a class discussion about how the idea of manifest destiny led Americans to expand the borders of the United States. Visual/Spatial Alternative Assessment Handbook, Rubrics 3: Artwork; and 27: Political Cartoons Answers Manifest Destiny on foot, on horseback, in trains, wagons, and stagecoaches 355

19 go.hrw.com Online Resources KEYWORD: SR8 US11 ACTIVITY: Spanish Missions Main Idea Manifest Destiny Many Americans believed that the nation had a manifest destiny to claim new lands in the West. Sequence List in order the events leading to U.S. acquisition of Texas and Oregon. March 1845: U.S. Congress approves Texas annexation; June 1845: Texas Congress approves annexation; 1846: treaty with Britain establishes U.S.-Canadian border; 1848: Oregon a U.S. territory Recall What served as the focus of everyday life in California during Spanish rule? the missions Summarize What happened to the missions after Mexico gained independence from Spain? Mexico ended the mission system, and the mission lands went to the wealthiest Californios, who created vast ranchos. Compare How was life for California Indians similar under Spain and Mexico? Either willingly or by force, Indians adopted Spanish and Mexican ways of life and performed much of the hard labor. CRF: History and Geography Activity: Spanish Missions in California CRF: Primary Source Activity: From the Journal of Spanish Missionary and Explorer Junípero Serra Answers Analyzing Visuals activities, clothing, tools of their trade, environment 356 History Close-up Ranch Life 356 CHAPTER 11 needed only the support of the Republic of Texas. Americans continued to pour into Texas. Texas politicians hoped that joining the United States would help solve the republic s financial and military problems. The Texas Congress approved annexation in June Texas became part of the United States in December. This action angered the Mexican government, which considered Texas to be a stolen province. California under Mexico Although the annexation of Texas angered Mexico, it still had settlements in other areas of the present-day Southwest to govern. New Mexico was the oldest settled area, with its capital at Santa Fe. Mexico also controlled present-day Arizona, Nevada, and California. During early Spanish rule, the mission system had dominated much of the presentday Southwest. Over time, it had become less important there, especially in New Mexico, where settlers lived in small villages. In Spanish and Mexican vaqueros, or cowboys, were expert horseriders. They used their horses to herd cattle on the ranches of the Spanish Southwest. Leather chaps protected riders from dust and scrapes. Saddles like these were highly prized by vaqueros. California, however, missions remained the focus of everyday life. Missions under later Spanish rule carried out huge farming and ranching operations using the labor of Native Americans. Some of the Indians came willingly to the missions. Others were brought by force. Usually, they were not allowed to leave the mission once they had arrived. They had to adopt the clothing, food, and religion of the Spanish priests. Missions often sold their goods to local pueblos, or towns, that arose near the missions and presidios. One wealthy California settler, Mariano Guadalupe Vallejo, remembered the early days. We were the pioneers of the Pacific coast, building towns and missions while General [George] Washington was carrying on the war of the Revolution. Mariano Guadalupe Vallejo, quoted in Eyewitnesses and Others After winning independence from Spain in 1821, Mexico began to change old Spanish ANALYSIS SKILL Vaqueros were known for their specially designed hats. ANALYZING VISUALS What features of the vaqueros life are shown in this painting? Differentiating Instruction English-Language Below Level Special Needs Below Level Learners Prep Required Learners Materials: magazines, poster board, art supplies California Life Collage Organize students into small groups. Have each group create a collage, in which one half of the collage shows images related to life in California under Spanish rule and the other half depicts life in California under Mexican rule. Visual/Spatial Alternative Assessment Handbook, Rubric 8: Collages Compare-and-Contrast Chart Create a chart with two columns and two rows for students to see. Title the chart California under Spain and Mexico. Label the columns Similarities and Differences and the rows Spanish Rule and Mexican Rule. Have students work in pairs to complete the chart. Then discuss the answers as a class. Visual/Spatial Alternative Assessment Handbook, Rubric 7: Charts

20 policies toward California and Texas. In 1833, for example, Mexico ended the mission system in California. Mission lands were broken up, and huge grants were given to some of the wealthiest California settlers, including Vallejo. They created vast ranchos, or ranches, with tens of thousands of acres of land. Vaqueros, or cowboys, managed the large herds of cattle and sheep. Cowhides were so valuable that they were called California banknotes. Hides were traded for household items and luxury goods with ship captains from the eastern United States. Some settlers also made wine and grew citrus fruits. Although they had been freed from the missions, for most California Indians the elements of life changed very little. They continued to herd animals and do much of the hard physical labor on ranches and farms. Some, however, ran away into the wilderness or to the nearby towns of San Diego and Los Angeles. The Californios Because of the great distance between California and the center of Mexico s government, by the early 1820s California had only around 3,200 colonists. These colonists, called Californios, felt little connection to their faraway government. Californios developed a lasting reputation for hospitality and skilled horse riding. In Two Years Before the Mast, American novelist Richard Henry Dana Jr. wrote about his encounters with Californio culture. He described, for example, what happened after a Californio served a feast to Dana and a friend. We took out some money and asked him how much we were to pay. He shook his head and crossed himself, saying that it was charity that the Lord gave it to us. Richard Henry Dana Jr. from Two Years Before the Mast In addition to traders and travelers, a small number of settlers also arrived from the United States. They were called Anglos by the Californios. Although there were few B IOGRAPHY Mariano Guadalupe Vallejo Mariano Guadalupe Vallejo was born to an influential Californio family in Monterey. He joined the Mexican army shortly after Mexico s independence from Spain. He was soon put in charge of Mexico s efforts to increase settlement in northern California. Vallejo eventually became the richest man in California, owning enormous amounts of land and livestock. He welcomed American rule of California, believing it would result in self-government for Californios. Vallejo served at the state constitutional convention as well as in the first state senate. Analyzing Why did Vallejo encourage American rule of California? Anglo settlers in California, their calls for independence increased tensions between Mexico and the United States. READING CHECK Drawing Inferences How did manifest destiny affect Spanish and Mexican rule in California? Mexican-American War Diplomatic relations between Mexico and the United States became increasingly strained. U.S. involvement in California and Texas contributed to this tension. Conflict Breaks Out Mexico had long insisted that its northern border lay along the Nueces River. The United States said the border was farther south, along the Rio Grande. In June 1845 President Polk ordered General Zachary Taylor to lead an army into the disputed region. Polk sent diplomat John Slidell to Mexico City to try to settle the border dispute. Slidell ACADEMIC VOCABULARY elements the basic parts of an individual s surroundings Did you know... The city of Los Angeles, California, started as a Spanish mission the Mission San Gabriel Arcángel, built in Ten years later, a town was founded nearby along what is now the Los Angeles River. By 1835, nearly 1,250 people lived in Los Angeles. Info to Know Blending of Cultures in New Mexico In Spanish New Mexico, the Pueblo Indians greatly influenced the Spanish colonists. The Pueblo introduced the Spanish to southwestern foods such as beans and corn. The Spanish also began building with adobe, as the Pueblo did. In turn, the Spanish changed many aspects of Pueblo life by introducing new tools and new foods, such as peaches, to the region. Spanish Missions and Native American Beliefs The Christian view of existence and afterlife often differed from Native Americans beliefs. For example, many American Indians found it hard to accept the idea that immortality was a reward for a lifetime of good deeds. They believed that rewards were given in this life, and the afterlife was simply an idealized version of the known world. To overcome such resistance, Spanish missionaries sometimes modified Christian beliefs and rituals to adapt them to Native American cultures. EXPANDING WEST 357 Advanced/Gifted and Talented 1. Organize students into pairs and have each pair write a dialogue between a Californio and a newly arrived Anglo settler in the early 1840s. 2. The Californio should explain what his or her life is like and how life has changed in California since Mexico gained independence from Spain. The Anglo settler should explain in turn why he or she has chosen to come to California. Above Level 3. Students dialogues should address issues of manifest destiny, differences between Californios and Anglos, and life in California under both Spanish and Mexican rule. 4. Have volunteer pairs perform their dialogues for the class. Interpersonal, Verbal/Linguistic Alternative Assessment Handbook, Rubric 37: Writing Assignments Answers Biography He hoped American rule would lead to more self-government for Californios. Reading Check Anglos began settling in California, where they called for independence, which created tension between Mexico and the United States. 357

21 Main Idea Mexican-American War As a result of the Mexican-American War, the United States added territory in the Southwest. Recall Why did the United States declare war against Mexico? disagreement over the U.S.-Mexico border; Mexican attack on U.S. soldiers stationed in disputed area Summarize Briefly describe the Bear Flag Revolt. In 1846 a small group of American settlers seized Sonoma and declared California an independent nation, but U.S. forces soon arrived and claimed the region. Make Generalizations What did the American public think of the war with Mexico? Many Americans supported the war, and many men signed up to fight, but many Whigs and abolitionists opposed the war. Map Transparency: Mexican-American War, Info to Know Opposition to the War Henry David Thoreau, a writer and philosopher, opposed the Mexican-American War. He spent a night in jail rather than pay taxes that might support the war effort. Thoreau described his views on peaceful resistance to the government in an essay titled Civil Disobedience. His ideas later inspired the civil rights leader Martin Luther King Jr. Collaborative Learning Songs for the Road to War 1. Write the following events for students to see: U.S. annexation of Texas U.S.-Mexico border disputes conflicts between Mexican and U.S. troops declaration of war against Mexico by the U.S. Congress 2. Organize students into small groups. Ask the groups to imagine that they are songwriters at the time of the Mexican-American War. They have been hired to write a song describing the Above Level events leading to the war. The song should either increase patriotism or serve as an anthem for those opposing the war. 3. Select and play a tune for students to use or have each group choose an existing tune they like. Students should write catchy lyrics to go with the tune. 4. Have each group sing its song to the class. Auditory/Musical, Interpersonal Alternative Assessment Handbook, Rubric 26: Poems and Songs 358 CHAPTER 11

22 4)NTERACTIVE -AP -EXICAN!MERICAN 7AR n 4HE "EAR &LAG 2EVOLT # '! # &+ '* &! $ *! %ND OF THE 7AR & ) )'(# ' %(# ', $ )- %) (!!" 3 3 Connect to Journalism + %')'* - 0 +$4& Map Transparency: Mexican-American War )$ &*!$!)$ - $#) '' - %) * # () ')(,* ")#*+# "#", ", & &+'&#' 3 # (&*! 6 ')+ - &.')+" &+ * ')+ '&'% & ) & #* ' '&+ ) / #!',++ )1* ')+ & '! +$!) *# 3 Interactive Map: MexicanAmerican War Within months of the war s start, U.S. forces had captured all the major cities and towns along the coast of California and controlled much of the territory north of Mexico City. Locate Where did most of the fighting in the war take place? in disputed parts of Texas and in Mexico along the Gulf Coast, inland, and in California Interpreting Maps :f^kb\zg l^mme^kl mhhd ho^k LhghfZ% ma^ k^`bhgze a^z]& jnzkm^kl h_ ma^ F^qb\Zg Zkfr' Ma^r \Zimnk^] F^qb\Zg `^g^kze FZkbZgh OZee^ch Zg] ]^\ezk^] <Zeb_hkgbZ Z g^p \hngmkr3 ma^ <Zeb_hkgbZ K^in[eb\' ''$ $' $ %'! 3 ' '*. Pbg_b^e] L\hmm ezg]^] Zm O^kZ\kns Zg] ]^_^Zm^] mkhhil bg ma^ F^qb\Zg _hk& mk^ll ma^k^' A^ ma^g fzk\a^] bgezg]% mhpzk] F^qb\h <bmr' L\hmmÍl \Zimnk^ h_ ma^ F^qb\Zg \ZibmZe e^] mh ma^ ^g] h_ ma^ pzk' DJ;H79J?L;Æ 7F Å Å D>RPHK=3 LK1 NL* *,OCATION 7HAT -EXICAN CITY DID 3COTT S FORCES ATTACK IN -ARCH -OVEMENT 7HICH 5 3 COMMANDER LED FORCES FROM 3ANTA &E TO 3AN $IEGO %80!.$).' 7%34 Critical Thinking: Analyzing Information A War of Many Firsts The MexicanAmerican War was the first U.S. war fought mainly on foreign soil. It was also the first time that many newspapers sent reporters to cover a U.S. conflict. Reporters used horses to send news articles back to their papers in the East. The war was also one of the first to be photographed. Did you know... The standard U.S. Army uniform in the war was sky blue, but many soldiers disliked the color. As a result, some regiments created their own uniforms, complete with frills such as feathers, fringe, and silk. One Indiana soldier whose uniform was dark blue with silver lace said, Let em go to... with their sky blue. I ll be blowed if they make a Regular out of me. At Level Reporting the War 1. Ask students to imagine that they are newspa- per reporters covering the Mexican-American War. Have each student write an article about one of the major events or battles shown on the map above as if they were present. 2. The article should include a headline, date, byline, and a clear and chronological account of events. Articles should also address the questions who, when, where, what, and how. 3. Tell students that newspapers of the time often sensationalized stories to sell more papers. Encourage students to use this same approach when writing their headlines and articles. Students might also include on-thespot interviews. 4. Ask volunteers to read their articles aloud to the class. Verbal/Linguistic Alternative Assessment Handbook, Rubrics 23: Newspapers; and 42: Writing to Inform Answers Interpreting Maps 1. Veracruz; 2. General Stephen Kearny 359

23 Main Idea Mexican-American War As a result of the Mexican-American War, the United States added territory in the Southwest. Identify Who led the U.S. forces to victory at the Battle of Buena Vista? U.S. general Zachary Taylor Analyze Why do you think General Scott attacked Veracruz before Mexico City? Veracruz was located on the coast, it was the strongest fortress in Mexico, and its defeat was needed to break Mexican resistance. Make Judgments Do you agree with President Polk s decision to replace Taylor with Scott? Explain. Answers will vary, but students should exhibit an understanding of why Polk replaced Taylor and of the accomplishments of both Taylor and Scott. CRF: Primary Source Activity: A Mexican Views the War Answers Reading Check Santa Fe, Aug. 18, 1846; Buena Vista, Feb. 1847; Veracruz, Mar. 29, 1847; Cerro Gordo, April 1847; Mexico City, Sept.14, CHAPTER 11 War s End In Mexico General Taylor finally got the reinforcements he needed. He drove his forces deep into enemy lands. Santa Anna, thrown from office after losing Texas, returned to power in Mexico in September Quickly, he came after Taylor. The two armies clashed at Buena Vista in February After a close battle with heavy casualties on both sides, the Mexican Army retreated. The next morning, the cry went up: The enemy has fled! The field is ours! Taylor s success made him a war hero back home. The general s popularity troubled President Polk, and when Taylor s progress stalled, Polk gave the command to General Winfield Scott. A beloved leader, he was known by his troops as Old Fuss and Feathers because of his strict military discipline. Scott sailed to the port of Veracruz, the strongest fortress in Mexico. On March 29, after an 88-hour artillery attack, Veracruz fell. American soldier Scott moved on to the final goal, Mexico City, the capital. Taking a route similar to one followed by Spanish conquistador Hernán Cortés in 1519, the Americans pushed 200 or so miles inland. Santa Anna tried to stop the U.S. forces at Cerro Gordo in mid-april, but failed. By August 1847, U.S. troops were at the edge of Mexico City. After a truce failed, Scott ordered a massive attack on Mexico City. Mexican soldiers and civilians fought fierce battles in and around the capital. At a military school atop the steep, fortified hill of Chapultepec, young Mexican cadets bravely defended their hopeless position. At least one soldier jumped to his death rather than surrender to the invading forces. Finally, on September 14, 1847, Mexico City fell. Santa Anna soon fled the country. READING CHECK Sequencing In chronological order, list the key battles of the Mexican-American War. Below Level Critical Thinking: Sequencing Mexican-American War Time Line 1. To help students understand the sequence of events in the Mexican War, copy the graphic organizer here for students to see. Omit the blue, italicized answers. 2. Have students copy the time line and complete it by describing the key events of the war. Review the answers as a class. Visual/Spatial Alternative Assessment Handbook, Rubric 36: Time Lines March 1846 U.S. and Mexican troops clash. August 1846 California is controlled by American forces. August 1846 U.S. troops under Kearny take Santa Fe, New Mexico February 1847 Santa Anna and Taylor battle at Buena Vista. September 1847 U.S. troops under Scott capture Mexico City. 360 CHAPTER 11

24 Battle of Buena Vista After the two-day Battle of Buena Vista, the American army gained control of northern Mexico. At the beginning of the battle, Mexican forces outnumbered the Americans. But the Mexicans suffered more than twice as many casualties. Why was the Battle of Buena Vista a turning point in the Mexican-American War? Mexican soldier American Settlement in the Mexican Cession The war ended after Scott took Mexico City. In February 1848, the United States and Mex- ico signed the Treaty of Guadalupe Hidalgo, which officially ended the war and forced Mexico to turn over much of its northern ter- ritory to the United States. Known as the Mexican Cession, this land included the presentday states of California, Nevada, and Utah. In addition, it included most of Arizona and New Mexico and parts of Colorado and Wyoming. The United States also won the area claimed by Texas north of the Rio Grande. The Mexican Cession totaled more than 500,000 square miles and increased the size of the United States by almost 25 percent. Agreements and Payments In exchange for this vast territory, the United States agreed to pay Mexico $15 million. In addition, the United States assumed claims of more than $3 million held by American citizens against the Mexican government. The treaty also addressed the status of Mexicans in the Mexican Cession. The treaty provided that they would be protected in the free enjoyment of their liberty and property, and secured in the free exercise of their religion. The Senate passed the treaty in March After the war with Mexico, some Americans wanted to guarantee that any southern railroad to California would be built completely on American soil. James Gadsden, U.S. minister to Mexico, negotiated an important agreement with Mexico in December Under the terms of the Gadsden Purchase, the U.S. government paid Mexico $10 million. In exchange, the United States received the southern parts of what are now Arizona and New Mexico. With this purchase, the existing boundary with Mexico was finally fixed. Surge of American Settlers After the Mexican-American War, a flood of Americans moved to the Southwest. American newcomers struggled against longtime residents to control the land and other valuable resources, such as water and minerals. Most Mexicans, Mexican Americans, and Native Americans faced legal, economic, and social discrimination. As a result, they found it difficult to protect their rights. The Treaty of Guadalupe Hidalgo promised to protect Mexican American residents property rights. Yet differences between Mexican and U.S. land laws led to great confusion. The U.S. government often made Mexican American landowners go to court to prove that they had titles to their land. Landowners had to pay their own travel costs as well as those of witnesses and interpreters. They also had to pay attorneys and interpreters fees. These legal battles often bankrupted landowners. New settlers also tended to ignore Mexican legal concepts, such as community property or community water rights. EXPANDING WEST 361 Main Idea American Settlement in the Mexican Cession American settlement in the Mexican Cession produced conflict and a blending of cultures. Find Main Ideas What treaty resolved the war, and what did each side gain under the treaty? Treaty of Guadalupe Hidalgo; United States Mexican Cession; Mexico $15 million and release from American claims of more than $3 million Contrast For Mexicans, how did life under American rule differ from that promised in the Treaty of Guadalupe Hidalgo? The treaty promised that Mexicans liberties and property would be secured, but in reality Mexicans and Mexican Americans faced discrimination and loss of land. Biography Zachary Taylor ( ) Taylor s troops called him Old Rough and Ready because of his casual dress. Taylor rarely wore a uniform or signs of his rank. One officer claimed, He looks more like an old farmer going to market... than anything. Although sidelined by President Polk, Taylor was too popular to stay down. The next year he won the presidential election. However, after a little over a year in office, he died of cholera. Collaborative Learning Treaty of Guadalupe Hidalgo Materials: art supplies, butcher paper/poster board 1. Review the terms of the Treaty of Guadalupe Hidalgo and its short- and long-term effects. 2. Organize students into small groups. Tell half the groups that they oppose the treaty and the other half that they support it. 3. Ask the groups to imagine that they are attending a panel discussion on the treaty. Have each group create the following set of documents: (a) a map showing land At Level acquisitions under the treaty, (b) a summary of the treaty s provisions, and (c) a position statement expressing the group s viewpoint on the treaty. 4. Each group should select a spokesperson to represent the group in a panel discussion on the treaty. Interpersonal, Verbal/Linguistic Alternative Assessment Handbook, Rubrics 20: Map Creation; and 37: Writing Assignments Answers Battle of Buena Vista The American victory in the battle gave U.S. forces control of northern Mexico. 361

25 Main Idea American Settlement in the Mexican Cession American settlement in the Mexican Cession produced conflict and a blending of cultures. Analyze Why did conflicts occur between the different groups living in the American Southwest? because of a desire to control valuable resources; different laws and views regarding property and water rights, lack of respect for Native American lands and holy places Summarize How did different cultures shape one another in the American Southwest? use of English and Spanish; mix of heritage of placenames; celebration of Mexican and American holidays; cultural sharing of skills, knowledge, traditions Make Judgments Do you agree with Brigham Young s view of water use and water rights? Why or why not? Answers will vary, but students should exhibit an understanding of the importance of water rights and access in the dry climate of the West. Linking to Today Mexican Americans Today Region Outside of the Southwest, what regions of the United States have large percentages of Mexican Americans? Southeast, particularly Florida and North Carolina; Great Lakes region Cross-Discipline Activity: Geography At Level Answers Interpreting Maps 1. Southwest, particularly the region of the U.S.- Mexican border; 2. California and Texas 362 Water Rights 1. Have students use the library and other resources to conduct research on waterrights laws in one or more states in the Southwest today. 2. If students have difficulty, suggest they investigate water issues related to California, the Colorado River, or the Rio Grande. 3. Tell students to write three questions to guide and focus their research. Then have students take notes on the information they find. 4. Give students several options for presenting their information, such as creating a computer or multimedia presentation, a triptych, or a report. 5. Have volunteers present quick summaries of what they learned to the class. Verbal/Linguistic, Visual/Spatial Alternative Assessment Handbook, Rubrics 22: Multimedia Presentations; 29: Presentations; and 30: Research

26 used by American residents in New Mexico, Arizona, and California. Trade also changed the Southwest. For example, the Navajo created handwoven woolen blankets to sell to Americans. Americans in turn brought manufactured goods and money to the Southwest. Due to exchanges like these, the economies of many Mexican American and Native American communities in the Southwest began to change. Water Rights Eastern water-use laws commonly required owners whose land bordered streams or rivers to maintain a free flow of water. These restrictions generally prevented landowners from constructing dams because doing so would infringe upon the water rights of neighbors downstream. In the typically dry climate of the West, large-scale agriculture was not possible without irrigation. Dams and canals were required Section 3 Assessment Reviewing Ideas, Terms, and People 1. a. Define What was manifest destiny? b. Make Inferences Why was westward expansion such an important issue in the election of 1844? c. Evaluate Do you think California benefited from Mexican independence? Why or why not? 2. a. Recall Why did the United States declare war on Mexico? b. Summarize What was General Winfield Scott s strategy for winning the war with Mexico? c. Elaborate Would you have sided with those who opposed the war with Mexico or with those who supported it? Why? 3. a. Describe What conflicts did American settlers, Native Americans, and Mexican Americans in the Mexican Cession experience? b. Draw Conclusions Why were water rights so important in the American Southwest? c. Evaluate In your opinion, what was the most important effect of the annexation of the Mexican Cession? to direct scarce water to fields. This need conflicted with the accepted eastern tradition of equal access to water. Brigham Young established a strict code regulating water rights for the Mormon community. In any dispute over water use, the good of the community would outweigh the interests of individuals. Young s approach stood as an example for modern water laws throughout the West. READING CHECK Summarizing What were some of the early important agreements between the United States and Mexico, and why were they significant? SUMMARY AND PREVIEW America s westward expansion continued rapidly after the Mexican-American War. In the next section you will learn about the California gold rush. Critical Thinking 4. Identifying Cause and Effect Review your notes on manifest destiny and U.S. territorial expansion. Then use the graphic organizer below to show how Americans expansion into California caused war, as well as the effects of the war. Causes FOCUS ON WRITING Mexican-American War Online Quiz KEYWORD: SR8 HP11 Effects 5. Explaining the Mexican-American War How will you convey ideas, such as manifest destiny, in a film? How will you explain to your audience the Mexican-American War s role in expansion of the United States? Consider these questions as you read this section. Linking to Today Water Usage in the West In 1902 the federal government created the Bureau of Reclamation. The Bureau built dams, reservoirs, and canals to bring additional water to dry western regions. Today the Bureau manages all the water in 17 states west of the Mississippi River. Close Ask students to review how the idea of manifest destiny led to the Mexican- American War and affected life in what is now the American Southwest. Review Online Quiz, Section 3 Assess SE Section 3 Assessment PASS: Section 3 Quiz Alternative Assessment Handbook Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 3 Interactive Skills Tutor CD-ROM EXPANDING WEST 363 Section 3 Assessment Answers 1. a. belief that U.S. territory should extend to the Pacific Ocean b. because of the related slavery issues and because both candidates supported expansion c. Possible answers yes, gained statehood; no, led to discrimination against many Californios and Native Americans 2. a. border disputes; Mexican attack on U.S. forces in disputed territory; Polk s call for war b. to take the Mexican capital, Mexico City c. Answers will vary but should reflect an understanding of Americans different views about the war. 3. a. conflicts over control of land and water b. because of the West s generally dry climate c. Answers will vary but should reflect an understanding of the effects, listed in next answer. 4. causes see answer to Question 2a; effects expansion of United States, cultural blending and conflicts among groups in the Southwest 5. Students should consider various aspects of U.S. western expansion. Answers Reading Check Treaty of Guadalupe Hidalgo; Gadsden Purchase; greatly increased the size of the United States; set the current border between Mexico and the United States; affected life of Mexicans and Native Americans living in what is now the American Southwest 363

27 SECTION Bellringer If YOU were there... Use the Daily Bellringer Transparency to help students answer the question. What You Will Learn Daily Bellringer Transparency, Section 4 Daily Bellringer Expanding West Section 4 Review Section 3 Match the sets of letters to the correct vocabulary term. 1. MA EST DESTINY FOR 2. CALI NIOS NIF 3. GAD N PURCHASE REV 4. BEAR FLAG OLT SDE Preview Section 4 If YOU were there You are a low-paid bank clerk in New England in early Local newspaper headlines are shouting exciting news: Gold Is Discovered in California! Thousands Are on Their Way West. You enjoy having a steady job. However, some of your friends are planning to go West, and you are being influenced by their excitement. Your friends are even buying pickaxes and other mining equipment. They urge you to go west with them. Would you go west to seek 4 The California Gold Rush If YOU were there... Main Ideas You are a low-paid bank clerk in New England in early Local 1. The discovery of gold brought settlers to California. 2. The gold rush had a lasting impact on California s population and economy. newspaper headlines are shouting exciting news: Gold Is Discovered in California! Thousands Are on Their Way West. You enjoy hav- The Big Idea The California gold rush changed the future of the West. ing a steady job. However, some of your friends are planning to go west, and you are being influenced by their excitement. Your friends are even buying pickaxes and other mining equipment. They urge you to go west with them. Would you go west to seek your fortune in California? Why? Consider reasons to GO: could be a fun adventure to travel with friends might possibly become rich Key Terms and People Consider reasons to STAY: John Sutter, p. 365 cost of the equipment and the trip have a good job and security concerned about the risks Donner party, p. 365 your fortune in California? Why? forty-niners, p. 365 prospect, p. 366 placer miners, p. 366 BUILDING BACKGROUND At the end of the Mexican-American War, the United States gained control of Mexican territories in the West, including all of the present-day state of California. American settlements in California increased slowly at first. Then, the discovery of gold brought quick population growth and an economic boom. Review Answers: 1. NIF, manifest destiny; 2. FOR, Californios; 3. SDE, Gadsden Purchase; 4. REV, Bear Flag Revolt TAKING As you read, take notes NOTES on the California gold Building Vocabulary Preteach or review the following terms: famine severe food shortage (p. 368) hospitality kind, friendly treatment of visitors (p. 365) nugget as used here, a lump of metal in its natural state (p. 365) rush in a chart like the one below. Gold Rush How was gold first discovered? How was a stake claimed? What was life like in camps? Who came to California for gold? CRF: Vocabulary Builder Activity, Section 4 Taking Notes Have students copy the graphic organizer onto their own paper and then use it to take notes on the section. This activity will prepare students for the Section Assessment, in which they will complete a graphic organizer that builds on the information using a critical thinking skill Discovery of Gold Brings Settlers In the 1830s and 1840s, Americans who wanted to move to California started up the Oregon Trail. At the Snake River in present-day Idaho, the trail split. People bound for California took the southern route, which became known as the California Trail. This path ran through the Sierra Nevada mountain range. American emigrants and traders on the California Trail tried to cross these mountains before the season s first snows. Although many Americans traveled along the California Trail, few actually settled in California. American merchants were usually more interested in trading goods made in factories than in establishing settlements. They traded for gold and silver coins, hides, and tallow (animal fat used to make soap and candles) from Mexico. California became a meeting ground for traders from Mexico and the United States. Before the Mexican-American War, California s population consisted mostly of Mexicans and Native Americans. When Mexico CHAPTER 11 At Level The California Gold Rush 1. Teach Ask students the questions in the 3. Review To review the section s main ideas, Main Idea boxes to teach this section. 2. Apply Ask students to imagine that gold has just been discovered on the grounds of their school. Have students predict some short- and long-term consequences of the find. Write the predictions for students to see. Then have students compare and contrast their predictions to the effects of the California gold rush. Verbal/Linguistic have students explain the causes and effects of the California gold rush. 4. Practice/Homework Have each student write one to three paragraphs summarizing the historical significance of the California gold rush. Verbal/Linguistic Alternative Assessment Handbook, Rubrics 11: Discussions; and 42: Writing to Inform CHAPTER 11

28 controlled California, Mexican officials did not want many Americans to settle there. However, in 1839 they did give Swiss immigrant John Sutter permission to start a colony. Sutter s Fort, located near the Sacramento River, soon became a popular rest stop for many American emigrants. These new arrivals praised Sutter s hospitality and helpfulness. By the mid-1840s some Anglo Californians were publishing newspaper advertisements and guidebooks encouraging other settlers to move West. The Donner party was a group of west- ern travelers who went to California but were stranded in the Sierra Nevada Mountains dur- ing winter. The party began its journey West in the spring of Trying to find a shortcut, the group left the main trail and got lost. When the Donner party reached the Sierra Nevada Mountains, they became trapped by heavy snows. They were stuck and had almost no food. A rescue party found the starving and freezing group in February Of the original 87 travelers, 42 had died. Gold Fever Gold fever brought 80,000 people, like this miner, to California in 1849 alone. One California newspaper captured the excitement: The whole country, from San Francisco to Los Angeles, and from the sea shore to the base of the Sierra Nevadas, resounds with the cry of gold, GOLD, GOLD! while the field is left half planted, the house half built, and everything neglected but the manufacture of shovels and pickaxes. Below is a piece of jewelry made from nuggets found in California. Why was everything neglected except for the manufacture of shovels and pickaxes? Collaborative Learning Gold Rush Guide Materials: heavy white paper, art supplies 1. Organize students into small groups and ask group members to imagine that they are heading to California during the gold rush. 2. Have group members brainstorm and list items they might need for the long trip West as well as supplies they might need once they arrive out West. 3. After a set period, have each group share some of the items it listed with the class. Gold in California In January 1848, Sutter sent a carpenter named James Marshall to build a sawmill beside a nearby river. While working near Sutter s Mill, Marshall glanced at the ground. I reached my hand down and picked it up; it made my heart thump, for I was certain it was gold. Sutter and Marshall agreed to keep the discovery a secret. However, when they examined the work site the next day, they met a Spanish-speaking Native American worker holding a nugget and shouting, Oro [gold]! Oro! Oro! Sutter s workers soon quit to search for gold. Stories of the discovery rapidly spread across the country. President Polk added to the national excitement by confirming the California gold strike in his farewell message to Congress in December In 1849 about 80,000 gold-seekers came to California, hoping to strike it rich. These gold-seeking migrants to California were called forty-niners. As one Iowa woman who EXPANDING WEST 365 At Level Prep Required 4. Then give each group two sheets of heavy white paper and have students fold and staple the sheets to make a four-page booklet. 5. Have each group create a Gold Rush Guide for forty-niners. The guide should include ways to get to California, supplies to obtain, and tips for success. Interpersonal, Verbal/Linguistic Alternate Assessment Handbook, Rubrics 14: Group Activity; and 37: Writing Assignments Answers Main Idea Discovery of Gold Brings Settlers The discovery of gold brought settlers to California. Identify Who made up the majority of travelers on the California Trail before the gold rush? American merchants trading manufactured goods to Mexican merchants for gold, silver, hides, and tallow Sequence What sequence of events led to the California gold rush? John Sutter began building a sawmill. His carpenter, James Marshall, discovered gold while working. Word of the discovery soon spread. Elaborate Why was the United States lucky in the timing of the California gold rush? If gold had been found a few years earlier, California would have still been Mexican land. Biography John Sutter ( ) You might think that John Sutter became wealthy from the discovery of gold. Just the opposite occurred, though. As word of the gold discovery spread, Sutter s workers left him, and gold seekers overran his land. What s more, Sutter had received his land from the Mexican government and was unable to defend his title in the U.S. courts. By 1852 just four years after the discovery of gold he was bankrupt. Gold Fever The lure of instant wealth mining gold led people to rush off, forgetting everything else except the tools needed for mining shovels and pickaxes. 365

29 Main Idea Discovery of Gold Brings Settlers The discovery of gold brought settlers to California. Define Who was able to stake a claim? the first person on a site Analyze Why was the lack of a court system a problem in the early days of the gold rush? In the case of competing claims, no court system was available to decide the claim, and violence sometimes erupted. Make Inferences What effects do you think gold mining had on the California environment? possible answer Gold mining harmed the environment because of the need to move large amounts of earth and dig tunnels. CRF: Literature Activity: Tabitha F. Bingham, New Orleans to San Francisco in 49 Political Cartoons Activities for United States History, Cartoon 13: The California Gold Rush Info to Know The Daily Drudgery of Mining Few of the thousands of prospectors who flocked to California realized how difficult mining would be. Panning for gold was the simplest mining technique but also the most labor-intensive. First, a miner dug a load of dirt to fill the pan. The miner then submerged the pan in water and shook it until any gold deposits settled on the bottom. Most gold miners worked 50 pans during a 10-hour day. One forty-niner said that prospecting combined the various arts of canaldigging, ditching, laying stone walls, ploughing, and hoeing potatoes. Differentiating Instruction Struggling Readers Below Level 1. Ask students to imagine that it is 1849 and a wagon train firm has hired them to create an advertisement urging people to go to California. 2. Copy the graphic organizer here for students to see. Omit the blue, italicized answers. 3. Have students copy the organizer and complete it by listing the reasons people went to California in Visual/Spatial Catch the Fever! HEAD TO CALIFORNIA!!!! IT OFFERS ALL THE FOLLOWING: Get rich mining for gold. Open your own business in a booming mining town. Work in farming or ranching. COME TO CALIFORNIA TODAY!! 366 CHAPTER 11

30 Miners came to California from around the world to make their fortune. In the photo on the left, Anglo and Chinese miners work together in Auburn Ravine in Above, a woman joins men to look for gold. Fewer women than men moved west to search for gold, but the ones that did often found greater social and economic opportunity than they had in the east. Why might people leave their homes and travel long distances in search of gold? the hills, miners had to dig shafts and tunnels. These tasks were usually pursued by mining companies, rather than by individuals. In 1853 California s yearly gold production peaked at more than $60 million. Individual success stories inspired many miners. One lucky man found two and a half pounds of gold after only 15 minutes of work. Two African American miners found a rich gold deposit that became known as Negro Hill in honor of their discovery. The vast majority of miners, however, did not become rich. Forty-niner Alonzo Delano commented that the lean, meager [thin], worn-out and woebegone [sorrowful] miner... might daily be seen at almost every point in the upper mines. Life in the Mining Camps Mining camps sprang up wherever enough people gathered to look for gold. These camps had colorful names, such as Hangtown or Poker Flat. Miners in the camps came from many cultures and backgrounds. Most miners were young, unmarried men in search of adventure. Only around 5 percent of gold-rush immigrants were women or children. The hardworking women generally made good money by cooking meals, washing clothes, and operating boardinghouses. One such woman, Catherine Haun, recalled her first home in California. We were glad to settle down and go housekeeping in a shed that was built in a day of lumber purchased with the first fee... For neighbors, we had a real live saloon. I never have received more respectful attention than I did from these neighbors. Catherine Haun, quoted in Ordinary Americans, edited by Linda R. Monk Haun s husband was a lawyer. He concluded that he could make more money practicing law than he could panning for gold. He was one of many people who made a good living supplying miners with food, clothing, equipment, and other services. Miners paid high prices for basic necessities because the large amounts of gold in circulation caused severe inflation in California. A loaf of bread, for example, might cost 5 cents in the East, but it would sell for 50 to 75 cents in San Francisco. Eggs sometimes sold for $1 a piece. Some settlers took full advantage of these conditions for free enterprise. Biddy Mason and her family, for instance, had arrived in California as slaves. A Georgia slaveholder had brought them during the gold-rush years. Mason quickly discovered that most Californians opposed slavery, particularly in the gold mines. She and her family gained their freedom and moved to the small village of Los Angeles. There she saved money until she could purchase some land. Over time, Mason s property increased in value from $250 to $200,000. She became one of the wealthiest landowners in California, a community leader, and a wellknown supporter of charities. Main Idea Discovery of Gold Brings Settlers The discovery of gold brought settlers to California. Recall What types of work did people do in mining camps? Many people prospected; others supplied goods to miners or ran businesses that catered to miners. Analyze What percentage of gold rush immigrants were women, and what opportunities did the gold rush provide them? around 5 percent; they could make money running businesses that catered to miners. Draw Conclusions How did attitudes toward slavery in California benefit Biddy Mason? She and her family, after gaining their freedom from slavery, were able to become wealthy landowners in Los Angeles because most Californians opposed slavery. CRF: Biography Activity: Bridget Biddy Mason CRF: Primary Source Activity: Family Letters During the California Gold Rush Did you know... In today s dollars, the $60 million of gold produced in 1853 would be worth around $1.4 billion. EXPANDING WEST 367 Advanced/Gifted and Talented 1. Organize the class into small groups, and have each group refer to the information in this section to prepare a newspaper for a Gold Rush mining town. 2. Groups should include stories about miners and their successes and failures, about life in the mining town, and about some of the problems mining towns experienced. 3. In addition, encourage students to include visuals as well as advertisements and classified ads for jobs, goods, and services in the town. Above Level 4. Each group should assign members specific project roles such as editor, copy editor, writer, illustrator, and graphic designer. 5. Display the groups newspapers in the classroom for students to view. Interpersonal, Verbal/Linguistic Alternative Assessment Handbook, Rubric 23: Newspapers Answers Staking a Claim Many foreigners were escaping problems in their home countries, while women found greater economic and social opportunities. 367

31 Main Idea Discovery of Gold Brings Settlers The discovery of gold brought settlers to California. Explain Why did many Chinese immigrants go to California during the gold rush? lure of gold and to escape economic hardship and famine in southeastern China Summarize What challenges did immigrant miners face in California? lack of welcome by Americans, monthly tax, discrimination, violence, limited legal redress Draw Conclusions Why do you think the courts favored Americans over immigrants? possible answer because judges thought immigrants shouldn t take away opportunities from Americans CRF: Biography Activity: Levi Strauss World Events China and the Gold Rush In the mid- 1800s China was in political and economic chaos. A tiny minority of wealthy people owned much of the land, while the vast majority of people were peasants who owned little. Such conditions encouraged hundreds of thousands of Chinese to seek their fortunes in the American West between 1850 and THE IMPACT TODAY Today California is the nation s most populous state. Westward Movement in the United States Causes Americans believe in the idea of manifest destiny. The United States acquires vast new lands in the West. Pathfinders open trails to new territories. Gold is discovered in California. Effects Native Americans are forced off lands. Americans travel west to settle new areas. The United States stretches to the Pacific Ocean. California experiences a population boom. Immigrants to California The lure of gold in California attracted miners from around the world. Many were from countries that had seen few immigrants to the United States in the past. They were drawn to California by the lure of wealth. For example, famine and economic hardship in southeastern China caused many Chinese men to leave China for America. Most hoped to find great wealth, and then return home to China. These immigrants were known in Chinese as gam saan haak, or travelers to Gold Mountain. Between 1849 and 1853 about 24,000 Chinese men moved to California. From far and near we came and were pleased, wrote merchant Lai Chun-chuen in Chinese immigrants soon discovered that many Americans did not welcome them, however. In 1852, California placed a high monthly tax on all foreign miners. Chinese miners had no choice but to pay this tax if they wanted to prospect for gold in California. Some Chinese workers were the targets of violent attacks. If the Chinese miners dared to protest the attacks, the legal system favored Americans over immigrants. Despite such treatment, many Chinese immigrants still worked in the gold mines. Some looked for other jobs. Others opened their own businesses. A newspaper reported Chinese working as ploughmen, laundrymen, placer miners, woolen spinners and weavers, domestic servants, cigar makers, [and] shoemakers. In 1849 alone, about 20,000 immigrants arrived in California not only from China but also from Europe, Mexico, and South America. Like most American gold-seekers, these new arrivals intended to return home after they had made their fortunes. However, many decided to stay. Some began businesses. For example, Levi Strauss, a German immigrant, earned a fortune by making tough denim pants for miners. READING CHECK Categorizing What types of people came to California hoping to benefit from the gold rush? Impact on California During the Spanish and Mexican periods of settlement, California s population grew slowly. The arrival of the forty-niners changed this dramatically. Population Boom California s population explosion made it eligible for statehood only two years after being acquired by the United States. In 1850 California became the 31st state. However, fast population growth had negative consequences for many Californios and California Native Americans. One early observer of the gold rush described why. The Yankee regarded every man but [his own kind] as an interloper [trespasser], who had no right to come to California and pick up the gold of free and enlightened citizens. W. Kelly, quoted in The Other Californians, by Robert F. Heizer and Alan F. Almquist 368 CHAPTER 11 Critical Thinking: Identifying Points of View At Level Answers Reading Check U.S. easterners and midwesterners, including enslaved African Americans, and immigrants from China, Europe, Mexico, and South America 368 Chinese Immigrant Letters 1. Discuss with students the experiences of Chinese immigrants who came to California during the gold rush. 2. Have students use the information to write a series of letters from a male Chinese immigrant to family and friends back in China. The letters should provide detailed descriptions of prospecting, life in mining towns, and other experiences. In addition, letters should either encourage the immigrant s family or friends to make the trip or discourage them from coming. Students should consider why Chinese immigrants came to California and the challenges they faced. 3. Have volunteers read some of their letters to the class. Encourage feedback and discussion. Verbal/Linguistic Alternative Assessment Handbook, Rubric 40: Writing to Describe

32 San Francisco Grows San Francisco boomed in the early years of the Gold Rush. What factors led to San Francisco s population growth? Economic Growth In addition to rapid population growth, a flood of new businesses and industries transformed California s economy. Gold mining remained an important part of the state s early economy. But Californians soon discovered other ways to make a living. Farming and ranching, for example, became industries for those willing to do the necessary hard labor. California faced an obstacle to growth, though. The state was isolated from the rest of the country. It was difficult to bring in and ship out goods. The answer to the isolation problem was to bring the railroad all the way to California. Californians would have to wait almost 20 years for that. Completion of the transcontinental railroad in 1869 at last gave Californians the means to grow a stronger economy. READING CHECK Analyzing Information What political effect resulted from California s rapid population growth? SUMMARY AND PREVIEW Americans moved west to create new lives and seize new opportunities. In the next chapter you will learn about the Industrial Revolution in America. Section 4 Assessment Online Quiz KEYWORD: SR8 HP11 Reviewing Ideas, Terms, and People 1. a. Recall Why was Sutter s Mill important? b. Summarize What types of people participated in the California gold rush, and how did they take part in it? c. Elaborate What are some possible problems caused by the arrival of so many new settlers to California? 2. a. Describe How did some people hope to solve the problem of California s isolation from the rest of the country? b. Draw Inferences What effect did California s rapid population growth have on Californios and Native Americans? c. Evaluate Overall, do you think that the gold rush had a positive or negative effect on California? Explain. Critical Thinking 3. Evaluating Review your notes on the gold rush. Then copy the graphic organizer below. Use it to show how the discovery of gold changed California. FOCUS ON WRITING Discovery of Gold 4. Describing the California Gold Rush As you read this section, take note of significant events and effects of the gold rush. Consider also how your film can convey the excitement of that time in American history. EXPANDING WEST 369 Main Idea Impact on California The gold rush had a lasting impact on California s population and economy. Recall When did California become a state? 1850, only two years after being acquired by the United States Identify Points of View How do you think Californios and Native Americans viewed the gold rush and the population boom that resulted? possible answer not positively, because they faced discrimination from Americans who viewed them as trespassers not entitled to gold Quick Facts Transparency: Westward Movement in the United States Close Have students summarize how the gold rush affected life in California. Review Online Quiz, Section 4 Assess SE Section 4 Assessment PASS: Section 4 Quiz Alternative Assessment Handbook Reteach/Classroom Intervention Interactive Reader and Study Guide, Section 4 Section 4 Assessment Answers 1. a. the site near where gold was discovered in 1848, which began the gold rush b. male and some female Americans; immigrants from China, Europe, Mexico, South America; mined, provided goods and services c. possible answers fighting over claims, discrimination, economic hardship 2. a. by building a railroad connecting California with the rest of the United States b. faced discrimination, poor treatment c. possible answers positive, it led to statehood; negative, it led to discrimination for many 3. possible answers population boom; increased diversity of population through immigration; statehood; economic transformation and growth; discrimination of Californios and Native Americans 4. Students should consider the events and effects of the gold rush. Interactive Skills Tutor CD-ROM Answers San Francisco Grows gold rush and influx of forty-niners and others looking for gold or to open businesses serving miners Reading Check It became the thirtyfirst state only two years after being acquired by the United States. 369

33 ?IJEHOÆ7D:Æ ;E=H7F>O!MERICA S America s Growth Time 'ROWTH 7ASHINGTON 4ERRITORY /REGON 4ERRITORY 9 Ê " #ALIFORNIA 1 )N THE S A NEW DREAM BEGAN TO SHAPE THE!MERICAN MIND MANIFEST DESTINY -ANIFEST DESTINY WAS THE BELIEF THAT THE 5NITED 3TATES SHOULD EXTEND ALL THE WAY TO THE 0ACIlC /CEAN "Y THAT DREAM HAD BECOME A REALITY )N THE 5 3 ANNEXED 4EXAS )N IT ACQUIRED /REGON AND THE HUGE -EXICAN CESSION "Y WITH THE 'ADSDEN 0URCHASE THE 5NITED 3TATES HAD TAKEN THE BASIC SHAPE IT STILL HAS TODAY " xäcê {äcê {äcê, 5TAH 4ERRITORY / Line Have students examine the feature and describe how the nation expanded between 1820 and Then have each student create a large time line that shows how the United States expanded during that time. Instruct students to divide their time lines into five-year periods. Students should also write a short description for each entry. Then ask students to discuss how they think people already living in California and Oregon felt as thousands more people poured into the areas during the 1840s and 1850s. Conclude by having students identify and discuss the costs and benefits of U.S. westward expansion during this period.!merica S 0OPULATION MILLION -> Ê À> V ÃV Verbal/Linguistic, Visual/Spatial %THNIC 'ROUPS 7HITE %UROPEAN!FRICAN!MERICAN.ATIVE!MERICAN!SIAN -EXICAN!MERICAN Linking to Today California Today During the 1840s California s population was comprised of only a few thousand people. Now, almost 34 million people live in California, the third largest state in land area. The Golden State, as it is officially nicknamed, also has an enormous economy. If California were an independent country, it would have one of the ten strongest economies in the world. ÎäcÊ 2ELIGIONS 0ROTESTANT #ATHOLIC *EWISH /THER.EW -EXICO 4ERRITORY 'OLD &EVER Ma^ ]bl\ho^kr h_ `he] bg <Zeb_hkgbZ bg *1-1 l^m h Z fzllbo^ fb`kzmbhg' Bg *1-2 lhf^ 1)%))) _hkmr&gbg^kl a^z]^] mhpzk] <Zeb_hkgbZ' LZg?kZg\bl\h% eh\zm^] hg Zg ^q\^ee^gm gzmnkze ihkm% `k^p jnb\der Zl Z k^lnem' * " Ê 4EXAS ANNEXATION #LAIM RECOGNIZED IN /REGON 4REATY -EXICAN #ESSION 'ADSDEN 0URCHASE #(!04%2 ÎäcÊ7 ÓäcÊ7 Social Studies Skills: Interpreting Maps -ILES +ILOMETERS äcê7 At Level The West: Then and Now 1. Display a current map of the United States for students to see. Cover up the western region of the map. Ask students to discuss ways in which the United States might be different had these western states not become part of the Union. possible answers Other nations would control the area, the U.S. population would be much smaller, and the nation would lose the area s resources. 2. Then ask students to compare the map above Ask students to identify the states eventually created from the land that the United States gained between 1842 and Conclude by reviewing the significant historical events (e.g., the Texas War for Independence and the Mexican-American War) that had a major effect on the boundaries of the United States. Visual/Spatial Alternative Assessment Handbook, Rubric 21: Map Reading to the current U.S. map (now uncovered) CHAPTER 11 8 "

34 MISCONCEPTION Water Rights Water was critical in the dry West. Bitter disputes arose over who had the water rights to streams. Gold Rush miners developed a simple system: whoever used the water first owned the rights to it. In other parts of the West, the community as a whole had a right to use the water source. ALERT A Salty River? A desalination plant or a facility that takes the salt out of water has been built near the Colorado River in Arizona. But wait, isn t the water in the Colorado River fresh water? Yes and no. Farmers spray water from the river onto fields for irrigation. Because the desert soil contains so much salt, the runoff water is salty. The desalination plant purifies the runoff water so it can be sent back into the Colorado River and reused. ÊÊ Manifest Destiny With the belief that the United States was destined to spread across the continent, called manifest destiny, settlers headed West to tame new lands. Supporters of manifest destiny believed it was God s will that the United States should expand and spread democracy across North America. ÊÊ Ê, / Ê* Ài} Ê/ Ê Unorganized Territory ÃÃ, Û i ÊÊ Ê ÊÊ Ê À> Ê ««ÃÃ ÃÃ ià ÊÊÊ ÊÊ Û Ê ÊÊÊÊ ÊÊÊÊÊÊÊÊÊÊÊÊÊÊ, ÊÊÊÊÊÊÊÊ ÕÀ À Ê ÊÊÊÊ" Info to Know The Rocky Mountains Indian Territory The Rocky Mountains were a gigantic obstacle to settlers on their way West. Pathfinders like Lt. John C. Frémont traveled widely in the region, making maps and noting possible trails. The South Pass, through which the Oregon Trail ran, was one of the few easy ways through the great chain of mountains. The Mexican Cession The territory granted to the United States by the Mexican Cession had long belonged to Spain and then Mexico. By 1850, however, the Hispanic population in the region was outnumbered by settlers from the United States. / / " Ê Connect to Geography Claimed by Texas Texas ÎäcÊ Õ vê v iý V GEOGRAPHY SKILLS INTERPRETING MAPS 1. Movement Why did San Francisco grow so rapidly? 2. Human-Environment Interaction Why was water so important in the West? ÇäcÊ7 /À «VÊ vê > ViÀ Hispanics in the Southwest According to the 2000 census, about 19.7 million Hispanic or Latino Americans lived in Arizona, California, New Mexico, and Texas. This figure is more than half the total Hispanic population of the entire United States. Nearly 3.7 million Asian Americans and some 2.25 million African Americans also lived in California, making it the most diverse state in the nation. äcê7 EXPANDING WEST Cross-Discipline Activity: Math 371 Above Level Graphing Hispanic Populations 1. Have students use information from the U.S. Census Bureau to obtain data about the current Hispanic population in each of the states in the Southwest. 2. Have each student use the data to create a bar graph showing the percentage of each state s population that is Hispanic. Then have each student create a circle graph that shows the percentage of the nation s total Hispanic population that lives in each of the states of the Southwest. Remind students to provide a title, a legend, and a caption for each graph. 3. Ask volunteers to share their graphs with the class. Visual/Spatial Alternative Assessment Handbook, Rubrics 7: Charts; and 30: Research Answers Interpreting Maps 1. The city was located on an excellent natural port for arriving ships and during the Gold Rush thousands of people went there. 2. The West is arid, and water is needed for people, crops, and livestock. 371

35 3OCIAL 3TUDIES 3KILLS!NALYSIS Interpreting Maps: Expansion Visual/Spatial Alternative Assessment Handbook, Rubric 21: Map Reading 3TUDY )NTERPRETING -APS %XPANSION Expansion Maps Scavenger Hunt Have students go on an expansion map scavenger hunt. Give students a set amount of time to find three examples of expansion maps in their textbooks. Have students mark the pages of each map. Award the first student to find three maps a prize of some kind. Have the winning student identify the pages on which the maps are located. Then guide students in interpreting each of the three maps. Conclude by having each student write a few sentences describing in his or her own words what an expansion map is. #IVIC 0ARTICIPATION #RITICAL 4HINKING (.OTE THE MAP S OTHER FEATURES -APS OFTEN CON $EFINE THE 3KILL TAIN LABELS AND OTHER INFORMATION IN ADDITION TO WHAT IS EXPLAINED IN THE LEGEND OR KEY -APS SHOW FEATURES ON %ARTH S SURFACE 4HESE CAN BE PHYSICAL FEATURES SUCH AS MOUNTAINS AND RIVERS OR HUMAN FEATURES SUCH AS ROADS AND SETTLEMENTS (ISTORICAL MAPS SHOW AN AREA AS IT WAS IN THE PAST 3OME SHOW HOW A NATION S BOUNDARIES CHANGED OVER TIME )NTERPRETING MAPS CAN ANSWER QUESTIONS ABOUT HISTORY AS WELL AS GEOGRAPHY 0RACTICE THE 3KILL )NTERPRET THE MAP BELOW TO ANSWER THE FOLLOWING QUESTIONS ABOUT THE EXPANSION OF THE 5NITED 3TATES 4HE ADDITION OF WHICH TERRITORY ALMOST DOUBLED THE SIZE OF THE 5NITED 3TATES,EARN THE 3KILL &OLLOW THESE STEPS TO GAIN INFORMATION FROM A MAP & 2EAD THE TITLE TO DETERMINE WHAT THE MAP IS ABOUT AND THE TIME PERIOD IT COVERS ' 3TUDY THE LEGEND OR KEY TO UNDERSTAND WHAT THE COLORS OR SYMBOLS ON THE MAP MEAN.OTE THE MAP SCALE WHICH IS USED TO MEASURE DISTANCES!CCORDING TO THE MAP WHEN DID #ALIFORNIA BECOME PART OF THE 5NITED 3TATES 7HAT CHOICE OF OVERLAND ROUTES DID A TRAVELER HAVE FOR GETTING TO #ALIFORNIA 7HAT PHYSICAL OBSTACLES DOES THE MAP SHOW SUCH A TRAVELER WOULD FACE Interactive Skills Tutor CD-ROM, Lesson 6: Interpret Maps, Graphs, Charts, Visuals, and Political Cartoons CRF: Social Studies Skills Activity: Interpreting Maps: Expansion 7HAT WAS THE SMALLEST EXPANSION OF 5 3 BOR DERS AND WHEN DID IT TAKE PLACE $) ' # )& ' * & ' # % # ' '' $# + ' ## + ( $# & $# $)#(&, + # '' $# # ( ( ( ' ' # )& ' '%)( && ($&,! ' %!$" ( &' ' #(!04%2 Social Studies Skills Activity: Interpreting Maps: Expansion Interpreting Expansion Maps At Level 1. Display a modern political map of the United Answers Practice the Skill (refer to map key on p. 374) 1. Louisiana Territory; 2. Gadsden Purchase in 1853; ; 4. California Trail, Old Spanish Trail; 5. Rocky Mountains 3. Then have each student write a paragraph States for students to see. (One is available in describing the information in the map above. the Atlas in the back of the textbook.) Tell students to be as thorough as possible. 2. Have students compare the map to the one 4. Next, ask for a volunteer to read his or her shown above. Ask students to identify the description to the class. Then ask students states that are now located in each of the areas which is easier to understand, the written of expansion labeled on the map above. Use description or the map. Use the question to the activity to make certain students underhelp students understand the use of expansion stand how to read the expansion map. maps in the study of history. Visual/Spatial Alternative Assessment Handbook, Rubrics 21: Map Reading 372

36 CHAPTER11 Visual Summary Use the visual summary below to help you review the main ideas of the chapter Sutter s Fort established Pioneers begin traveling West on the Oregon Trail United States annexes Texas Mexican War begins United States wins the Mexican War and gains the Mexican Cession. Oregon becomes a U.S. territory California gold rush begins. U.S. Expansion 1853 Gadsden Purchase establishes the southwestern U.S. border. Chapter Review Reviewing Vocabulary, Terms, and People Identify the correct term or person from the chapter that best fits each of the following descriptions. 1. Mexican priest who led a rebellion for independence from Spain 2. Spanish colonists in California 3. A group of pioneers who were stranded in the Sierra Nevada Mountains and struggled to survive the winter 4. Agents hired by the Mexican government to attract settlers to Texas 5. The belief that the United States was meant to expand across the continent to the Pacific Ocean 6. Members of the Church of Jesus Christ of Latterday Saints 7. Fur traders and trappers who lived west of the Rocky Mountains and in the Pacific Northwest 8. Mexican ruler who fought to keep Texas from gaining independence 9. Swiss immigrant who received permission from Mexico to start a colony in California 10. Western trail from Missouri to New Mexico that was an important route for trade between American and Mexican merchants Comprehension and Critical Thinking SECTION 1 (Pages ) 11. a. Identify What different groups of people traveled West? b. Draw Conclusions Why did Brigham Young move the Mormon community to Utah? c. Predict What are some possible problems that might result from American settlement in the West? Visual Summary Review and Inquiry Have students use the visual summary to explain the causes and effects of the events from the time line. Quick Facts Transparency: Expanding West Visual Summary Reviewing Vocabulary, Terms, and People 1. Father Miguel Hidalgo y Costilla 2. Californios 3. Donner party 4. empresarios 5. manifest destiny 6. Mormons 7. mountain men 8. Antonio López de Santa Anna 9. John Sutter 10. Santa Fe Trail Comprehension and Critical Thinking 11. a. merchants, traders, settlers, Mormons b. in search of religious freedom after other communities failed c. conflict with Native Americans and other existing settlers, issues related to slavery and statehood EXPANDING WEST 373 Review and Assessment Resources Review and Reinforce SE Chapter Review CRF: Chapter Review Activity Quick Facts Transparency: Expanding West Visual Summary Spanish Chapter Summaries Audio CD Program Online Chapter Summaries in Six Languages OSP Holt PuzzlePro; GameTool for ExamView Quiz Game CD-ROM Assess SE Standardized Test Practice PASS: Chapter Test, Forms A and B Alternative Assessment Handbook OSP ExamView Test Generator, Chapter Test Differentiated Instruction Modified Worksheets and Tests CD-ROM: Chapter Test Holt Online Assessment Program (in the Premier Online Edition) Reteach/Intervene Interactive Reader and Study Guide Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Differentiated Instruction Modified Worsheets and Tests CD-ROM Interactive Skills Tutor CD-ROM go.hrw.com Online Resources Chapter Resources: KEYWORD: SR8 US11 EXPANDING WEST 373

37 SECTION 2 (Pages ) 12. a. Austin empresario who b. Draw Conclusions Why did settlers in Texas rebel against Mexican rule? c. Elaborate In what ways was the Texas struggle for independence similar to that of the United States? Social Studies Skills Interpreting Maps: Expansion Use the Social Studies Skills taught in this chapter to answer the question about the map below. Growth of the United States to 1853 Portland SECTION 3 (Pages ) 40 N b. Make Inferences Why were most gold-rush settlers young, unmarried men? Gulf of Mexico 90 W 80 W N 0 N 14. a. Identify What roles did women and immigrants play in the California gold rush? ATLANTIC OCEAN TEXAS ANNEXATION 1845 PACIFIC OCEAN 120 W SECTION 4 (Pages ) GADSDEN PURCHASE N TAINS Los Angeles UN MEXICAN San CESSION Francisco 1848 MO c. Predict What are some possible problems the acquisition of so much territory might cause the United States? Y b. Draw Conclusions What economic and cultural influences did Native Americans and Mexican Americans have on American settlers in the Mexican Cession? OREGON COUNTRY 1846 CK 13. a. Recall Why were some Americans opposed to the annexation of new territories? RO founded an American colony in Mexican Texas; Santa Anna leader of Mexico, who led forces against the Texans in the Texas War for Independence b. anger over some Mexican actions, such as banning of further American settlement and the importation of slaves; Santa Anna s suspension of Mexico s republican constitution c. in both, the people in a colonial region fought against their mother country for protection of what they saw as their rights and liberties 13. a. concerns over the spread of slavery, balance of power between slave and free states b. Mining, ranching, saddles, and adobe are examples of Mexican and Native American influence on American settlers. c. problems related to governing and protecting such a large area 14. a. Both provided goods and services to miners, some opened and ran their own businesses; some immigrants mined. b. possible answers difficult to support and care for a family while prospecting; had few attachments to prevent them from going to California c. continued population and economic growth, continued discrimination against Hispanics and Native Americans 12. a. Identify Who were Stephen F. Austin and Antonio López de Santa Anna? 17. Determine the definition of annexation using context clues. W E S 110 W 18. Place the expansions in the order of which they were acquired by the United States, according to the map. c. Predict What long-term effects might the gold rush have on California s future? FOCUS ON WRITING Reviewing Themes 15. Economics What role did economics play in the desire of Americans to go west? 16. Geography What were the main trails to the West, and what areas did they pass through? Reading Skills Vocabulary in Context Use the Reading Skills taught in this chapter to answer the question about the reading selection below. 19. Writing an Outline for a Documentary Film Look back through all your notes, and choose one topic from this chapter that you think would make a good 10-minute documentary. Your outline should be organized by scene (no more than 3 scenes), in chronological order. For each scene, give the following information: main idea of scene, costumes and images to be used, audio to be used, and length of scene. As you plan, remember that the audience will be students your own age. Texas politicians hoped that joining the United States would help solve the republic s financial and military problems. The Texas Congress approved annexation in June Texas became part of the United States in December. (p. 356) 374 CHAPTER 11 Reviewing Themes Reading Skills Focus on Writing 15. possible answer Many 17. joining the United States; 19. Rubric Students outlines Americans went West in hopes of improving their lives economically. 16. See the map on p became part of Social Studies Skills 18. Texas, Oregon, Mexican Cession, Gadsden Purchase for documentary films should: clearly introduce the main idea include images include narration that explains the images be informative and appealing CRF: Focus on Writing: Outline for a Documentary Film 374 CHAPTER 11

38 3TANDARDIZED 4EST 0RACTICE 1. A Break Down the Question Students $)2%#4)/.3 2EAD EACH QUESTION AND WRITE THE LETTER OF THE BEST RESPONSE # 4RAPPERS COULD USE THE RIVER TO BRING FURS FROM THE MOUNTAINS TO TRADE $ 4HE LOCATION OFFERED EASY PROTECTION FROM ATTACKS BY.ATIVE!MERICANS OR THE &RENCH 5SE THE MAP BELOW TO ANSWER THE FOLLOWING QUESTION 4HE MAIN ATTRACTION OF 4EXAS FOR MANY!MERI CANS IN THE S AND S WAS THE! FREEDOM TO PRACTICE THE #ATHOLIC FAITH " AVAILABILITY OF CHEAP OR FREE LAND # DESIRE TO BECOME CITIZENS OF -EXICO $ -EXICAN REBELLION AGAINST 3PAIN -EXICAN!MERICAN 7AR! -EXICAN FOODS AND FESTIVALS BECAME MORE IMPORTANT TO!MERICAN CULTURE " 0ROSPERITY OF -EXICAN LANDOWNERS IN THE 3OUTH WEST INCREASED UNDER 5 3 RULE # -EXICAN!MERICANS INTRODUCED NEW IDEAS TO THE 5NITED 3TATES $ 4HE SIZE OF THE 5NITED 3TATES INCREASED BY ABOUT PERCENT! (!$" ) '( 7HICH OF THE FOLLOWING WAS NOT DUE TO THE 4HE PART OF THE PRESENT DAY 5NITED 3TATES THAT WAS ONCE CLAIMED BY "RITAIN 3PAIN AND 2USSIA IS SHOWN ON THE MAP BY THE LETTER! 7 " 8 # 9 $ : S %XAMINE THE FOLLOWING mier ABOUT CHEAP LAND AVAILABLE IN THE $AKOTA 4ERRITORY AND THEN USE IT TO ANSWER THE QUESTION BELOW 5 )N GENERAL WHAT POSITION DID #ALIFORNIOS that the italicized phrase In general means that more than one answer may be correct and that students must choose the one that provides the best answer. 3. C Break Down the Question Point out the italicized word main and explain to students that they need to identify the most important reason that Astor founded Astoria. 4. B Break Down the Question This ques- tion requires students to recall factual information. Refer students who miss the question to the material American Settlers Move to Texas in Section B Break Down the Question Point out 6. possible answer farmers, because 7HAT WAS THE MAIN REASON *OHN *ACOB $OCUMENT "ASED 1UESTION 7HO MIGHT HAVE BEEN ATTRACTED BY THIS DESCRIPTION OF $AKOTA 7HY %80!.$).' 7%34 Intervention Resources 2. D Break Down the Question Point out to students that the word not means that they need to identify which of the answers is not true. TAKE TOWARD THE -EXICAN 7AR! 4HEY SUPPORTED THE WAR BECAUSE THEY WANTED INDEPENDENCE FROM -EXICO " 4HEY SUPPORTED THE WAR BECAUSE THEY WANTED TO BECOME 5 3 CITIZENS # 4HEY OPPOSED THE WAR BECAUSE THEY FEARED IT MIGHT BRING AN END TO SLAVERY $ 4HEY OPPOSED THE WAR BECAUSE THEY DID NOT WANT TO LOSE CONTROL OF #ALIFORNIA!STOR FOUNDED!STORIA AT THE MOUTH OF THE #OLUMBIA 2IVER IN! 0LENTY OF FRESHWATER AND SALT WATER lsh WERE AVAILABLE FOR RESIDENTS TO EAT " 4HE SOIL THERE WAS RICH AND GOOD FOR FARMING need to note the lines indicating the border of each lettered region. the flyer is advertising plentiful and free land Break Down the Question Inform students that a common advertising technique is to literally tell potential customers they have need of something. Then point out the part of the flyer claiming, you need a farm. 4IPS FOR 4EST 4AKING Reproducible In Your Own Words Sometimes the wording of a question might be a bit different than the language students are used to using. Tell students to read the question and then restate it in their own words to make sure they understand what is being asked. Interactive Reader and Study Guide Differentiated Instruction Teacher Management System: Lesson Plans for Differentiated Instruction Technology Quick Facts Transparency: Expanding West Visual Summary Differentiated Instruction Modified Worksheets and Tests CD-ROM Interactive Skills Tutor CD-ROM EXPANDING WEST 375

39 Bellringer Motivate Write the following for students to see: Lissa was excited when she received her first driver s license. Ask students to brainstorm causes and effects of the event. Then have students consider the effects they listed as causes and list further effects. Help students build a cause-and-effect chain. Explain that in this workshop students will write a paper explaining causes or effects of a historical event. SE Social Studies Skills 19: Short- and Long-term Causal Patterns CRF 19: Social Studies Skills Activity: Short- and Long-term Causal Patterns Interactive Skills Tutor CD-ROM, Lesson 7: Identify Cause and Effect Determining Causes Get Your Reasons Straight Remind students that not all the details they will read about as they study the War of 1812 will be causes or effects. Have students double-check the causes or effects they identified by asking one of the following questions: Causes: How did this action or situation contribute to the war? Effects: How did the war lead to this event or situation? Organizing How Important Is It? Explain to students that they have two choices when organizing information by importance from least to most important, and from most to least important. Suggest that students who are organizing by order of importance make two outlines, one using each option. Then have students choose the option that works best. Assignment Write a paper explaining the causes or the effects of the War of TIP Using a Graphic Organizer Use a graphic organizer like this to organize your research. Cause 1 Cause 2 Event or Situation Effect Effect A Writer s Framework Introduction Begin with a quote or interesting fact about the event. Identify the event you will discuss. [The War of 1812] Identify whether you will be discussing the causes or the effects. 376 UNIT 3 Cause and Effect in History Historians try to make sense of an event by considering why the event happened and what resulted from it. Exploring causes and effects can provide a deeper understanding of historical events and how they are connected to one another. 1. Prewrite Identifying Causes and Effects A cause is an action or a situation that makes something else happen. What happens is called an effect. For example, if you stay up too late watching TV (cause), you might find yourself nodding off in class (effect). Often an event or situation will have several causes as well as several effects. In those cases, we may look at the order in which the causes or effects occurred, or we may look at their relative importance. Researching and Organizing For this paper, you will write about the causes or the effects of the event the War of Gather information from the chapter in this textbook, an encyclopedia, or another source recommended by your teacher. Look for two or three reasons (causes) why the War of 1812 (the event or situation) occurred. At the same time, consider the war as a cause. Look for two or three effects of the war. Then choose whether to write about the causes or the effects. 2. Write You can use this framework to help you write your first draft. Body Present the causes or effects in chronological (time) order or order of importance. Explain each cause or effect in its own paragraph, providing support with facts and examples. Differentiating Instruction English-Language Learners Below Level Standard English Mastery 1. Students may not be familiar with the transitional cause-and-effect words and phrases listed in the second Tip on the next page. 2. List the words and phrases and help students define each one. Then have the class use each word or phrase in a sentence. 3. Some students may be confused by the way that placement of transitions within a sentence can vary in English. Some appear Conclusion Summarize your ideas about the causes or the effects of the event [the war]. before the ideas to which they connect, and some after. Illustrate this point by having students identify the idea to which each causeand-effect transition connects. 4. Last, have students scan the text on the War of 1812 and look for cause-and-effect transitions. Help students identify the ideas to which each one connects. Verbal/Linguistic 376 UNIT 3