214 The New Republic

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WITNESS HISTORYWITNESS HISTORY AUDIO

The War of 1812Objectives• Identify the events that led to the War

Hawks’s call for war.

• Analyze the major battles and conflicts of the War of 1812.

• Explain the significance of the War of 1812.

Terms and PeopleTecumsehBattle of TippecanoeWar HawksWar of 1812Andrew JacksonFrancis Scott Key

“The Star-Spangled Banner”

Battle of New OrleansTreaty of GhentHartford Convention

Reading Skill: Recognize Sequence Recordthe causes of the War of 1812 in a chart like this one.

Why It Matters Just a few decades after its founding, the UnitedStates found itself involved in a major war. The war tested not onlythe young nation’s resources and strength but the solidarity of itspeople as well. Despite their political divisions, Americans man-aged both to fight a war and to get the country back on track in thewar’s aftermath. Section Focus Question: Why did the United States goto war with Britain, and what was the outcome of that war?

Gearing Up for WarDemocratic Republicans felt humiliated by the failure of the 1807

embargo against Britain. With persistent British abuses on theoceans, and Native American resistance in the West, Americansincreasingly blamed the British.

Replacing the Embargo In 1809, Congress replaced the embargowith the Nonintercourse Act. Aimed at Britain and France, the actstated that the United States would resume trade with whichever ofthose countries lifted their restrictions on American shipping. Thefollowing year, Congress passed legislation that went a step further.Macon’s Bill No. 2 restored trade with both Britain and France butalso promised that if either country actively recognized Americanneutrality, then the United States would resume trading sanctionsagainst the other country. When France agreed to withdraw decreesagainst American shipping, President Madison ordered sanctionsagainst the British. In the meantime, however, France continued toseize American ships.

� A modern-day artist re-creates the burn-ing of the White House by the British.

Burning the CapitolIn 1814, the British entered Washington, D.C., during the War of 1812. They drove President Madison and his Cabinet into the woods before burning the city. Madison’s wife, Dolley, heroically saved a painting of George Washington before joining the others. Years later, a British officer described the scene:

“Of the Senate house, the President’s palace, the barracks, the dockyard, etc., nothing could be seen except heaps of smoking ruins, and even the bridge, a noble structure upwards of a mile in length, was almost wholly demolished.”

—George Robert Gleig, 1826

••

Conflict With Native Americans

• The embargo fails.•

Foreign Conflict

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

• Identify the events that led to the War Hawks’s call for war.

• Analyze the major battles and conflicts of the War of 1812.

• Explain the significance of the War of 1812.

Prepare to Read

Background KnowledgeRemind students of the situation over the impressments of Americans by the British navy and the subsequent U.S. embargo. Also, point out that the British still held forts in western U.S. territory. Tell students to read to find out why American-British relations broke down, leading to war.

Set a Purpose� WITNESS HISTORY Read the selec-

tion aloud, or play the audio.

Witness History Audio CD, Burning the Capital

Ask Why do you think that the British targeted Washington, D.C.? (Sample response: The British probably wanted to weaken the American government by destroying its places of business and possibly capturing the President.)

� Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this ques-tion as they read. (Answer appears with Section 4 Assessment answers.)

� Preview Have students preview the Section Objectives and the list of Terms and People.

� Reading Skill Have students use the Reading Strategy: Recognize Sequence worksheet. Teaching Resources, p. 12

�

Using the Guided Questioning strategy (TE, p. T20), have students read this section. As they read, have students record the causes leading to the War of 1812. Reading and Note Taking Study Guide

Use the information below and the following resource to teach students the high-use word from this section. Teaching Resources, Vocabulary Builder, p. 11

High-Use Word Definition and Sample Sentence

momentum n. force or speed of motionTheir victory at the Battle of Saratoga gave momentum to the colonists’ cause during the American Revolution.

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Chapter 6 Section 4 215

Battling Native Americans On the western frontier, two Shawnee Indianbrothers, the prophet Tenskwatawa and the warrior Tecumseh, wanted to pre-serve Native American culture and unite the Indian nations in armed resis-tance against American expansion. They were angered by the government’srepeated use of dishonest treaties to take their lands. In late 1811, while Tecum-seh was seeking allies in the South, Governor William Henry Harrison of theIndiana Territory led troops into the brothers’ village of Prophetstown, alongthe Tippecanoe River. After the Battle of Tippecanoe, the Americans burnedProphetstown. The Native American movement lost some momentum, thoughmost Native Americans escaped to fight again.

The War Hawks Demand War In 1811 some aggressive young politicians,known as the War Hawks, took the lead in Congress. Representing farmers andsettlers from the southern and western states, the War Hawks included John C.Calhoun of South Carolina and Henry Clay of Kentucky. Strongly nationalist,they denounced the impressments of American sailors and British support forNative Americans. The War Hawks pushed for a war against Britain to restorenational honor. They insisted that invading British-held Canada would deprivethe Indians of their main source of arms and drive the British out of NorthAmerica. The War Hawks also believed that the British would make maritimeconcessions to get Canada back from the Americans. They underestimated thevalue that the British put on their domination of world trade.

Why did many Americans blame Britain for their problems?

Should the United States Declare War on Britain?No American disputed the fact that Britain was interfering with American shipping. Yet while the War Hawks called for war, some people questioned their motives. Read the opinions below, and then decide whether war against Britain was justified.

Grundy Urges War

“What, Mr. Speaker, are we now called on to decide? It is, whether we will resist by force the attempt, made by [Britain], to subject our maritime rights to the arbitrary and capricious rule of her will. . . . Sir, I prefer war to submission. [This] unjust and lawless invasion of personal liberty, calls loudly for the interposition of this Government. . . .”

—Senator Felix Grundy (KY)December 9, 1811

You Decide1. What is Grundy’s reason for war?2. Does Randolph believe Grundy? Explain.3. What decision would you have made?

Why?

Vocabulary Buildermomentum–(moh MEHN tuhm) n. force or speed of motion

Randolph Opposes War

“Sir, if you go to war it will not be for the protection of, or defense of your maritime rights. Gentlemen from the North have been taken up to some high mountain and shown all the kingdoms of the earth; and Canada seems tempting to their sight. . . . Agrarian [greed], not maritime right, urges the war. [We hear] but one word—

Canada! Canada! Canada!”—Senator John Randolph (VA)

December 16, 1811

Teach

Gearing Up for War

Instruct� Introduce: Key Term Write the

key term War Hawks on the board. Help students determine its mean-ing on the basis of the meanings of war and hawk.

� Teach Ask What was the result of Macon’s Bill No. 2? (U.S. trade resumed with France, and the govern-ment placed trade sanctions on the British because France had been the first to recognize U.S. neutrality.) Dis-cuss why Tecumseh resisted Ameri-can expansion and explain the outcome of the Battle of Tippecanoe. Why do you think that the War Hawks were primarily from the southern and western states? (Possible answer: The western states were in conflict with Native Ameri-cans and the British who supported them; southerners relied on shipping to get their agricultural goods to market and so may have been angered at British interference with U.S. ships.)

� Quick Activity Have students review the HISTORY MAKERS fea-ture on the next page. Then, help students make a list on the board of key words that they might use to find more information on Tecumseh.

Independent PracticeAsk students to read the Decision Point feature and answer the ques-tions that accompany it.

Monitor ProgressAs students fill in their charts, circu-late to make sure that they understand how conflict with Native Americans led to war with Britain. For a com-pleted version of the chart, see Note Taking Transparencies, B-37.

Answers

They believed that British actions were harming their economy and threatening expansion into western lands.

You Decide1. The British should not be allowed to violate

American rights.2. No; he believes that Hawks like Grundy

actually want to acquire Canada.3. Possible response: I would have reluctantly

declared war on Britain because it was damaging U.S. trade.

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Special Needs Students L2

English Language Learners L2

Less Proficient Readers

To help students understand the different sides of the debate over foreign policy, have them reread the quotations by Senators Grundy and Randolph. Then, have them create a chart showing how the two men agreed and disagreed with each other by recording the main ideas of each. Have students exchange their completed charts to check their analyses of the viewpoints. Then, have students form pairs to create

political cartoons representing the viewpoints of these two senators. Have one cartoon express Grundy’s viewpoint and the other cartoon represent Randolph’s viewpoint. Have students use the quota-tions to make captions and titles for their political cartoons. Also, students may use symbols to repre-sent ideas or countries. Display these political car-toons in the classroom.

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216 The New Republic

War Breaks Out

Instruct� Introduce: Key Term Tell stu-

dents to find the key term War of 1812 (in bold) in the text, and then write it on the board. Explain to stu-dents that this was the first major war that the new United States fought and that once again Ameri-cans would fight the world’s greatest military power, the British. Tell stu-dents to read to find out the outcome of the War of 1812.

� Teach Ask Why did the United States declare war on Great Britain? (Americans were humili-ated by various British abuses of their nation’s sovereignty, such as impressments and Britain’s support of Native Americans.) Why was the American invasion of Canada a failure? (Some militias performed poorly or fled battles, and a general surrendered Detroit seemingly unnecessarily.) What U.S. forces performed well in the War of 1812? (the navy) Why were the British shocked by this good performance? (Sample answer: The British probably expected the navy to perform just as badly as the army and, because it was a new navy, they might have thought it would be small, poorly commanded, and easy to defeat.) Using the Think-Write-Pair-Share strategy (TE, p. T23), have students discuss the significance of U.S. success against Britain’s Native American allies in the United States. Ask What was the significance of the British attack on Baltimore? (It was a defeat for them and caused Francis Scott Key to write the lyrics to what became the U.S. national anthem.) Tell students to use the map on the next page to locate important battles discussed in this section. Discuss with students the similarities and differences between this map and a map showing battles of the American Revolution.

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Advanced Readers L4

Gifted and Talented Students

Have students research to find information about the British burning of Washington, D.C., and related events, such as James Madison’s escape and Dolley Madison’s role in protecting items from the White House. Then, have students form groups to write and

perform a skit about the event. Encourage students to use music, props, costumes, and authentic lan-guage to accurately reflect the mood of the times. If possible, have students perform and videotape their skits for the rest of the class.

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Humiliated by British interference with Americantrade, impressments, and support for Indian attackson settlers, President Madison urged Congress todeclare war on Britain in June of 1812. Although theWar of 1812 deeply divided the nation, Madisonnarrowly won reelection later that year. Disunited,unprepared, and with only a small army and navy, theUnited States went to war once again with the world’sgreatest power.

The Invasion of Canada Fails Thomas Jeffersonacted as adviser to Madison. He argued that with a pop-ulation of 8 million, the United States could easily con-quer Canada, which had only 250,000 people. Indeed,the prospects for a victory looked favorable. An over-land invasion would save the cost of building a biggernavy to fight the British. In addition, Jefferson argued

that the United States did not even need a profes-sional army. The citizen militia of the states could dothe job quickly and with little expense. He called the

conquest of Canada “a mere matter of marching.”Jefferson’s assumptions proved to be wrong. In

fact, the small British and Indian forces in Canadarepeatedly defeated the American invasion attempts in 1812 and 1813. Reli-ance on the state militias proved a disaster. Having had no professional train-ing, many militiamen broke rank and ran when attacked. The American regulararmy performed almost as poorly. One blundering general, William Hull, sur-rendered Detroit to a much smaller British force commanded by Isaac Brockand assisted by Indians led by Tecumseh. Instead of bolstering American pride,the attempted invasion of Canada only further embarrassed the nation.

Defeating the Native Americans To the surprise of many Americans—and to the shock of the British—the little American navy performed well, cap-turing four British ships during 1812. On Lake Erie, American ships led byOliver Hazard Perry defeated a British flotilla in 1813, enabling an Americanarmy, commanded by Harrison, to retake Detroit.

The Americans made little progress in conquering Canada, but they did defeatBritain’s Indian allies within the United States. In October 1813, Harrison’s armykilled Tecumseh and scattered his supporters. In 1814, Andrew Jackson of Ten-nessee crushed the Creek Indians of Alabama, who had allied with the British.To make peace, the survivors surrendered most of their lands. Jackson theninvaded the Spanish colony of Florida, defeating the Seminole Indians and seiz-ing the Spanish fort at Pensacola.

The British Invade During 1812 and 1813, most of the British forces were inEurope fighting Napoleon. In early 1814, however, the French dictator’s defeatfreed thousands of British troops to fight in North America. During the summerand fall, the British took the offensive. While the British navy blockaded thecoast, British forces invaded the United States. One army occupied easternMaine, easily brushing aside the weak defense by local militia. From Montreal,a second army invaded northern New York, while a third British force landed inMaryland and marched on Washington, D.C. In late 1814, a British fleet carrieda fourth army into the Gulf of Mexico to attack New Orleans.

Tecumseh (1768–1813)Tecumseh, a Shawnee warrior from the Ohio Valley, spearheaded a spiritual and military resistance movement among Native Americans. He called for them to return to traditional values as a way of preserving their culture. At the same time, he actively resisted the United States, fighting in battles, rejecting treaties, and traveling widely to convince Indian groups that they were all one people and that no one group had the right to make a treaty. He also mocked the very idea of owning land. Meeting with William Henry Harrison in 1810, he scoffed, “Sell a country! Why not sell the air, the clouds and the great sea, as well as the earth?”

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Chapter 6 Section 4 217

� Quick Activity Have students read the Primary Source quotation and then locate the rest of the poem written by Francis Scott Key. Tell them to translate the poem into everyday language. Then, instruct students to locate a copy of the lyrics of the national anthem. Have them compare the national anthem today with the poem and provide possible reasons why parts of the poem were omitted or changed.

Independent Practice� Have students access Web Code

ncp-0641 to use the Geography Interactive map and then answer the map skills questions about the battles of the War of 1812 in the text.

� Display Color Transparency: The War of 1812. Tell students to write para-graphs describing the battle depicted on the transparency and explaining the battle’s significance. Color Transparencies A-24

Monitor ProgressCirculate to make sure that students are correctly interpreting the events on the map and symbols in the map key.

Answers

Successes: victories over Native Ameri-cans, victories in sea battles; Failures: invasion of Canada, surrender of Detroit, British burned Washington, D.C.

Map Skills

1. Review locations with students.2. on water or near port cities3. No American or other ships could get

through to bring troops or supplies while the blockade was in place, and the British controlled the entire U.S. coast.

The Fort McHenry Flag The flag that inspired Francis Scott Key originally measured 30 feet by 42 feet. It had been hand-sewn by Mary Young Pickersgill at the request of Fort McHenry Commander George Armistead. After leaving Fort McHenry, Armistead kept the flag. Over the years he cut off a few pieces to bury with soldiers who had fought in the battle.

Many years after Armistead died in 1818, U.S. Navy Commodore George H. Preble borrowed the flag from a descendant of Colonel Armistead. He had it photographed in 1873. The Smithsonian

Institution borrowed it in 1907 for exhibit, and in 1912, the flag was given permanently to the Smith-sonian. There was one condition: that the museum never give it away.

The flag has been on display at the National Museum of American History since 1964. Over the years the flag, now 30 feet by 34 feet, has deteriorated. Recently, the Smithsonian has been working on a massive restora-tion project to save the flag and to protect it from damage caused by light and air.

June 1813 Shannondefeats Chesapeake

Oct. 1812 Waspdefeats Frolic

Oct. 1812 United Statescaptures Macedonian

New Orleans, Jan. 1815Jackson defeats British

Lake Champlain, Sept. 1814Macdonough defeats British

Fort DearbornMassacre, Aug.1812 NativeAmericansoverwhelm theAmericans as theyabandon the site

Thames, Oct. 1813 Harrisondefeats British and Indian force

Detroit, Aug. 1812 Britishcapture the city from Hull

Fort McHenry, Sept. 1814Americans withstand Britishattack

Aug. 1812 Constitutiondefeats Guerrière

Washington, D.C., Aug. 1814British defeat GeneralWinder and sack the city

Put-in-Bay, Sept. 1813Perry defeats British

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BRITISH NORTH AMERICA

L. Ontario

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Mobile

Savannah

Albany

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Boston

New York

Montreal

Quebec

Presque Isle (Erie)Buffalo

York

(Toronto)

Cleveland Penn.

NewYork

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Mass.

Conn.R.I.

Maine(part of

Mass.)

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Delaware

Maryland

Virginia

SouthCarolina

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Georgia

SpanishFlorida

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Kentucky

Ind.Terr. Ohio

MichiganTerritory

IllinoisTerritory

MissouriTerritory

MississippiTerritory

2000 400 mi

2000 400 km

Conic Projection

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United StatesBritish territorySpanish territory

British victory

U.S. victory

British blockade

On the defensive, the Americans fought better than they had when invadingCanada. Except for the occupation of Maine, the British attacks ended in defeat.The British did capture the national capital, easily accessible by ship via theChesapeake Bay, and burned the White House and Capitol in revenge for someAmerican arson in Canada. But the British suffered defeat when they moved onto attack Baltimore. Lawyer Francis Scott Key, who observed the British attackon Fort McHenry, celebrated the American victory by writing a poem that laterbecame the national anthem known as “The Star-Spangled Banner.”

“O say, can you see, by the dawn’s early light,What so proudly we hail’d at the twilight’s last gleaming,Whose broad stripes and bright stars, thro’ the perilous fight,O’er the ramparts we watch’d, were so gallantly streaming?”

—Francis Scott Key, 1814

Meanwhile, on Lake Champlain near Plattsburgh, New York, American shipsdefeated a British fleet, forcing British troops to retreat to Canada.

What were some American successes and failures during the war?

Major Battles of the War of 1812For: Interactive mapWeb Code: ncp-0641

� The flag that flew over Fort McHenry

Map Skills Though Americans claimed victory, neither side actually gained or lost any territory during the War of 1812.

1. Locate: (a) Fort McHenry, (b) New Orleans, (c) Lake Champlain

2. Place In what kinds of places were most of the major battles fought?

3. Determine Relevance How did the British naval blockade affect the outcome of the war?

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218 The New Republic

Teach

War’s Aftermath and Effects

Instruct� Introduce: Key Term Ask stu-

dents to find the key term Treaty of Ghent (in bold) in the text. Then, write it on the board, say it aloud, have students say it with you, and provide the definition. Have students read to find out about the terms of Treaty of Ghent that ended the War of 1812.

� Teach Ask How did Americans view the Battle of New Orleans? (as a great victory for the United States, even though it came after the official end of the war) What was the end result of the Hartford Convention? (It destroyed an already weakened Federalist Party.) How did the War of 1812 affect Native Americans? (Native Ameri-cans lost important leaders and momentum against the U.S. govern-ment. Also, they lost millions of acres of land in the South.) Although the United States did not win the War of 1812, how did it signal a new stage in the nation’s develop-ment? (Sample answer: It proved that the new nation could endure a war with a major world power.)

� Quick Activity Have students study the table on the next page and complete the Reading a Chart: Effects of the War of 1812 worksheet. Then, have each student write a summary explaining what he or she thinks was the most important out-come of the war. Teaching Resources, p. 21

Independent PracticeHave students write paragraphs describing the Hartford Convention and explaining why it led to the end of the Federalist Party.

Monitor ProgressAs students write their paragraphs, circulate to make sure that students understand that many Americans viewed the Federalists as traitors after the Hartford Convention.

Answer

Caption The men are fighting in civilian clothes rather than in uniforms.

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Gifted and Talented Students

Have students conduct research on the Battle of New Orleans and on newspapers or journals of the early Republic. Have students create a front page that reports on the events of the battle, including vivid descriptions of the role General Andrew Jackson played, and the news that the Treaty of Ghent was signed before the battle occurred. The front pages

should also include black-and-white illustrations or political cartoons. Encourage students to view exam-ples of early news publications for language and style, and to use a word-processing or page layout program to make their front pages look as much like an early nineteenth-century newspaper or journal as possible.

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War’s Aftermath and EffectsThe Americans won their greatest victory at the Battle of New Orleans in

January 1815. From a strong and entrenched position, General Andrew Jacksonrouted the British attack. In this lopsided battle, the Americans suffered only71 casualties, compared to 2,036 British casualties. The bloodshed at NewOrleans was especially tragic because it came two weeks after the Americansand the British had signed a peace treaty at Ghent in Belgium. Unfortunately,notifying the soldiers in North America took over a month because of the slowpace of sailing ships.

The Treaty of Ghent The Americans had failed to conquer Canada, while theBritish had failed in their American invasions. Weary of war, both sides agreedto a peace treaty that restored prewar boundaries. They agreed to set up a com-mission to discuss any boundary disputes at a future time. The treaty did notaddress the issues of neutrality or impressments. But after Napoleon’s defeat,the British no longer needed to impress American sailors or to stop Americantrade with the French. The Americans interpreted the Treaty of Ghent as a tri-umph because they learned of it shortly after hearing of Jackson’s great victory.That sequence of events created the illusion that Jackson had forced the Britishto make peace. Americans preferred to think of the conflict as a noble defense ofthe United States against British aggression.

The Hartford Convention After the War of 1812 and Jackson’s victory inNew Orleans, Americans experienced a surge of nationalism and a new confi-dence in the strength of their republic. By weathering a difficult war, the nationseemed certain to endure, and most Americans were giddy with relief. The out-come discredited the Federalists, who looked weak for opposing a war thatbecame popular once it was over. Strongest in New England, the Federalists hadundermined the war effort there. In December 1814, Federalist delegates fromthe New England states met at Hartford, Connecticut, to consider secession andmaking a separate peace with Britain. Drawing back from the brink, the dele-gates instead demanded constitutional amendments designed to strengthen NewEngland’s political power.

Battle of New OrleansThis engraving from the 1800s depicts Andrew Jackson inspiring his soldiers to fight the British. How does the engraving show that the United States lacked a regular standing army?

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Chapter 6 Section 4 219

Assess and Reteach

Assess Progress� Have students complete the Section

Assessment.

� Administer the Section Quiz. Teaching Resources, p. 25

� To further assess student under-standing, use Progress Monitoring Transparencies, 45.

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide

Adapted Reading and Note Taking Study Guide

Spanish Reading and Note Taking Study Guide

ExtendHave students complete the Enrich-ment worksheet, Create an Illustrated Timeline: The War of 1812. Teaching Resources, pp. 13–14

Answers

Caption It forced the British to give up their western forts, opening the West to expansion, and ended most Native American resistance, which also eased westward expansion.

a meeting of Federalists who wanted to make a separate peace with Britain

Section 4 Assessment

1. Sentences should demonstrate students’ understanding of how each item or per-son relates to the War of 1812.

2. The British impressed U.S. sailors, lim-ited U.S. trade, and supported Native American attacks on American settlers. The war ended in a draw, but it proved that the new nation could survive a war with another country.

3. Students should provide a thesis state-ment and a list of the types of details that would support that statement.

4. They were the ones being hurt the most by the British blockade and the Native American attacks.

5. The United States military was much stronger and more centrally organized during the War of 1812, but its perfor-mance was worse than during the Revo-lution, except for its naval forces, which were strong during the War of 1812.

6. Sample answer: Native Americans might have attempted to ally themselves with Spain or tried to negotiate a better peace agreement with the United States. The outcome would have been the same

because Spain would probably have eventually deserted Native Americans and the United States wanted to take control of the Native American land.

For additional assessment, have students access Progress Monitoring Online at Web Code nca-0641.

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44SECTION

Assessment

Causes

Effects

The War of 1812

Cause and Effect

• British interfere with American shipping • British interfere with American expansion into the

western frontier • Southerners want Florida, which is owned by Britain’s

ally Spain• War Hawks want to expel Britain completely

from North America

• Revealed need for a strong standing army• Encouraged American nationalism• Brought end to the Federalist Party• Shattered the strength of Native American resistance• Paved the way for American acquisition of Florida

Unfortunately for the delegates of the HartfordConvention, their demands reached Washington, D.C.,at the same time as news of the peace treaty and Jack-son’s victory. That combination embarrassed the Fed-eralists, who were mocked as defeatists and traitors.Madison ignored their demands, and the voters pun-ished the Federalists in the elections that followed. By1820 the Federalist Party was dead—a sad fate forthe party that had created the federal governmentonly to lose faith in it during the War of 1812.

The Nation Continues to Grow Events duringthe War of 1812 ended most Indian resistance east ofthe Mississippi River for the time being. As a result ofvarious defeats of Native Americans in the South, mil-lions of acres of southern land also opened up for set-tlement. Settlement in the South and West led to theestablishment of the new states of Indiana (1816),Mississippi (1817), Illinois (1818), and Alabama (1819).The union became bigger and stronger.

Meanwhile, American settlers had been pouringinto Spanish Florida, resulting in cross-border con-flict among the region’s Seminole Indians, Americans,and the Spanish. Fugitive slaves from the UnitedStates, seeking sanctuary in Florida, added to the ten-sions. Over the next decade, the conflict would con-tribute to Spain’s decision to cede Florida to theUnited States. In return the United States renouncedits claims to Texas, as part of the Adams-Onís Treatysigned in 1819.

What was the Hartford Convention?

Progress Monitoring OnlineFor: Self-test with vocabulary practiceWeb Code: nca-0641

Comprehension1. Terms and People Write a sentence

for each item below, explaining its relation to the War of 1812.• Tecumseh• Battle of Tippecanoe• War Hawks• Andrew Jackson• Francis Scott Key• “The Star-Spangled Banner”• Battle of New Orleans• Treaty of Ghent

2. Reading Skill: Recognize Sequence Use your completed chart to answer the Section Focus Question: Why did the United States go to war with Britain, and what was the outcome of that war?

Writing About History3. Quick Write: Give Details Choose a

topic for a research paper. Then, note the kinds of details that you should include to support a thesis. For example, if your thesis is that the American mili-tary was weaker than the British military during the War of 1812, you could include facts, statistics, quota-tions, and paraphrased information.

Critical Thinking4. Synthesize Information Why were

farmers and settlers especially likely to support the War of 1812?

5. Make Comparisons CompareAmerican military strengths and weaknesses during the War of 1812 to those during the Revolutionary War.

6. Identify Alternatives Whatalternatives did Native Americans have during the war? Would the outcome have been different for them if they had chosen a different course of action?

Analyze Cause and Effect Despite ending in stalemate, the War of 1812 had a major impact on the United States. How did it affect American settlers?

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