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224 • Chapter 6 Section 5

Section 5The War of 1812

The War of 18125

Setting the Scene Following the Battle of Tippecanoe inNovember 1811, Native Americans increased their attacks against set-tlers who were moving onto their lands. Most Americans believed thatthe Indians were being encouraged and armed by the British:

“ In reviewing the conduct of Great Britain toward the United Statesour attention is necessarily drawn to the warfare just renewed bythe [Native Americans] on one of our extensive frontiers. . . . It isdifficult to account for the activity and combinations which have forsome time been developing themselves among tribes in constant[dealings] with British traders and garrisons without connectingtheir hostility with that influence. . . .”

—James Madison, message to Congress, 1812

War Breaks OutAmong those who blamed the British for the frontier violence weresome members of Congress. Congress in 1812 included many newmembers from the South and West who represented the interests offarmers moving west onto Indian lands. The new members includedHenry Clay of Kentucky and John C. Calhoun of South Carolina. The

leaders of this new group were known as the War Hawks. They favored a warwith Britain to push the British out of North America and thereby put a stop toNative American attacks in the West.

Anger Toward Britain In June 1812, President Madison sent a messageurging Congress to declare war against the British. Madison argued that theBritish had not only encouraged the Indians to attack American settlers but hadalso interfered with United States shipping. For years, the American govern-ment had tried without success to stop the British practice of impressment.Impressment is the act of forcing people into military service. British ships

MAIN IDEA

Americans emerged from the War of 1812 with a newsense of national pride, but economic and moral conflictscontinued to trouble the country.

READING FOCUS

• Why did war break out with Britain in1812?

• How did the war’s end affect theUnited States?

• What events led to the economic panicof 1819?

• What issues led to the MissouriCompromise?

KEY TERMS

impressmentWar of 1812Treaty of GhentBattle of New OrleansdepressionMissouri Compromise

TARGET READING SKILL

Identify Cause and Effect As you read, fillin the diagram below with the causes andeffects of the War of 1812.

224 Chapter 6 • The Origins of American Politics

• Britain interferes with American trade overseas (impressment).•

• The Treaty of Ghent restores the original boundaries between Britain and the United States. •

CAUSES

EFFECTS

THE WAR OF 1812

The USS Constitution gained fameduring the War of 1812. After animpressive victory against theBritish ship Guerrière, the warshipbecame known as “Old Ironsides”because of its resilience to Britishshots. The Constitution remains tothis day the oldest commissionedwarship in the world still afloat.

SECTION OBJECTIVES

1. Find out why war broke out withBritain in 1812.

2. See how the war’s end affected theUnited States.

3. Understand events that led to theeconomic panic of 1819.

4. Learn about issues that led to theMissouri Compromise.

BELLRINGER

Warm-Up Activity Ask students tothink of times when they have had tocompromise. When is compromisenecessary? What elements arerequired for a compromise to work?

Activating Prior Knowledge Havestudents state their impressions of therelationship between Britain and theUnited States at the beginning of thenineteenth century.

TARGET READING SKILL

Ask students to complete the graphicorganizer on this page as they read thesection. See the Section ReadingSupport Transparencies for a completedversion of this graphic organizer.

ACTIVITY

Connecting withHistory and Conflict

Tell students to research some of theunderlying causes of the War of 1812,such as the conflict between Napoleonand Great Britain. Have students learnabout the reasons for this conflict. Askstudents to find out why the U.S. wascaught in the conflict and how webecame entangled in the war.(Verbal/Linguistic)

RESOURCE DIRECTORYTeaching ResourcesGuided Reading and Review booklet, p. 28Learning with Documents booklet (Visual

Learning Activity) “The Present State of OurCountry,” p.45

Other Print ResourcesHistorical Outline Map Book The War of 1812,

p. 32

TechnologySection Reading Support TransparenciesGuided Reading Audiotapes (English/Spanish),

Ch. 6Student Edition on Audio CD, Ch.6Color Transparencies Historical Maps, A11Prentice Hall Presentation Pro CD-ROM, Ch.6

PWSurvey05 TE_CH06 1/12/04 9:28 AM Page 224

LESSON PLAN

Focus Discuss the reasons that Con-gress declared war on Great Britain in1812. Ask students to identify what theUnited States hoped to gain and what itactually accomplished.

Instruct Ask students to create atime line of major events in the War of 1812. Then have them write news-paper headlines on why the Battle ofNew Orleans united the country andrestored patriotism.

Have students review Jefferson’scomment at the end of the sectionabout the Missouri Compromise. Askstudents what they think Jeffersonmeant.

Assess/Reteach Ask students todescribe various outcomes of the Warof 1812. (Some of the outcomes wereconcrete—such as the economicpanic of 1819. Others were more subtleand abstract—such as an increasedsense of national pride.)

Chapter 6 Section 5 • 225

Map Skills It not only threatened theAmerican economy, but it also allowedBritish troops access to the UnitedStates capital.

CAPTION ANSWERS

regularly stopped American ships at sea and removed men, including Americancitizens, to serve in the British navy. Congress approved Madison’s call for war.The war that followed became known as the War of 1812.

In many ways, the declaration of war was a foolish action. The UnitedStates had only a small army and navy, and no offers of help from foreign coun-tries. The nation would have to deal not only with the powerful British, butalso with Native Americans to the north and south who were angered by west-ern expansion.

The Land War Despite these disadvantages, Americans believed that theUnited States could strike swiftly and effectively at Britain by invading British-held Canada. To their surprise, American troops—poorly equipped and led—were beaten by the British in the summer of 1812.

The United States did manage some victories on land. William HenryHarrison defeated the British and Native Americans, including Tecumseh’sforces, at the Battle of the Thames in October 1813. Andrew Jackson, a generalwho (like Harrison) would later be President, defeated the Creek Indians, whowere British allies, at Horseshoe Bend in Alabama in March 1814. Jackson’sarmy of 3,000 men and his superior weapons easily destroyed the Creeks, whotried to defend their land with about 1,000 men. The Americans massacredmore than 800 warriors and imprisoned some 500 women and children. OnAugust 9, 1814, the Creeks were forced to sign the Treaty of Fort Jackson bywhich they ceded 23 million acres of land, which made up most of present-dayAlabama and southern Georgia. Victories such as these, however, were notenough to convince a great power like Britain to give up.

Chapter 6 • Section 5 225

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7. ShannondefeatsChesapeake,June 1813.

6. United States capturesMacedonian, Oct. 1812.

14. Jackson defeats theBritish in the Battle ofNew Orleans, Jan. 1815,before news of the peacetreaty arrives.

5. Wasp defeatsFrolic, Oct. 1812.

1. Harrison defeats theShawnee at the Battleof Tippecanoe, Nov. 1811.

12. Battle ofLake Champlain,Sept. 1814.

13. Americandefense of FortMcHenry, Sept.1814, inspires the“Star-SpangledBanner.”

4. Constitutiondefeats Guerrière,Aug. 1812.

11. British captureWashington, D.C.,burn White House,Aug. 1814.

United States

British territory

Spanish territory

British troopmovement

United Statestroop movement

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Indian battle

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British blockade

10. Jackson defeatsthe Creek at theBattle of HorseshoeBend, Mar. 1814.

9. Harrison defeats theBritish in the Battle ofthe Thames, Oct. 1813.

3. Hull surrenders Detroitwithout a fight, Aug. 1812.

2. Fort DearbornMassacre, Aug. 1812.

8. Perry defeats British fleetat Put-In-Bay, Sept. 1813.

The War of 1812

MAP SKILLS Although theUnited States considered the Warof 1812 a victory over England, inthe end neither side gained norlost any territory. Movement Whywas the British naval blockadesuch a threat?

CUSTOMIZE FOR ...Less Proficient Readers

Have students review the map on this page andmake a list of the first five significant events inthe War of 1812.

PWSurvey05 TE_CH06 1/12/04 9:28 AM 25


The Naval War Despite the fact that British shipsoutnumbered American vessels by about twenty toone, Americans at first won a number of victories atsea. The United States had a half-dozen frigates, ormedium-sized sailing warships, that won several battlesagainst the British. American victories fought by thecrews of the Constitution (“Old Ironsides”), the Wasp,and the United States raised the country’s morale. Inaddition, American privateers captured more than1,000 British ships.

The Americans suffered a number of navaldefeats, however. In 1813, a British warship foughtand captured the American warship Chesapeake off thecoast of Massachusetts. The dying order of Chesapeakecaptain James Lawrence, “Don’t give up the ship,”became the battle cry of the United States Navy.

The war’s most important naval victory took placein the summer of 1813. Master Commandant OliverHazard Perry defeated a small British fleet on LakeErie, enabling the United States to control that lakeand protect a vital stretch of its northern border. “Wehave met the enemy, and they are ours,” Perryreported after more than three hours of the war’sbloodiest naval battle.

In time, the superiority of the British navybegan to have an effect. The British blockaded the

United States coast, strangling trade and putting a stop to the attacks madeby American frigates.

The Burning of Washington, D.C. In 1814, the British ended a difficultand dangerous war they had been fighting against the French emperor,Napoleon Bonaparte, in Europe. They then turned their attention to thewar in the United States. Some 14,000 British troops tried to invade theUnited States from Canada in the late summer of 1814. To the surprise ofthe British, however, a much smaller American force drove them back acrossthe border.

By contrast, a fleet of British ships that arrived in Chesapeake Bay at aboutthe same time scored a major success. About 4,000 British troops left the ships

and descended on Washington, D.C., meeting littleserious opposition. On August 24, President JamesMadison and his wife, Dolley Madison, were warnedof the approach of the British and fled. Towardevening, the British entered the capital and startedfires that consumed the city. Even the Capitol andthe White House were gutted by flames.

From Washington, the British troops moved ontoward Baltimore. Lawyer Francis Scott Key wit-nessed an all-night British bombardment of FortMcHenry, at the entrance to Baltimore harbor. Keywrote the following words as a testimony to theAmericans’ determination to stand strong against anoverwhelming enemy:

British troops burn governmentbuildings as they storm throughWashington, D.C., in 1814.


The War of 1812 was promoted by the War Hawks,mostly from the South and West, and opposed by lead-ers from New England and the Middle Atlantic states.

Analyzing Viewpoints Compare the main argumentsmade by the two writers.

For and Against the War of 1812COMPARING PRIMARY SOURCES

For War With Britain“We shall drive the Britishfrom our continent—theywill no longer have anopportunity of intriguing[conspiring] with our Indianneighbors, and setting onthe ruthless savage totomahawk our women andchildren.”

—Representative FelixGrundy of Kentucky,

December 1811

Against War With Britain “It was our own thirst forterritory, our own want[lack] of moderation thathad driven these sons ofnature [Native Americans]to desperation, of whichwe felt the effects. . . .Go! March to Canada! . . .The coast is to be leftdefenseless, while men ofthe interior are reveling inconquest and spoil.”

—Representative JohnRandolph of Virginia,

December 1811

ACTIVITY

Connecting withEconomics

War can take its toll—both emotionallyand economically. But while the War of1812 weakened the nation’s economy,some wars, such as World War II,actually provide economic stimulus.Discuss with students ways in whichwar can mobilize the country. Suggestthey consider the boost to war-relatedindustries and the resulting jobs, bothfor civilians and those in combat.Encourage students to consider someof the other economic effects of war.(Verbal/Linguistic)

BACKGROUND

BiographyFrancis Scott Key (1779–1843) was asuccessful lawyer in Washington, D.C.,who wrote verse as a hobby. After theBritish burned Washington, Key wentto the Chesapeake Bay to make surethat the British navy released a friend.Key stayed aboard a ship on the nightof September 13, 1814, when the Britishattacked Fort McHenry. The followingmorning, after seeing the U.S. flag stillflying, Key wrote a poem called “TheStar-Spangled Banner.” Although theArmy and Navy adopted the song asthe national anthem, it wasn’t until 1931that Congress officially voted “The Star-Spangled Banner” as our nationalanthem.

RESOURCE DIRECTORYTeaching ResourcesLearning with Documents booklet (Key

Documents) The Star-Spangled Banner, p. 78Biography, Literature, and Comparing Primary

Sources booklet (Literature) An IllustriousCareer, pp. 45–46

Biography, Literature, and Comparing PrimarySources booklet (Comparing PrimarySources) For and Against the War of 1812,pp. 107–108

TechnologySounds of an Era Audio CD The Star-Spangled

BannerExploring Primary Sources in U.S. History

CD-ROM On the Burning of Washington, D.C.,Dolley Madison; The Star-Spangled Banner,Francis Scott Key



ACTIVITY

Connecting withHistory and Conflict

Assign students the task of learningmore about the Hartford Convention(who participated, what their motiveswere, and so forth), including the con-stitutional amendments the conventionproposed. Have students write briefessays about their findings. (Verbal/Linguistic)

BACKGROUND

Connections to TodayAn intense spirit of nationalism ensuedafter both the American Revolution andthe War of 1812. This unifying spirit,which usually accompanies times ofconflict, was conspicuously absentduring the Vietnam War in the 1960sand 1970s. Many citizens protestedopenly against the war on a grandscale, and many refused to join thearmed forces.

“ And the rocket’s red glare,the bombs bursting in airGave proof through the nightthat our flag was still there.O say, does that Star-Spangled Banner yet waveO’er the land of the freeand the home of the brave?”

—Francis Scott Key, “The Star-Spangled Banner”

The “star-spangled banner” did indeed still wave over the fort. The citizensof Baltimore had been strengthening their defenses, and American forces wereable to turn back the enemy.

The War EndsThe British retreat from Baltimore lifted American spirits, but not allAmericans felt as patriotic about the War of 1812 as did Francis ScottKey. Critics bitterly called it “Mr. Madison’s War,” while pointing tothe harm it had done to the country. The national treasury was empty,the Capitol lay in ruins, and the British blockade had brought trade toa standstill.

The Hartford Convention New Englanders had suffered tremendouslosses in trade during the war. In December 1814, they sent delegates toa meeting in Hartford, Connecticut, to consider the possibility of leavingthe nation. In the end, however, the Hartford Convention called only forconstitutional amendments to increase New England’s political power.

The Treaty of Ghent Meanwhile, both the British and the Americanshad recognized that this was a war no one wanted, and one the Britishrealized they could not win. On December 24, 1814, representatives ofthe two nations met in Belgium and signed the Treaty of Ghent, endingthe war. The treaty did not resolve the issues for which the United Statesdeclared war—the British practice of impressment and respect for the neu-tral rights of the United States. However, all the old boundaries betweenthe United States and British territory in North America were restored.

Despite the questionable terms of the treaty, many in the UnitedStates seemed happy with the treaty and the end of the war. Some Ameri-cans called the war the “Second War of Independence,” for now theUnited States had fully established itself as an independent nation in theeyes of the European powers.

The Battle of New Orleans Although the Treaty of Ghent had offi-cially ended the war, the greatest victory for the United States came twoweeks after the treaty was signed. This final twist to a strange war wasthe result of the slow communication of the times. News of the Treatyof Ghent did not reach the United States until mid-February 1815.

On December 23, 1814, a British force of more than 5,000 mentried to take New Orleans from the south. General Andrew Jackson and5,000 soldiers and volunteers from all over the Mississippi Valley,including two battalions of free African Americans, defended the city.

On January 8, the overconfident British, fresh from victories over theFrench in Europe, foolishly threw their troops against the Americans’ well-protected positions. Without cover, the advancing British were easy targets for

Sounds of an Era

Listen to the “Star-SpangledBanner” and other sounds fromour nation’s early years.

Wartime Manufacturing When theBritish blockaded the American coastduring the War of 1812, they uninten-tionally did New England a big favor.Before the war, New England had devel-oped a small manufacturing sector, butit had difficulty competing with importsfrom Britain, where factories operatedon a larger scale with more advancedtechnologies. New Englanders generallypreferred to invest in overseas trade,where they could make a better profit.

The British blockade ruined NewEngland shipping, but it also cut theUnited States off from British imports.New Englanders rushed to invest inmanufacturing. As a result, New Eng-land’s manufacturing sector expanded.In addition, because the British block-ade meant that British imports couldnot get into the United States, NewEngland manufacturers were able tocapture a growing share of the Ameri-can market. By the end of the war, NewEngland had developed larger andmore advanced textile mills andmachine shops that could competeeffectively with British producers. Littledid the British know that their blockadewould help create such a strong eco-nomic competitor!


About the PresidentsJames Madison (1809–1817) under-stood clearly that Americans weredivided about waging a war withBritain. But he had already trieddiplomacy, embargo, and threats.American ships and seamen werestill being harassed. The war vote in Congress reflected the nation’sdisunity—79 to 49 in the House, 19to 13 in the Senate. Not surprisingly,Congress was slow to approve fundsfor fighting the war. And though thefrontier states were united in the wareffort, the New England states re-fused to be involved. In fact, theTreaty of Ghent settled few of theissues that started the war. But thePresident’s prestige was enhancedfor standing up to the world’s strong-est empire. Source: Vincent Buranelli,“James Madison,” The AmericanHeritage® Pictorial History of thePresidents of the United States,vol. 1, 1968.

From the Archives of®

TEST PREPARATIONHave students read the section “The War Ends”and then complete the sentence below.The Treaty of Ghent set the boundaries of the UnitedStates—

A on all four sides.B where they are today.C back where they were before the war.D with French territories.



American riflemen. The battle was finished in just over an hour; in fact, most ofthe shooting took place in about 20 minutes. The British suffered more than2,000 casualties; the Americans, a little more than 20.

The Battle of New Orleans was a remarkable victory for the UnitedStates. The battle allowed Americans to end an unhappy war on a powerful,positive note. The battle unified the country, restored patriotism, and madeAndrew Jackson a national hero.

Postwar Boom and PanicIn 1815, the United States entered a period of growth and prosperity. Repub-lican James Monroe, the former governor of Virginia, easily won election asthe fifth President of the United States in 1816. Monroe and the RepublicanParty dominated American politics, as the Federalists faded out of existence.

The First Bank of the United States had dissolved in 1811, leaving thecountry with no central financing for the war. Congress, in an attempt to dealwith financial problems resulting from the war, created the Second Bank ofthe United States in 1816. Encouraged by abundant credit from this bank andothers, as well as by federal land laws, Americans began moving westward atan incredible rate. Meanwhile, American ships were busy carrying farm prod-ucts and other goods to Europe.

Then, in 1819, the United States experienced the first depression, orsevere economic downturn, in its history. Known as the Panic of 1819, it beganacross the Atlantic when London banks demanded that banks in the UnitedStates pay money owed to them. American banks, in turn, demanded the moneythat they had loaned to the American public. Many of the Americans who hadborrowed too much in the days of easy loans after 1815 were financially ruined.

The Missouri CompromiseThe economy would eventually rebound from the depression, but anotherproblem that year posed a far greater long-term danger to the nation. In 1819,Congress began debating the admission of the state of Missouri to the UnitedStates. The basic issue at stake was slavery.

The Northwest Ordinance of 1787 had established that no state northwestof the Ohio River could be a slave state (that is, a state in which slavery waslegal). Because Missouri was not northwest of the Ohio River, however, it wasnot covered by this definition. Several members of Congress from the North

READING CHECKWhy did some members ofCongress from the Northobject to admitting Missouri asa slave state?


VIEWING HISTORY This exag-gerated painting highlights the newhero that the Battle of New Orleansgave to the United States: AndrewJackson, shown riding a whitehorse. Analyzing Visual InformationHow does this painting both con-tribute to and reflect the Americanreaction to the Battle of NewOrleans?

ACTIVITY

Connecting withEconomics

Remind students of the basic questionwords (who, what, when, where, why,and how) and have the class generatesix questions about the Panic of 1819.Each question should begin with one ofthe words above. Organize the ques-tions into a web diagram on the chalk-board. Then have students cooperateto answer each question, incorporatingthe answers into the graphic organizer.(Visual/Spatial)

RESOURCE DIRECTORYTeaching ResourcesUnits 1/2 booklet

• Section 5 Quiz, p. 68• Chapter 6 Test, pp. 69, 72

Guide to the Essentials• Section 5 Summary, p. 35• Chapter 6 Test, p. 36

Other Print ResourcesChapter Tests with ExamView® Test Bank

CD-ROM, Ch. 6American History Block SchedulingSupport Proud to be American: A New

Spirit of Nationalism, found in the Forging a

New Nation folder.Historical Outline Map Book The Missouri

Compromise, 1820, p. 45

TechnologyColor Transparencies Historical Maps, A12

Biography Francis ScottKey, found on TeacherExpress™, profiles theman who wrote “The Star-Spangled Banner”after witnessing the battle at Fort McHenry.

ExamView® Test Bank CD-ROM, Ch. 6Social Studies Skills Tutor CD-ROM

About the PresidentsWhen James Monroe (1817–1825)became President, the UnitedStates was growing rapidly. Ameri-cans were already looking at thePacific Ocean as their eventual bor-der in the West. The question ofNorth-South boundaries was lessclear, however. In 1817, Monroesent negotiators to London to settlethe northern border with Canada.The Convention of 1818 set the 49th

parallel as the boundary as far asthe Rockies. Beyond the RockiesAmericans and Canadians wouldshare equally in the Oregon Terri-tory. Source: David Jacobs, “JamesMonroe,” The American Heritage®

Pictorial History of the UnitedStates, vol. 1, 1968.

From the Archives of®

Viewing History It is romanticized and glorious. Images such as thiscontributed to making heroes such asAndrew Jackson and reflect the Amer-ican sentiment of pride and confidencefollowing the battle.

CAPTION ANSWERS

READING CHECKThey were opposed to slavery andwere fearful that another slave statewould increase the power of thesouthern states in the Senate.


5Section Assessment

Reading Comprehension

1. White farmers residing in westernIndian lands. The War Hawks soughtwar in order to push the British out ofNorth America and thereby stop NativeAmerican attacks against westernsettlers.

2. The Treaty of Ghent restored oldboundaries between United States andBritish territory in North America. Itdid not resolve the British practices ofimpressment and scorn for the neutralrights of the United States.

3. It greatly boosted the morale and patri-otism of the country; Andrew Jacksonbecame a national hero.

4. London banks demanded money owedby the United States. American banksin turn demanded the money they hadloaned to the American people, manyof whom were unable to repay it.

5. It allowed Missouri to be admitted as aslave state, prohibited further slaverynorth of 36°30' N latitude, and broughtMaine into the Union as a free state.

Critical Thinking and Writing

6. The motives for fighting the warseemed to benefit some more thanothers. For example, those on the fron-tier needed protection against NativeAmericans, while New Englanders,who were less involved geographi-cally, suffered a trade disruption.

7. Weaknesses: small army and navy, noforeign assistance, no central bank tofinance war, two adversaries (NativeAmericans and British) to fight simulta-neously, regional opposition to the war;Strengths: fighting on home ground,making supply easier; high quality ofthe (very small) American Navy.

8. Lists should include some of the fol-lowing points. For war: drive out Brit-ish, who are (it seems) encouragingNative American attacks on westernsettlers; stop impressment. Againstwar: will leave East Coast unprotected,will disrupt trade with Britain, Ameri-can army and navy too small to win.


For: An activity on theWar of 1812

Visit: PHSchool.com

Web Code: mrd-2065

PHSchool.com

5 Assessment

objected to admitting Missouri as a slave state. They were not simply concernedabout the liberty of African Americans; they worried that another slave state wouldincrease the power of the southern states in the Senate. At that time, there existed11 free states and 11 slave states. Representative JamesTallmadge of New York attached an amendment to theMissouri statehood bill, calling for a gradual end to slavery inMissouri. The bill passed the House but failed in the Senate.

Southern members of Congress believed that the federalgovernment had no business telling states what they couldand could not do. If the federal government could forbidslavery in Missouri, they feared, it could do so elsewhere.

After months of bitter debate, Congress, under theleadership of Henry Clay, reached what is now called theMissouri Compromise. It was signed into law in 1820.The Missouri Compromise had two main points: (1) Slaverywould not be restricted in Missouri; at the same time, Mainewas carved out of what had been northern Massachusettsand admitted to the Union as a free, or nonslave, state. Thisarrangement kept the balance in the Senate between slaveand free states at 12 each. (2) Furthermore, Congressagreed that as the United States expanded westward, terri-tories north of 36° 30' N latitude in the Louisiana Purchase would be closed toslavery, as the map on this page shows.

By the mid-1820s, both the Panic of 1819 and the Missouri controversyhad faded from public attention. The economy had recovered and politiciansagreed to avoid the difficult issue of slavery. However, the economic and moralquestions raised by these events were not going to go away.

To Thomas Jefferson, still a keen observer of the national scene, theMissouri controversy sounded “like a fire bell in the night” and “filled [him]with terror.” Could compromises enable the United States to avoid confrontingthe issue of slavery indefinitely? As Jefferson had written earlier about the exis-tence of slavery in a democratic republic: “I tremble for my country when Ireflect that God is just, that His justice cannot sleep forever.”


READINGCOMPREHENSION

1. Whom did the War Hawks represent,and why did they want war againstBritain?

2. What were the results of the War of1812?

3. How did the Battle of New Orleansaffect Americans’ attitudes towardthe War of 1812 and their country?

4. Why did the United States experi-ence a depression in 1819?

5. How did the Missouri Compromisedeal with the issue of slavery?

CRITICAL THINKINGAND WRITING

6. Synthesizing Information Why diddifferent sections of the countryhave different attitudes toward theWar of 1812?

7. Making Comparisons Compare thestrengths and weaknesses of theAmerican military during the Warof 1812.

8. Writing to Persuade List reasonsyou would use in an essay persuad-ing members of Congress to vote foror against war with Britain in 1812.

MAP SKILLS Under the termsof the Missouri Compromise,Maine was admitted as a freestate, Missouri was admitted as aslave state, and slavery wasprohibited north of 36˚30'Nlatitude. Region Which would covermore land under the compromise,new free states or new slavestates?

Gulf of Mexico

ATLANTIC

OCEAN30°N

80°W

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La.

Miss. Ga.Ala.

S.C.N.C.

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Ill.

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UnorganizedTerritory

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Vt.Country(Occupied byU.S. andGreat Britain)

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Tenn.NEW SPAIN

BRITISH NORTH AMERICA

States formed byMissouri Compromise

Free states and territoriesclosed to slavery

Slave states and territoriesopen to slavery

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The Missouri Compromise, 1820

Map Skills New free states.

CAPTION ANSWERS

Typing the Web Code when promptedwill bring students directly to detailedinstructions for this activity.

PHSchool.com


http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=mrd&wcsuffix=2065