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The Young Nation Grows Chapter
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How do leaders shape a nation? Write the names of three leaders of our nation today. Then describe how you think one of them is shaping our nation.
Texas Essential Knowledge and Skills 4.A Describe the causes and effects of the War of 1812. 4.C Identify reasons people moved west. 4.D Identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny. 4.F Explain how industry and the mechanization of agriculture changed the American way of life. 4.G Identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups. 5.C Identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics. 7.D Locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains. 17.B Sing or recite “The Star-Spangled Banner” and explain its history.
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19.B Identify past and present leaders in the national government, including the president and various members of Congress, and their political parties. 19.C Identify and compare leadership qualities of national leaders, past and present. 23.A Identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong. 24.A Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States. 24.B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 24.C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
Lesson 1 Washington Takes Office Lesson 2 Jefferson and the Louisiana Purchase Lesson 3 The War of 1812 Lesson 4 American Indians and the Trail of Tears Lesson 5 Women and African Americans Fight for Freedom
The Lewis and Clark Expedition: Sacagawea’s Unique Role
The Lewis and Clark expedition was the idea of President Thomas Jefferson. For years, he had been curious about the land in the West. After the United States bought the Louisiana Territory from France in 1803, Jefferson chose two men to explore it. Meriwether Lewis had been Jefferson’s personal secretary. William Clark had been Lewis’s commander in the army. These men hired soldiers who could hunt, trap, and pilot boats to help their exploration. Jefferson wanted the team to learn about the land, meet American Indians, and look for a water route to the Pacific Ocean. The expedition set out on May 14, 1804. During the 8,000-mile journey, each member’s skills helped the others on the expedition. But it was Sacagawea (sak uh juh WEE uh), a young Shoshone (shuh SHOWN) woman with a newborn baby, who gave what none of the others could. She spoke the languages of the Hidatsas and the Shoshones.
Thomas Jefferson chose Meriwether Lewis, his personal secretary, to be one of the expedition’s leaders.
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Lewis and Clark first met Charbonneau and Sacagawea when they stayed near Mandan and Hidatsa villages in the winter of 1804.
Crossing the Rocky Mountains was just one part of the challenging 8,000-mile journey.
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Sacagawea met her brother, Cameahwait, who provided the horses that carried the expedition over the Bitterroot Mountains.
Starting from St. Louis, Missouri, Lewis and Clark led the expedition north on the Missouri River. The men paddled hard against the current. Waterfalls across the river forced them to carry their boats for miles around the obstacles. The two captains and several others kept journals of their travels. They noted sights and experiences, such as encounters with grizzly bears and other animals that they had never seen before. During the winter of 1804–1805 the members of the expedition built a fort near Mandan and Hidatsa villages, in what is present-day North Dakota. There, they hired a French trapper named Charbonneau (shar BAW noh) and his Shoshone wife Sacagawea to join them. Lewis and Clark knew that Sacagawea’s ability to speak Shoshone would help them, since they would soon enter Shoshone territory. When the group left in April, Sacagawea brought along her two-month-old baby. Sacagawea helped the expedition in many ways. At one point, Charbonneau almost tipped over an expedition boat. Sacagawea saved important papers and instruments from being lost in the river. A week later, Lewis and Clark thanked her by naming a branch of a Montana river after her.
The expedition finally reached the Pacific Ocean in November 1805.
Having said good-bye to Charbonneau and Sacagawea, the expedition returned to St. Louis in September 1806.
Sacagawea’s most unique contribution came later that summer. The expedition needed horses to cross the Bitterroot Range of the Rocky Mountains. Sacagawea knew she would be the one to talk with the Shoshone people. Imagine her surprise when she learned that the leader of the Shoshones was her own brother, Cameahwait (kah mee uh WAYT)! Today, people fly all over the country to visit relatives. In 1805, however, “running into” a family member who lived so far away was unheard of. It was good luck for both Sacagawea and the expedition. As Sacagawea translated, Cameahwait’s people agreed to supply the horses the expedition needed. Now, the group could continue over the Rockies on horseback. Sacagawea and Charbonneau traveled with the expedition to the Pacific Ocean. There, she suggested a spot to spend the winter. The following spring, she and Charbonneau began the journey back east with Lewis and Clark. They left the group at the Mandan and Hidatsa villages. Later, they visited St. Louis, to see Clark and to have their child baptized. The Lewis and Clark expedition might have succeeded without Sacagawea. But her skills were significant. Together with the other members of the expedition, she contributed to a journey that opened the West to future explorers and settlers. Think About It Based on this story, in what ways did Sacagawea play a leadership role in the expedition? As you read the chapter ahead, think about what qualities make a leader and how leaders help to shape a nation.
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Lesson 1
Washington Takes Office
King George III of Great Britain wore royal robes. Compare the way he and George Washington (below) dressed. In April of 1789, George Washington left Mount Vernon, his home in Virginia, to travel to New York City for his inauguration. An inauguration is an official ceremony to make someone President. Standing on the balcony of Federal Hall, he placed one hand on a Bible. “I do solemnly swear [promise],” said Washington, “that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States.” With these words, George Washington became the first President of the United States.
Washington wore a plain brown suit to his inauguration in New York in 1789.
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The First President Several months before, on February 4, 1789, the Electoral College had elected George Washington to be President. The Electoral College is a group of people chosen by each state to vote for the President and Vice President. The number of electors from each state equals its two senators plus the number of its members in the House of Representatives. In the election of 1789, all of the electors voted for Washington. No President since then has been elected unanimously. John Adams, a long-time Patriot, was elected Vice President.
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I will know that George Washington’s actions as the first President of the United States served as an example for all the Presidents who followed him in office.
Vocabulary inauguration Electoral College
Write why you think these two leaders dressed so differently. Soon after Washington became President, Congress created different departments within the Executive Branch. For example, the Department of State was created to handle relations with other countries. The Department of the Treasury dealt with the nation’s finances. Washington chose one person called a secretary to run each of these departments. He picked Thomas Jefferson as the Secretary of State and Alexander Hamilton as the Secretary of the Treasury. Henry Knox, who had been in the army with Washington, became the Secretary of War. As the Attorney General, Edmund Randolph advised Washington on legal issues. This group of advisors became known as the President’s Cabinet. They met often to help Washington govern. The creation of the Cabinet is an example of a practice begun by Washington that continued after he left office.
The Cabinet Name
Thomas Jefferson
Position
Secretary of State
Responsibilities
Handles relations with other countries
Cabinet political party tariff
TEKS 19.B, 19.C
1. This chart names the men in Washington’s Cabinet and describes their responsibilities. Identify their job titles in the blank spaces.
Alexander Hamilton
Henry Knox
Edmund Randolph
Deals with national money matters
Conducts war and protects the nation
Handles legal issues and law enforcement
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The First Political Parties Two of the members of Washington’s Cabinet, Alexander Hamilton and Thomas Jefferson, had many disagreements. Hamilton, the Secretary of the Treasury, believed in a powerful national government. He thought the country needed a strong economy, based on trade and industry. Thomas Jefferson, on the other hand, believed the economy should be based on farming. He did not think the national government should be allowed to become too powerful. He worried that such a powerful government might take away people’s rights. The followers of Jefferson and Hamilton became the country’s first political parties. A political party is a group of people who have the same beliefs about government. Members of political parties work to elect their candidates to government offices. Hamilton’s followers were called Federalists, and Jefferson’s party became known as the Democratic-Republicans. George Washington and some other early leaders opposed political parties. Washington thought they were harmful. He wanted the people in his Cabinet to work together as a united government. He even published a speech in which he warned against “the baneful [harmful] effects of the Spirit of Party.” 2. Generalize Based on the information in the text and in the chart on the next page, make a generalization about the kinds of people who might have supported each party.
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George Washington with his first Cabinet; from left to right: Washington, Knox, Hamilton, Jefferson, and Randolph
Building a Strong Economy An important issue that Jefferson and Hamilton argued about was the idea of a national bank. Hamilton wanted a national bank to hold the government’s money and to lend it money, if needed. Jefferson opposed the idea. He thought the federal government did not have the power to create a national bank. Washington listened to Hamilton. The bank was set up in 1791. The national bank issued bank notes, or paper money, that were accepted throughout the nation. In 1792, the United States Mint was created to make coins. With bank notes and coins, the nation now had a standard currency. This made it much easier for people in different states to trade with each other. As Secretary of the Treasury, Hamilton took other actions to build a strong economy. He had the federal government pay its war debts. Hamilton also supported tariffs, which are taxes on imported goods. Tariffs raise the prices of goods from other countries. They encourage people to buy goods made in their own country. Hamilton supported high tariffs for two reasons. First, the tariffs would raise money for the federal government. Second, tariffs helped American businesses. Jefferson opposed high tariffs because they raised prices for farmers and others. Southerners also argued that a high tariff would help the North, where most industries were located. In the end, the tariff was the only part of Hamilton’s plan for the economy that Congress did not accept.
This copper one-cent coin was issued by the United States Mint in 1793. Today, fewer than five coins of this kind exist.
The First Political Parties Federalists (followed Hamilton)
Democratic-Republicans (followed Jefferson)
Economy
Wanted the economy to be based on trade and factories
Wanted the economy based on farming and small crafts
National Bank
Supported the idea of a national bank; thought it would help the nation grow
Opposed the idea of a national bank; thought the government did not have the right to create it
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An aerial view of our nation’s capital, Washington, D.C., originally designed by Pierre-Charles L’Enfant
A New Capital In 1790, leaders wanted a new city that would be the center of the government and not part of an existing commercial center, such as Philadelphia or New York City. George Washington chose its location. The nation’s capital would be built on the Potomac River between Maryland and Benjamin Banneker, Virginia. It would not be part of either state. surveyor of the land Although they disagreed on many issues, Jefferson and Hamilton compromised on others. Hamilton wanted the nation’s capital to be his home city of New York. Hamilton had compromised on the Potomac River location after Jefferson had agreed to Hamilton’s plan for paying off war debts. The capital city was named Washington, District of Columbia (D.C.), in part to honor George Washington. Pierre-Charles L’Enfant, a French engineer, designed the city with wide streets that led to important buildings and monuments. Andrew Ellicott and Benjamin Banneker, a free African American, served as surveyors for the city. A surveyor measures land. John Adams was elected the country’s second President in 1796. In 1800, when the federal government moved to Washington, D.C., many buildings were not yet finished. 294
The President’s Palace, which was later named the White House, was one of those unfinished buildings. Adams and his wife, Abigail, moved in anyway. The plaster was still wet on some walls, and many rooms were unfinished. In a letter to her daughter, Abigail Adams wrote,
“ . . . there is not a single apartment [room] finished, . . .
We have not the least fence, yard, or other convenience, without, and the great unfinished audience room I made a drying room of, to hang up the clothes in.
”
Despite these rough living conditions, John and Abigail Adams made this new building the official home of the President of the United States. Abigail Adams
TEKS 19.B, 19.C
3. Generalize Based on the information you have read in this lesson, make a generalization about President Washington’s leadership qualities while in office.
4.
resident George Washington needed help running the new P government. As Washington’s aide, help draft a letter to Alexander Hamilton, explaining how the government will be set up and offering him a job in the Cabinet.
5. Compare the Federalists and Democratic-Republican parties, and identify their leaders.
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Media and Technology Locate and Use Information Where would you begin your research if you were writing a report about the first Cabinet of the United States? Although many people begin their search on an Internet search engine, don’t forget the library. While the Internet allows you to locate up-to-date information at any time from your home, not all of that information is accurate or reliable. Information in a library is organized by topic. Librarians are available to help you improve your search. When searching the Internet for information about history, focus on Web sites with addresses that end in .gov or .edu. Here are several excellent places to begin your search. • The Internet Modern History Sourcebook. http://www .fordham.edu/Halsall/mod/modsbook.asp: Extensive collection of primary source materials, including speeches, letters, and other documents. • The Library of Congress. http://www.loc.gov: A rich source of information on American history, as well as historic newspapers and photographs. Using Information Make your report more interesting by using information from both primary and secondary sources. Include quotations. In a presentation, consider including music, art, photographs, or artifacts from the period. Artifacts are primary sources. They include objects, such as coins, plant specimens, fossils, furniture, tools, and clothing, from the time under study. For example, the coin pictured on page 293 is an artifact from the late 1700s. You might use artifacts or photos of artifacts in an oral or multimedia presentation on a particular topic.
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Learning Objective I will know how to locate and use Web sites for accurate and reliable information.
TEKS ELA 23.B Generate a research plan for gathering relevant information about the major research question. ELA 24.A Follow the research plan to collect data from a range of electronic resources. ELA 25.B Evaluate the relevance, validity, and reliability of sources for the research. SS 24.A Differentiate between, locate, and use valid primary and secondary sources to acquire information about the United States.
Practice Using the information presented in this lesson, answer the questions below. 1. What types of primary sources might you use to acquire information about how President Washington chose the Cabinet members?
2. What secondary sources might you use to acquire background information about the first Cabinet?
3. What other types of information might you use in a multimedia presentation about the first Cabinet?
4. Apply Choose a topic from Lesson 1 to research. Write the topic below. Describe the necessary steps needed to research this topic. Topic:
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Lesson 2
Jefferson and the Louisiana Purchase
Sacagawea (spoke Hidatsa and Shoshone)
Charbonneau (spoke French and Hidatsa)
3 If Meriwether Lewis wanted to speak to Cameahwait, his message would need to be translated.
In 1791, the Union added its fourteenth state, Vermont. As the nation grew, people began to feel that there was not enough fertile land in the East. They started looking for land west of the Appalachian Mountains to build new lives.
Moving West Daniel Boone was an experienced woodsman and pioneer in the Appalachian Mountains region. A pioneer is someone who settles a new place before others. Boone, like other pioneers, helped create new settlements in Kentucky and other western territories. In 1769, Boone and several others had followed an American Indian trail through the Appalachians from Virginia to Kentucky. The trail snaked through the Cumberland Gap, a narrow passage in the mountains. Boone helped clear the trail, which was later called the Wilderness Road. This made it easier for people to move west.
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1. Look at the drawing of the Wilderness Road. Identify and draw the route of the Wilderness Road between Blockhouse and Boonesborough.
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Meriwether Lewis (spoke English and French)
Cameahwait (spoke Shoshone)
Sequence the speakers in the order they would use to pass a message from Lewis to Cameahwait. Life on the frontier, the edge of settlement, was hard. Pioneers cleared land, built houses, grew their own food, and made their own clothes. In spite of these hardships, settlers continued moving west. Kentucky became the fifteenth state in 1792. By 1800, more than 300,000 settlers traveled the Wilderness Road into Kentucky and the Midwest.
I will know that Jefferson’s actions, especially the purchase of the Louisiana Territory, changed where and how people in North America lived.
Vocabulary pioneer frontier interpreter
TEKS 4.C, 4.D, 7.D, 19.B, 19.C
Jefferson Becomes President Changes were also taking place in Washington, D.C. During Adams’s presidency, the United States and France came into conflict. When President Adams cut off trade with France, the Democratic-Republicans criticized his tough stance. Congress then passed a series of laws called the Alien and Sedition Acts. These laws limited free speech, a free press, and the freedom of “aliens,” or immigrants.
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Thomas Jefferson, head of the Democratic-Republicans, fought against the Alien and Sedition Acts. His party thought they were unconstitutional because they violated individual rights. Jefferson was elected President in 1800. When Adams lost, it was the first time that one party had given up power to the other. Jefferson filled government jobs with Democratic-Republicans. His actions began a trend that continues today whenever a member of a different political party is elected President.
The Louisiana Purchase
2. 6. Generalize For many years, the land west of the Mississippi River had Identify and circle been claimed by Spain. In 1800, however, France took over a detail in the text this territory. President Jefferson worried that France might that supports this try to stop Americans from using the port of New Orleans. generalization: The The settlers west of the Appalachian Mountains relied on Louisiana Purchase the Mississippi River to ship goods south to the port. From changed the nation. there, the goods were sent to cities on the East Coast. Jefferson sent James Monroe to France to try to buy the port of New Orleans and some land nearby. At first, Napoleon Bonaparte, the leader of France, did not want to sell New Orleans. But France was fighting a war against Britain and needed money. So, Napoleon surprised the Americans. He offered to sell the entire Louisiana Territory. The Louisiana Territory stretched from the Mississippi River to the Rocky Mountains. It would double the size of the United States. It would provide rich natural resources and help the nation develop its economy. Monroe quickly agreed to buy it for about $15 million. When Jefferson Events Leading to Louisiana Purchase learned how much land was Cause Effect involved, he grew concerned.
3. Look at the chart. Identify the reason France offered to sell the Louisiana territory to the United States and write it in the box.
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The United States offers to buy New Orleans from France.
France sells the Louisiana Territory to the United States.
Diary kept by Meriwether Lewis during the expedition, 1804–1806
Did a U.S. President have the power to buy new lands? Jefferson believed in a strict interpretation of the Constitution. The Constitution does not mention buying territory. However, he found a way to explain the purchase: the Constitution gives the President the power to negotiate treaties, or agreements with other countries. In 1803, the United States completed the purchase of the Louisiana Territory from France.
Compass and leather pouch used on the Lewis and Clark expedition
Exploring the West Jefferson was curious about the new territory beyond the Mississippi River. He decided to send an expedition into the Louisiana Territory. Jefferson chose Meriwether Lewis and William Clark to lead the expedition. He gave the expedition three goals. First, they were to explore the Missouri and Columbia rivers to see if they could find a water route to the Pacific Ocean. Second, they were to meet and learn about the American Indians who lived in the region. Third, they were to study and take notes on the landforms, plants, and animals they found. In May 1804, Lewis and Clark and more than 30 others left St. Louis, Missouri. Later, a French trapper named Charbonneau and his Shoshone wife, Sacagawea, joined them as guides and interpreters. An interpreter translates what people are saying into other languages. Sacagawea explained to American Indians that they met that their mission was peaceful.
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Hardships and Successes The expedition traveled more than 8,000 miles during its two-and-a-half-year journey. The explorers faced all kinds of weather, from blizzards to scorching heat. In addition to exploring the mountains and plains of the West, the expedition encountered dangerous animals, such as grizzly bears and mountain lions. They saw huge herds of bison and pronghorns, and groups of prairie dogs. Finally, in November 1805, the explorers caught their first glimpse of the Pacific Ocean. When they arrived, Clark wrote in his journal “Ocean in view! O! the joy.” After spending the winter on the West Coast, Lewis, Clark, and the others returned to St. Louis in September 1806. They had succeeded in exploring the nation’s new territory. 4. Look at the map. At what natural western boundary did the Louisiana Purchase end? Hypothesize about reasons why Jefferson thought it was important to find a route to the Pacific Ocean.
Lewis and Clark’s Journey R. m bi a Colu
Y
(Britain)
S
Red oG Ri e nd
ra
302
R.
ATLANTIC OCEAN
UNITED STATES
N E
W
Florida
S
(Spain)
500 mi
0 0
R.
NS
United States in 1803 Louisiana Purchase Disputed territory Westward route of Lewis and Clark, 1804–1805 Eastward route of Lewis and Clark, 1806
May, 1804 Lewis and Clark expedition leaves from St. Louis.
s R.
(Spain)
LEGEND
i ipp
TA I
Arkan sa
R.
UN
Louisiana Purchase
R.
MEXICO
M is
s sis
MO
do ora l o C
uri Misso
R. ne o t s Yellow
na k R. e
Great Salt Lake
PACIFIC OCEAN
CANADA
CK
August, 1805 Expedition meets Sacagawea’s brother Cameahwait, who is chief of the Shoshone.
Winter, 1804–1805 Expedition makes camp near Mandan villages.
RO
November, 1805 The expedition reaches the Pacific Ocean.
500 km
Gulf of Mexico
Lewis and Clark made maps and kept detailed journals of the land, people, and animals they saw. They even brought back new varieties of plants and animals for Jefferson to examine. Lewis and Clark did not find a water route across the continent, but they reached the Pacific Ocean. Their journey paved the way for future explorers and settlers from the United States. One such explorer of the new territory was Zebulon Pike. With a small group, he followed the Arkansas River to present-day Colorado. There, he saw a great mountain that today is known as Pikes Peak.
5. Fill in the chart to summarize Lewis and Clark’s accomplishments.
Lewis and Clark’s Accomplishments
TEKS 4.C, 4.D
6. Sequence Identify the four significant events that led to the Louisiana Purchase.
7.
elp President Jefferson by drafting a letter to Meriwether Lewis H and William Clark, asking them to explore the newly purchased Louisiana Territory. Explain the goals of the trip.
8. From what you have read in this lesson, identify two reasons why people moved west.
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Lesson 3
The War of 1812 This cartoon is from 1809. King George III is on the left. Napoleon is on the right. Jefferson is in the middle. Have you ever been caught in the middle when two friends were fighting? In some ways, that is what happened to the United States in the early 1800s. France and Great Britain were at war. The United States wanted to stay neutral, but the warring countries made that nearly impossible.
Leading Up to War In this war, neither side wanted its enemy to trade with the United States. Both France and Great Britain threatened to attack American ships and take their cargo. Great Britain also blockaded French ports so the United States could not ship goods to and from France. Great Britain also angered the United States when it began capturing sailors from American ships. The impressment of these sailors meant that they were forced to work on British ships. Many of these sailors were United States citizens. Americans believed the British had no right to take these men. Great Britain and the United States were also in conflict over the Northwest Territory. After the American Revolution, the British had agreed to leave the area. But in the early l800s, British soldiers remained in what is now Canada, which Great Britain controlled. Americans believed that these soldiers were supplying weapons to American Indians.
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Combat between French and British ships, 1806
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I will know that the War of 1812 helped create a sense of national pride for many people in the United States.
Vocabulary impressment anthem
casualty nationalism
Explain the meaning of the cartoon. What do you think is happening? Tecumseh (tuh KUM suh), a Shawnee leader, and his brother, known as the Prophet, were working to unite American Indians. If American Indians fought together, they might be able to drive settlers out of the Northwest Territory. By the fall of 1811, many American Indians supported Tecumseh. They gathered near the Tippecanoe River in Indiana Territory. Tecumseh was away, recruiting other American Indians. The Prophet decided to attack nearby United States troops. William Henry Harrison, the governor of the Northwest Territory, led American soldiers against the Prophet. The battle was seen as a victory for the United States. Afterward, Tecumseh joined British allies in Canada.
TEKS 4.A, 7.D, 17.B
1. Fill in the blanks to sequence the final event.
Conflicts in Northwest Territory British give weapons to American Indians.
William Henry Harrison defeats the American Indians.
Tecumseh unites American Indians against settlers.
joins allies in Canada.
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War With Great Britain Begins In 1809, James Madison became President. He tried to keep the nation neutral. However, a group of congressmen called the War Hawks argued in favor of war against Great Britain. Henry Clay from South Carolina was a leader of this group. Most of the War Hawks lived in the West and the South. One reason the War Hawks wanted a war was because of the British attacks on American ships. They also believed that the United States could force the British out of Canada. If the British left Canada, they thought, the United States would have more land for settlers and fewer conflicts with American Indians. In June 1812, President Madison gave in to the War Hawks. Congress declared war on Great Britain.
The War at Sea
USS Constitution
Early in the war, the United States tried several times to invade Canada, but did not succeed. However, the small United States Navy did win some important victories over the powerful British navy. The American warship USS Constitution defeated a British warship. The wooden sides of the Constitution were so thick that British cannonballs seemed to bounce off them. For this, the ship, which still exists today, earned the nickname “Old Ironsides.” Another important naval victory was fought on Lake Erie, which is one of the Great Lakes. Oliver Hazard Perry commanded American ships in a battle that lasted several hours. At the end of it, Perry sent a message to General William Henry Harrison. In it, Perry said, “We have met the enemy and they are ours.” 2. Generalize The United States had some early naval victories in the War of 1812. Make a generalization about the United States Navy during the war.
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Battles on Land In August 1814, the British attacked Washington, D.C. President Madison and other leaders were forced to flee the city. Dolley Madison, the President’s wife, did not have time to pack much at all. But she would not leave without one important item, namely, a famous portrait of George Washington. After she and others escaped, the British set fire to the White House, Capitol, Treasury, and other important government buildings. Next, the British tried to capture the city of Baltimore, Maryland. On September 13, a fleet sailed toward Fort McHenry, which stood on an island in the harbor and was defended by American troops. The British Dolley Madison as First Lady bombarded Fort McHenry during the night. The Americans refused to surrender the fort. Finally, the British gave up. Francis Scott Key, an American lawyer, watched the battle through the night. At sunrise, he saw the American flag still flying at the fort. Inspired, he wrote a poem about the battle. Later, his poem, “The Star-Spangled Banner,” was set to music and became the U.S. national anthem. An anthem is a song of praise. Oh, say can you see by the dawn’s early light What so proudly we hailed at the twilight’s last gleaming? Whose broad stripes and bright stars through the perilous fight, O’er the ramparts we watched were so gallantly streaming? And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O’er the land of the free and the home of the brave?
3. As a class, sing or recite “the Star-Spangled Banner.” Identify the words that describe the United States.
File Name: spec 7 Pearson/PreMediaGlobal Illustrator: Robin Storesund Version: Final Date: 10/15/10
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Fighting for New Orleans By the end of 1814, the United States and Great Britain had been fighting for more than two years. Neither side was winning. They agreed to end the war. They signed a peace treaty in the city of Ghent, Belgium, in December. News of the treaty took several weeks to make it across the Atlantic Ocean to the soldiers still fighting in the United States. In January 1815, before news of the peace had reached them, the British attacked the port of New Orleans, Louisiana. American general Andrew Jackson defended the city. He led an army of soldiers from southern states, including pirates and free African Americans. Jackson’s troops fought hard and forced the British to surrender. During this battle, the British suffered more than 2,000 casualties, or people who were injured or killed. The Americans had only 71 casualties. Though the war was already over, the victory at the battle of New Orleans made Andrew Jackson a national hero. His soldiers gave him the nickname “Old Hickory” because they thought he was as tough as hickory wood.
Mississippi River New Orleans
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4. Look at this painting of the battle of New Orleans and study the map. Explain why both sides fought to control New Orleans.
The Return of Peace The Treaty of Ghent, which ended the war, simply returned things to the way they were before the conflict. When the war between Britain and France ended in 1815, so did American problems with British naval policies. One major effect of the War of 1812 was that many Americans felt more confident about their new nation. The battle of New Orleans had been a victory. The United States had stood up to Great Britain, the most powerful nation on Earth. Some people have even called the War of 1812 “the second war of independence.” It created strong feelings of patriotism and nationalism, or pride in the nation. It made many Americans feel more united than ever.
TEKS 4.A
5.
Cause and Effect Describe three causes of the War of 1812.
6. President Madison does not want to go to war with Great Britain, but in 1812, he asks Congress to declare war anyway. Help President Madison draft a letter to Henry Clay, in which you explain why he has decided to fight.
7.
Cause and Effect Describe three effects of the War of 1812.
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Reading Skills Generalize A generalization is a broad statement about a group or situation. When you generalize, you analyze and compare pieces of information about events or people to see what they have in common. Then you apply that idea to similar situations. Generalizations often include words such as always, often, never, many, most, usually, or rarely. For example, “Dark clouds often bring rain,” or “The school bus is usually late.” To generalize when reading, use the main idea and details in a section to draw a conclusion about the topic. Then think about what else you know about the topic. Finally, combine your conclusion and what you know to situations outside the reading. Ask questions such as: • How does this apply to other situations in life? • What larger lesson can be learned? For example, while reading about the War of 1812, you might use the following graphic organizer to generalize.
Fact:
Fact: William Henry Harrison led the Americans to victory against Tecumseh in the Northwest Territory. Generalization:
Fact: The Americans refused to surrender Fort McHenry near Baltimore to the British.
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A country must be successful in many different types of battles in order to win a war.
The small U.S. Navy had several victories over the powerful British Navy.
Fact: Andrew Jackson’s army, which included pirates and free African Americans, defeated the British in the Battle of New Orleans.
Learning Objective I will know how to make a generalization based on facts.
TEKS SS 24.B Analyze information by making generalizations.
Reread pages 304–306. Analyze the information you read to answer the questions about making generalizations. 1. What generalization can you make about factors that can lead a country to enter a war?
2. Which details from the lesson support the generalization that people generally enter a war if they think they can win?
3. Label the statements facts (F) or generalizations (G). a. Great Britain and the United States were in conflict over the Northwest Territory. b. When two friends are fighting, it can be difficult to stay out of the fight and avoid taking sides. c. People who want war can sometimes force their ideas on people who want peace. 4. Apply Make a generalization based on facts in the lesson on The War of 1812.
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Lesson 4
American Indians and the Trail of Tears
The Cherokees may have carried baskets like this when they were forced to leave their homeland. After the War of 1812, the United States entered what some people called an “Era of Good Feelings.” People felt proud of their country and disagreed about fewer national issues than they had before.
The Monroe Doctrine
President James Monroe, 1817
1. Generalize Make a generalization about President Monroe’s foreign policy.
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James Monroe became President in 1817. Although people within the country felt united, President Monroe faced tough issues of foreign policy. Foreign policy is the actions a government takes in relation to other governments and nations. At the time, Russia claimed territory in present-day Alaska. Monroe did not want Russia expanding its land claims near the United States. Also, several former Spanish colonies had recently become independent countries. Monroe worried that Spain might try to invade or reclaim those former colonies. In 1823, Monroe made an important speech to the Congress of the United States. Known as the Monroe Doctrine, his message warned European nations to stay out of the Western Hemisphere. “The American continents,” Monroe said, “are . . . not to be considered as subject for future colonization by any European powers.”
NLOCK U
I will know that Andrew Jackson’s actions shaped the United States and forced thousands of American Indians to leave their homes.
Vocabulary
Make a list of things you would need if your family had to move. List only the items that would fit in a basket.
Conflict Over Florida
foreign policy Monroe Doctrine
suffrage Trail of Tears
TEKS 4.C, 4.G, 19.B
Florida was also a source of conflict between the United States and Spain. In 1817, Spain ruled Florida and a large part of what is today the southwestern United States. For years, many enslaved Africans had escaped to Florida. Some of them lived with the Seminole people. Americans believed that Seminoles were attacking settlers in Georgia. Monroe sent Andrew Jackson, the hero of the War of 2. Look at the map of land 1812, to stop the Seminoles. Jackson not only defeated claims in 1817. Identify the Seminoles, but he also captured the city of Pensacola. and circle the land that Because of these attacks, Spain decided that Florida was too the United States gained difficult to defend. In 1819, Spain sold Florida to the United in 1819. States for $5 million. OH Jackson’s victory IN Land Claims, 1817 VA in Florida made him popular. Jackson KY LEGEND NC had grown up on the Spain TN United States Carolina frontier. Cherokee 0 200 mi Disputed area SC Chickasaw Ordinary people, Creek American 0 200 km Indians GA especially those in the AL MS Creek West, felt he was one Choctaw ATLANTIC LA of them. As western OCEAN territories became Florida states, western voters N Seminole played a key role in Gulf of Mexico E W national elections. S
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President Jackson When the United States Constitution was first written, only white men who owned property were able to vote. As new states joined the Union, they gave suffrage, or the right to vote, to all white men whether they owned property or not. In the 1820s, other states also dropped the property requirement. This change in the law affected later elections as more white men began to vote. Andrew Jackson ran for President in 1824 and lost. He ran again in 1828. This time, with the help of new voters from southern and western states, he won. Jackson was the first United States President to come from a region west of the Appalachians. When he was inaugurated, about 20,000 people came to Washington, D.C., to celebrate the election of the “People’s President.” Once in office, Jackson aimed many of his policies at helping ordinary citizens. He closed the Bank of the United States because he believed it favored the rich. He also supported lower tariffs, or taxes on imports. Lower taxes on imports would mean lower prices, which Jackson thought would help ordinary people.
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3. Crowds came to see President-elect Jackson as he traveled to his inauguration. Identify things that people liked about Jackson.
American Indians Fight for Their Homes
4. Study the map below. Identify which American Indians had to travel the farthest from their homelands to reach Indian Territory. Draw conclusions about some of the challenges some of the American Indians might have faced in Indian Territory.
In the 1820s and 1830s, the Cherokees, Creeks, Chickasaws, Choctaws, and Seminoles lived in the Southeast. In many ways, the Cherokees lived as the white settlers near them did. They farmed, traded, and lived in towns. A Cherokee named Sequoyah (sih KWOI uh) had developed an alphabet for the Cherokee language. The Cherokees used it to create a newspaper, the Cherokee Phoenix. Today, you can read a version of the Cherokee Phoenix online. Many settlers were moving west during these years. As they searched for new places to live, they began to move onto the land that belonged to American Indians in the Southeast. The settlers believed they had a right to the land. President Jackson agreed with them. In 1830, Congress passed the Indian Removal Act. This law said that American Indians in the Southeast had to move to a territory west of the Mississippi River. This territory, called Indian Territory, was in present-day Oklahoma. Many American Indians tried to fight the new law. The Seminoles, led by Chief Osceola (ahs ee OH luh), battled against the United States Army for years before being defeated. Eventually, Chief Osceola was captured, and the Seminoles were forced to move.
Routes to Indian Territory, 1830s er
Arkan sa s R . R.
M
iss iss ipp i
Indian Territory
LEGEND
Red River
0 0
200 mi 200 km
Tennessee
Chickasaw
Choctaw
Cherokee Chickasaw Choctaw Creek Seminole Map shows present-day borders.
v Ri
Ohio
. eR sse e nn Te North Carolina
Cherokee Creek
Georgia
Alabama New Orleans N W
Florida Territory
ATLANTIC OCEAN
Seminole E
Gulf of Mexico
S
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The Trail of Tears The Cherokees used the courts to fight the Indian Removal Act. One of their leaders, John Ross, took the case to the Supreme Court. John Marshall, the Chief Justice of the Supreme Court, agreed with Ross. He said that it was illegal to force the Cherokees to move. Andrew Jackson ignored Chief Justice Marshall’s decision. Jackson supposedly said, “John Marshall has made his decision. Now let him enforce it.” However, the decision could only be enforced by the executive branch: the President. So the Cherokees were forced to move. Between 1838 and 1839, the U.S. Army forced about 15,000 Cherokees to travel about 1,000 miles to Indian Territory. Some of them rode on horseback or in wagons, but most walked. Thrust from their home environments, the people were not prepared to face natural events and a harsh winter on the trail. Many cold, hungry Cherokees fell ill. By the end of the journey, nearly one fourth of them had died. The journey of American Indian groups to Indian Territory became known as the Trail of Tears.
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5. This painting shows the Cherokees traveling on the Trail of Tears. Circle details that show the people are being forced to move, and explain.
6. Identify the contributions of each American Indian leader as he worked to help his people. Leader
Sequoyah
How he helped his people
Developed Cherokee writing system
Chief Osceola
John Ross
TEKS 4.C, 4.G
7. Generalize Make a generalization about how President Andrew Jackson’s policies created challenges for American Indians.
8. Write a letter to a friend that explains why the Cherokee leader John Ross took his people’s case to the Supreme Court.
9. Compare the reasons that American Indians moved west to the reasons why other settlers moved west.
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Lesson 5
Women and African Americans Fight for Freedom 1. Analyze the line graph. About how many more immigrants came to the United States in 1850 than in 1840?
This coin was made to honor Susan B. Anthony, who worked for equality for women in the 1800s.
The United States was changing quickly in the mid-1800s. Immigrants flocked to America from Europe. An immigrant is a person who moves from one place to live in another. Between 1840 and 1860, millions of immigrants arrived. More than one third of them came from Ireland.
Number of Immigrants
New Groups Arrive In Ireland, potatoes were an important food source. In the 1840s, much of the country’s potato crop failed to grow. More than a million people died in the Irish Potato Famine. Immigration to the United States A famine is a severe food shortage. To escape the famine, 400,000 many Irish people left their country. 350,000 Irish immigrants traveled by 300,000 ship to East Coast ports, such 250,000 as New York and Boston. When 200,000 they arrived, many of them 150,000 didn’t have enough money to go any farther. They stayed in 100,000 the cities, taking any jobs they 50,000 could find. Many Irish women 0 worked as servants. Many Irish 1820 1830 1840 1850 1860 men worked in factories or built Year railroads or canals. Source: Historical Statistics of the United States, U.S. Department of Commerce
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NLOCK U
I will know that women and African Americans worked to change laws and improve American society in the mid1800s.
Vocabulary
Draw a coin to honor a woman who has achieved something today. Large numbers of immigrants also came from Germany. A revolution in the German states in 1848 caused many people to leave because of political turmoil. When they arrived in the United States, many Germans traveled to the Midwest. Some bought land and started farming. In the mid-1800s, factories sprang up across the Northeast and the Midwest. Some German immigrants found jobs in factories in midwestern cities, such as Chicago, Milwaukee, and Cincinnati. Germans and immigrants from other countries provided the labor that helped factories to grow in many cities.
famine abolition reform
TEKS 4.F, 4.G, 5.C, 23.A, 24.C
2.
Generalize Many people settled in New York City in the 1800s, as this painting shows. Make a generalization about what opportunities drew immigrants to the city.
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Slavery Spreads West
Raw cotton is fed into the hopper.
Cleaned cotton appears. Cross-section of Eli Whitney’s cotton gin
3. Underline the words that identify the accomplishment of Eli Whitney. Explain how his invention changed American life.
Seeds and husks are removed and discarded.
In the South, economic changes were taking place. Demand for cotton was high. Because cotton took a long time to pick and clean, many southern farmers did not want to grow it. In 1792, a young man named Eli Whitney invented the cotton gin. This small machine could clean as much cotton in one day as 50 people could clean by hand. Suddenly, growing cotton became profitable. Cotton plantations sprang up in states such as Mississippi and Alabama. The plantations relied on slaves to pick the cotton. As cotton farming moved farther west, so did slavery.
Working to End Slavery In 1808, the United States stopped the importation of enslaved people from foreign countries. Despite this, the number of enslaved people in the United States continued to grow. The abolition movement, the fight to abolish or end slavery, also grew. Its supporters, called abolitionists, attacked slavery in speeches and articles as a terrible wrong that had to end. Sojourner Truth, who had been enslaved in New York, became a famous abolitionist. She traveled the country making speeches against slavery. She also spoke in favor of women’s rights. White abolitionist William Lloyd Garrison started an antislavery newspaper, The Liberator, in Boston in 1831. He said:
“I will be as harsh as truth and as uncompromising [determined]
as justice. On this subject, I do not wish to think or speak, or write with moderation [restraint] . . . and I will be heard.
”
—William Lloyd Garrison
Frederick Douglass was another important abolitionist. He had escaped from slavery in the South. Douglass gave many speeches about his experiences. He said:
“I appear before [you] this evening as a thief and a robber. I stole this head, these limbs, this body from my master and ran off with them.
”
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—Frederick Douglass
Frederick Douglass
As more people realized how badly enslaved people were treated, calls to abolish slavery grew stronger. Abolitionists felt that their efforts to free slaves was linked to the fight for freedom that had begun in the 1770s. The Declaration of Independence stated that “all men are created equal.” Abolitionists worked to extend equality to African Americans, whose rights were being denied because of slavery and discrimination.
Sojourner Truth
4. Draw Inferences Sojourner Truth and Frederick Douglass spoke out against slavery. Draw an inference about why African Americans were convincing speakers for abolition.
Women Work for Reform In the early 1800s, women had few rights. Married women could not own property. Everything they had belonged to their husbands. Women could not vote, and most women could not go to college. The types of jobs that women held usually paid very little. The working conditions in the textile mills and clothing shops that hired women were harsh. Women who worked in them often toiled in poorly ventilated and overcrowded rooms. Some women worked for as long as 12 hours a day.
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In spite of these limits, women began to work to reform, or improve, their society. Many women promoted temperance, or stopping the drinking of alcohol. They also strove to make education available to more girls. One reformer, Emma Willard, opened a school for female students in Troy, New York, that offered college courses. Many women were abolitionists. As they became involved in the abolitionist movement, they recognized the injustices they also faced as women. Susan B. Anthony was a crusader for women’s rights, temperance, and abolition. Anthony eventually became the president of an organization that fought for women’s voting rights, or suffrage. Two other women, Lucretia Mott and Elizabeth Cady Stanton, were also abolitionists who began to fight for women’s rights. In 1848, Stanton and Mott called a convention in Seneca Falls, New York, to talk about equality for women. Nearly 300 people attended. Seneca Falls Resolutions • . . . all laws . . . which place [a woman] in a position inferior to that of a man . . . [have] no force or authority. • . . . it is the duty of the women of this country to secure to themselves their sacred right to elective franchise [the right to vote].
File Name: spec 2 Pearson/PreMediaGlobal Illustrator: Robin Storesund Version: Final Date: 10/15/10
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Elizabeth Cady Stanton addressed the first women’s rights convention in Seneca Falls, New York, on June 20, 1848.
The Seneca Falls Convention At the Seneca Falls Convention, Stanton read a statement called the Declaration of Sentiments, which was based on the Declaration of Independence. It read:
“We hold these truths to be self-evident, that all men and women are created equal.” —from the Declaration of Sentiments
Participants also discussed a series of resolutions, or decisions. The convention began the women’s rights movement in the United States. Like the abolition movement, it would grow and eventually improve the lives of many Americans.
TEKS 4.F, 5.C, 23.A
5. Generalize Identify three facts to support the generalization that many women worked to reform society in the mid-1800s.
6. You have volunteered to help write pamphlets to advertise the Seneca Falls Convention. Describe the cover of your pamphlet and what pictures it would show.
7. Identify the contribution of Eli Whitney, and explain how his invention changed American life in good and bad ways.
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Chapter 7
TEKS Practice Lesson 1
TEKS 19.B, 19.C
Washington Takes Office 1. Read the question carefully. Determine the best answer to the question from the four answer choices provided. Circle the best answer.
Lesson 2
TEKS 4.D
Jefferson and the Louisiana Purchase 4. Generalize Identify two examples that support this generalization: The Louisiana Purchase benefited the United States.
Which of the following was created during Washington’s time in office? A the Trail of Tears B the national anthem C the cotton gin D a national bank 2. The opinions below belonged to either Thomas Jefferson or Alexander Hamilton. Write a J or an H to identify which man held each opinion. _____ The states should have more power than the federal government. _____ The country needs a national bank. _____ The federal government should be stronger than the states. _____ The American economy should be based on farming. 3. Identify two examples of President Washington’s leadership qualities.
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5. Think about the goals for the Lewis and Clark expedition. Explain the three major goals that they accomplished.
Lesson 3
TEKS 4.A, 17.B
The War of 1812 6. Describe two causes of the War of 1812.
Lesson 4
TEKS 4.G, 19.B
American Indians and the Trail of Tears 9. Explain why Andrew Jackson was called the “People’s President.”
7. Explain what led Francis Scott Key to write “The Star-Spangled Banner.” 10. Explain how the westward expansion of the country affected the election of 1828.
8. Describe how the War of 1812 affected American patriotism and nationalism.
11. Identify two ways in which Jackson’s Indian Removal Act created challenges for American Indians.
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Chapter 7
TEKS Practice Lesson 5
TEKS 4.F, 4.G, 5.C
Women and African Americans Fight for Freedom 12. Identify two challenges faced by immigrants to the United States in the 1800s.
13. Identify one similarity and one difference between Sojourner Truth and Susan B. Anthony.
14. Explain the effect that the invention of the cotton gin had on slavery.
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15.
TEKS 19.B L ook at the picture below. Explain how the first President and Cabinet helped shape the United States.
Go online to write and illustrate your own myStory Book using the myStory Ideas from this chapter.
How do leaders shape a nation?
TEKS ELA 15
In the early 1800s, the United States was growing. Political leaders such as George Washington, Thomas Jefferson, and Andrew Jackson took actions that shaped the nation. Their personal qualities also convinced citizens to trust their leadership. Write a letter to the editor of a newspaper. Explain what personal and leadership qualities are important for a candidate for national office.
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