Chapter 6 Section 3 • 213

Section 3The Jefferson

Administration

Setting the Scene Thomas Jefferson entered office with a straight-forward agenda, or list of things that he wanted to accomplish. His goal wasto reduce the influence of the national government in the lives of the Americanpeople. Jefferson called the sum of a good government:

“ a wise and frugal Government, which shall restrain men from injuringone another, shall leave them otherwise free to regulate their own pur-suits of industry and improvement, and shall not take from the mouthof labor the bread it has earned.”

—Thomas Jefferson, 1801

Reducing GovernmentTo accomplish his goals, Jefferson reversed much of what the Federalists haddone, starting with matters of presidential style. He refused to deliver speechesto Congress, claiming that to do so would seem too much like the act of a king.He also resolved a question that had troubled Congress for many years—whatto call the President. Jefferson asked to be addressed simply as “Mr. President.”

Of course, Jefferson’s effect on government went beyond style. Togetherwith Congress, he reduced the amount of taxes paid by the American peopleand severely cut the size of the federal bureaucracy—the departments andworkers that make up the federal government. The Attorney General, forinstance, was not even allowed a clerk. Jefferson also slashed the size of thearmy to just over 3,000 men. Jefferson’s goal was to limit the national govern-ment’s presence in people’s lives.

Jefferson, however, did not intend to destroy the government created bythe Constitution, or even to undo all the acts of the Federalists. For example, he

Chapter 6 • Section 3 213

The Jefferson Administration3

MAIN IDEA

President Jefferson sought to reduce the power of the fed-eral government, but he also demonstrated the govern-ment’s power when he bought new lands and restrictedforeign trade.

READING FOCUS

• How did Jefferson reduce the power ofthe national government?

• What problem did Jefferson have withthe federal courts?

• How did Jefferson achieve his programin the West?

• Why did Jefferson easily win reelectionin 1804?

• How did Jefferson respond to increasingtensions with Europe?

KEY TERMS

agendabureaucracymidnight judgeMarbury v. Madisonjudicial reviewLouisiana PurchaseLewis and Clark

expeditionembargo

TARGET READING SKILL

Identify Supporting Details Copy the webdiagram below. As you read, fill in eachcircle with important facts about Jeffer-son’s administration. You may add more cir-cles as needed.

Jefferson’sAdministration

Stronger Government

ReducedGovernment

LouisianaPurchase

Reducedsize of

the army

Jefferson’s informal presidentialstyle extended to his clothing,which was casual by the standardsof the day.

SECTION OBJECTIVES

1. Discover how Jefferson reduced thepower of the national government.

2. See what problem Jefferson hadwith the federal courts.

3. Find out how Jefferson achieved hisprogram in the West.

4. Learn why Jefferson easily wonreelection in 1804.

5. Understand how Jefferson respondedto increasing tensions with Europe.

BELLRINGER

Warm-Up Activity Have studentsconsider the following question: Underwhat circumstances might reversingone’s opinion be a sign of flexibility andstrength? When might sticking to anopinion be a sign of weakness?

Activating Prior Knowledge Whatwere Jefferson’s goals on enteringoffice? With students, list those goalson the chalkboard. At the end of thesection, review the list with students.How successful was he in accomplish-ing his goals?

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 withCulture

Point out Jefferson’s use of the word“men” in the quotation on this page.Ask students if they think Jeffersonmeant “people” or men exclusively. Ifthey think the former, challenge them toexplain why he used the word “men.” Ifthey think the latter, challenge them toexplain what that implies. (Verbal/Linguistic)

RESOURCE DIRECTORYTeaching ResourcesGuided Reading and Review booklet, p. 26

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

Ch. 6Student Edition on Audio CD, Ch. 6Prentice Hall Presentation Pro CD-ROM, Ch. 6

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214 • Chapter 6 Section 3

let the Bank of the United States continue to function, knowing that its20-year term would run out in 1811.

Jefferson and the CourtsThe most controversial part of Jefferson’s first term was his relationshipwith the judicial branch, particularly the Supreme Court. The Constitu-tion had not fully explained either the organization or the role of thisbranch of government.

The Judiciary Acts With the Judiciary Act of 1789, Congress hadfilled in the missing details. The act created a national court system withthree circuit courts and thirteen district courts, all headed by theSupreme Court. The act also stated that the Supreme Court wouldsettle differences between state and federal laws.

Not long before Jefferson took office, Congress passed the JudiciaryAct of 1801. This act decreased the number of Supreme Court jus-tices and increased the number of federal judges. Outgoing members ofCongress, in cooperation with President Adams, were trying to limitJefferson’s opportunity to appoint judges to the Supreme Court. Theywere also working to leave behind a powerful group of Federalist judgeswho would hold their jobs for life. Adams quickly filled the new judicialposts just before leaving office. These last-minute appointments, knownas the midnight judges, angered Jefferson, who believed that he hadthe right to appoint judges from his own party.

One of Adams’s judicial appointments was John Marshall, a long-time Federalist leader and cousin of Thomas Jefferson. At the time ofhis appointment, Marshall was serving as Secretary of State. Marshallwas sworn in as Chief Justice (the leading judge of the Supreme Court)on February 4, 1801. He held that post for 34 years, until his death in1835. While on the Supreme Court, Marshall helped establish manyimportant principles of constitutional law. Marshall also helped buildthe prestige and authority of the Supreme Court in such cases as thehistoric Marbury v. Madison (1803).

Marbury v. Madison The case of Marbury v. Madison arose whenPresident Jefferson tried to deny the appointments of Federalist judges.

Just before he left office, President Adams had appointed WilliamMarbury as justice of the peace for the District of Columbia. Yet

Secretary of State James Madison, under orders from PresidentJefferson, never delivered the official papers giving Marbury hisauthority. Marbury sued Madison, demanding that theSupreme Court order the Secretary of State to let him take hisoffice. According to the Judiciary Act of 1789, the Court hadthe power to give such an order.

Judicial Review Chief Justice John Marshall ruled against Marbury, declar-ing that it was against the Constitution for the Supreme Court to give thisorder to the executive branch. In other words, Marshall declared part of theJudiciary Act of 1789 unconstitutional—the first time a federal court had beenso bold.

The Court’s ruling was a victory for the Jefferson administration. Yet in amuch larger sense it was a victory for the Supreme Court, for the case estab-lished the power of judicial review. The power of judicial review enablescourts to decide whether laws passed by Congress are constitutional. It also

Born in a log cabin near Germantown,Virginia, John Marshall grew up on thefamily farm. He had little formal school-ing and spent much of his time helpingto raise his 14 siblings.

After serving in the ContinentalArmy during the Revolutionary War,Marshall studied law at the College ofWilliam and Mary. He served in theVirginia legislature and helped win rati-fication of the Constitution. Marshallalso served in the federal governmentas U.S. minister to France, in the U.S.House of Representatives, and as Sec-retary of State before his appointmentto the Supreme Court.

In his 34 years as Chief Justice, JohnMarshall helped establish a strong judi-ciary. In addition to Marbury v. Madison,Marshall's landmark cases includedthe following: Fletcher v. Peck (1810),in which the Court declared a state lawunconstitutional for the first time;McCulloch v. Maryland (1819), whichestablished the superiority of federalpower over state power; and Gibbons v.Ogden (1824), in which Marshall’sopinion defined nationalpower over interstatecommerce.

John Marshall1755–1835

READING CHECKHow did Marbury v. Madisonestablish the power of judicialreview?

214 Chapter 6 • The Origins of American Politics

RESOURCE DIRECTORYOther Print Resources

American History Block SchedulingSupport Checks and Balances: The Rise

of the American Judiciary, found in theForging a New Nation folder, includes inter-disciplinary lesson suggestions and activitiesfor Geography and History, Primary Sources,Biography, and Literature.

Nystrom Atlas of Our Country Early Expansionof the United States, pp. 20–21

Historical Outline Map Book Political UnitedStates, p. 82

TechnologyColor Transparencies Historical Maps, A9, A60

Visual Learning ActivityHonoring Thomas Jefferson, found onTeacherExpress™, features a picture ofJefferson’s burial monument, which shows theachievements for which he wanted to beremembered.

LESSON PLAN

Focus Although Jefferson was able tocarry out much of his agenda to limit thenational government, he was also willingto use and even expand his powers asPresident. Ask for what purposes Jef-ferson used the powers of government.

Instruct Discuss the steps Jeffersontook to limit the role of government andwhy they were almost guaranteed tomake him popular with voters. Now askstudents to list the ways in which Jef-ferson used and expanded the power ofthe national government. Ask studentsto state in their own words Jefferson’sdilemma concerning the LouisianaPurchase.

Assess/Reteach Ask students toconsider how different the UnitedStates might be if Jefferson had neverpursued the Louisiana Purchase andthe expedition of Lewis and Clark.

BACKGROUND

BiographyChief Justice John Marshall (1755–1835)was licensed to practice law by hiscousin Thomas Jefferson. But Marshall,stating a firm belief in “a more efficientand better organized general govern-ment,” embarked upon a lifelong cru-sade against the Jeffersonian cause ofstates’ rights. One hundred years afterhis death, a scholar said that Marshall“embodied in his career clear proof thatours is a government of men, not laws.”

READING CHECKThe Court declared a portion of theJudiciary Act of 1789 unconstitu-tional, thereby declaring the Court’spower to find acts of Congressunconstitutional.

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Chapter 6 Section 3 • 215

ACTIVITY

Connecting withGeography

Have students consult atlases to createa list of all of the current U.S. stateswhose territory was part of the Louisi-ana Purchase. They will need to com-pare a map of the Louisiana Purchasewith a current political map of theUnited States to complete the task.(Visual/Spatial)

allows federal courts to review state laws and state court decisions to deter-mine if they are in keeping with the federal Constitution. In this way, theCourt plays an important role in preserving the federal union. Marshall, aFederalist, wanted to establish the supremacy of the national governmentover the states.

Judicial review is not clearly stated anywhere in the Constitution. Yetthanks in part to Marbury v. Madison, it remains a vital power of the judicialbranch today.

Jefferson’s Program in the WestAs a strict constructionist, Jefferson opposed the development of a strong cen-tral government. In issues concerning American expansion west of theAppalachians, however, Jefferson and his supporters used the power and moneyof the national government as boldly as the Federalists had ever dared.

The Land Act of 1800 The Northwest Ordinance of 1787 had establisheda process by which territories, as lands in the West were called, could becomestates. The Jeffersonians encouraged the development of the frontier—whichnow extended only as far west as the Mississippi River—through a new federalland policy. Under the Land Act of 1800, adopted before Jefferson becamePresident, Americans were able to buy land in smallparcels and on credit. Federal land offices appearedacross the West, making the transfer of land easier fromthe government to private citizens.

Napoleon and the French American farmers in theWest depended on the Mississippi River to transport theircrops to foreign markets. When the French rulerNapoleon took over much of the Spanish land in theWest, he gained control of the mouth of the Mississippi atNew Orleans. The French used this control to extractlarge sums of money from American traders who had nochoice but to travel the Mississippi.

Fearing this French control and Napoleon’s ambitions,Jefferson appointed James Monroe envoy extraordinary toFrance and sent him to Paris in 1803 to buy the city ofNew Orleans. Congress instructed Monroe, along withRobert Livingston, the American minister in Paris, that theycould pay up to $10 million for the land. What happenednext was one of the most fateful events in American history.

The Louisiana Purchase Napoleon did in fact have ambi-tions to create a new French Empire in the Americas. When his attemptto crush a rebellion on the French island of Haiti failed, however, hequickly changed his mind. Rather than sell only New Orleans to theUnited States, Napoleon wanted to sell all of the French claims known asLouisiana. Not daring to ask him to wait for weeks or months for ananswer, Monroe and Livingston offered Napoleon $15 million for theLouisiana Purchase. They desperately hoped that Congress and the Presidentwould support their decision.

When Jefferson heard of the agreement with the French, he was troubled.The Constitution did not mention the purchase of foreign lands. He was alsowary of spending large amounts of public money. Jefferson overcame hisdoubts, however, and urged Congress to approve the sale. With the stroke of a

Chapter 6 • Section 3 215

VIEWING HISTORY Above arepages from the official treaty of theLouisiana Purchase. IdentifyingCentral Issues (a) Why did Jeffersonwant to buy New Orleans fromNapoleon? (b) How did the UnitedStates end up acquiring muchmore than New Orleans?

CUSTOMIZE FOR ...Less Proficient Readers

Have students reread the text on judicial reviewand answer the following questions: Why is thepower of the Supreme Court to judge a law’sconstitutionality important to the United Statessystem of government? How does this powerhelp the Supreme Court check the power ofCongress? What would happen without thepower of judicial review?

TEST PREPARATIONHave students read the section about theLouisiana Purchase on this page and thenanswer the question below.What was the original goal of the expedition of Lewisand Clark?

A To discover new Indian tribes in westernlands.

B To find the shortest route to the Pacific Ocean.C To explore the land included in the Louisiana

Purchase.D To claim more territory for the United States.

About the PresidentsThomas Jefferson (1801–1809) had adefinite understanding with AaronBurr during the election of 1800: Jef-ferson was running for President,Burr for Vice President. Neverthe-less, Burr stayed in the competitionwhen they both received the samenumber of electoral votes for Presi-dent. Hamilton swung the vote inJefferson’s favor—only because hehated Jefferson less than Burr. Jef-ferson never trusted Burr again. Inhis second term, Jefferson choseNew York governor George Clintonas running mate. Still blinded bydreams of glory, Burr led an unsuc-cessful revolt of western states in1807. He was tried for treason. Be-fore the verdict, Jefferson made itclear he thought Burr should befound guilty. But Burr was acquittedunder the anti-Jefferson Chief Jus-tice John Marshall. Source: WilsonSullivan, “Thomas Jefferson,” TheAmerican Heritage® Pictorial His-tory of the Presidents of the UnitedStates, vol. 1, 1968.

From the Archives of®

Viewing History (a) To protect Ameri-can interests in the region. Traders whoneeded to ship goods via the Mississippihad to go through New Orleans, whichthe French controlled. The Frenchdemanded that the Americans pay forthe right to pass through. (b) Napoleon,whose strategic plans in the Americasfell apart, preferred to sell the entireLouisiana region to the United States.

CAPTION ANSWERS

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216 • Chapter 6 Section 3

pen, the Louisiana Purchase dramatically increased both the national debt andthe size of the United States. The Louisiana Purchase was to have an enormousimpact on the history of the United States.

The Lewis and Clark Expedition Congress agreed to finance Jefferson’scall for an expedition to explore the area included in the Louisiana Purchase.Jefferson chose Meriwether Lewis, his private secretary, to lead the expedition.Lewis in turn chose William Clark as his companion officer.

The Lewis and Clark expedition began in the spring of 1804. The expe-dition’s goals were to search for river routes to the western ocean, make contactwith the Native Americans living in the territory, and gather information aboutthe region’s natural resources. To help in this task, a year after setting out, theexpedition hired a French-Canadian fur trapper and his wife Sacajawea, aShoshone Indian, as interpreters.

The expedition reached the Pacific Ocean late in 1805 and returned east bySeptember 1806. The journey, which had lasted two years and four months,succeeded in filling in many of the details of the vast lands to the west. Addi-tional information about the West was gathered by Zebulon Pike, who traveledas far west as the Rockies and then south into Spanish-held territory between1806 and 1807.

The Election of 1804 Jefferson’s policies made him an extremely popular President during his firstterm. He succeeded in lowering taxes, acquiring vast new territory in the West,and allowing the unpopular Alien and Sedition Acts to expire. In addition tothese domestic successes, he kept the nation at peace.

The Federalist Dilemma What had happened to the bitter rivalry betweenFederalists and Jeffersonian Republicans? The Federalists remained a strong

216 Chapter 6 • The Origins of American Politics

MAP SKILLS In their two-yearexpedition, Lewis and Clarkexplored thousands of miles andcollected information on the lands,peoples, and plant and animalspecies they encountered. Theircrossing of the Continental Divideproved once and for all that awater route to the Pacific did notexist. Movement Study the mapabove. What difficulties did theexploring parties face?

30°N

40°N

70°W80°W90°W

Gulf ofMexico

ATLANTICOCEAN

PACIFICOCEAN

L. Superior

L. Huron

L. Erie

Platte R.

Missouri

R.

Missouri R.

Great SaltLake

Mis

siss

ippi

R.

O hioR.

L.Ontario

Sna k e R.

Yellowsto

neR.

Rio Grande

Red R.

Arkansas R.

Colo

rado

R.

Chinook SpokaneNez Percé

Flathead Shoshone

Crow

Blackfoot

Assiniboin

Mandan

Arikara

TetonSioux

YanktonSioux

Oto

Osage

Comanche

Apache

UteKiowa Pawnee

WallawallaUmatilla

Fort Clatsop

PikesPeak

ROC

KYM

OU

NTA

INS

Santa Fe

Natchitoches

St. Louis

Hidatsa andMandan villages

Georgia

SpanishFlorida

S.C.

N.C.

Va.

Penn.

N.Y.

Vt.N.H.Mass.

R.I.Conn.

N.J.

Del.Md.

Maine(Mass.)

Ky.

Ohio

Mich.Terr.

Tenn.

OrleansTerr. (La.)

IndianaTerr.

MississippiTerritory

0 200 400 mi.

0 200 400 km

N

UnitedStatesLouisianaTerritoryOregonCountrySpanishterritoryBritishterritory

Lewis and ClarkexpeditionLewis and Clark(return)LewisClarkPike expeditionNative AmericanlandsFort

Oto

Nov. 1805Lewis and Clarksight the Pacific.

Feb. 1807 Pike andhis men captured bySpanish cavalry.

Sept. 1804Party narrowlyavoids skirmishwith the TetonSioux.

July 1805 Theparty crosses theContinental Divide.

Nov. 1804 The partybuilds Ft. Mandan, wherethey spend the winter,Nov. 1804 to Apr. 1805.

Aug. 1804Meetingwith friendlyYankton Sioux.

May 1804 Lewisand Clark departSt. Louis with partyof about 40 men.

July 1807 Pike and hismen taken to Chihuahua,then to Louisiana andreleased.

June 1805 Party reaches the GreatFalls of the Missouri—proof thatthey have followed the right course.

Nov. 1806 Pike tries toreach the summit thatnow bears his name.

Pike’s reports onSanta Fe stimulateexpansion into Texas.

July 1806Pike’s expeditiondeparts St. Louis.

Exploration of the American West, 1804 –1807

ACTIVITY

Connecting withGeography

Have students conduct Internet researchto learn about Fort Clatsop NationalMemorial located in Astoria, Oregon.(The memorial commemorates the1805–1806 winter encampment of theLewis and Clark expedition and theirreaching of the Pacific Ocean.) Studentsshould write brief reports on the site.Consider having students lead the classon a “virtual tour” of the site, availablethrough the National Park Service’s Website. (Visual/Spatial; Verbal/Linguistic)

BACKGROUND

Recent ScholarshipThe Lewis and Clark expedition pitchedcamp more than 600 times on its longjourney. But no one was able to locateany of the exact spots, until recently. In1998, historical archaeologist KennethW. Karsmizki and his team from theMuseum of the Rockies at MontanaState University reported locating theexpedition’s Lower Portage campsite,about 20 miles northeast of Great Falls,Montana, on the Missouri River. Locatingand excavating the site took 12 years.Artifacts at the site include the remainsof three campfires, bison bones, a push-pin, and a wooden stake.

RESOURCE DIRECTORYOther Print ResourcesHistorical Outline Map Book Exploring the

Louisiana Purchase, p. 30TechnologyColor Transparencies Historical Maps, A10Exploring Primary Sources in U.S. History

CD-ROM The Journals of Lewis and Clark

Map Skills Getting lost, straying intoforeign territory, conflicts in NativeAmerican territory, rugged terrain, wildanimals, weather.

CAPTION ANSWERS

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Chapter 6 Section 3 • 217

ACTIVITY

Connecting withHistory and Conflict

Have interested students research theevents leading up to the duel (whatwas said, and so forth). Ask them whythe two men decided to engage in sucha violent act. (Verbal/Linguistic)

BACKGROUND

A Losing VictoryOften, and as was Burr’s case, the vic-tor in a duel was stigmatized. One histo-rian put it this way: “The few instancesamong these political duels when some-one actually is killed, ends up being very bad for the person who’s done the killing. Instead of appearing to be a noble man defending his honor, heinstead appears to be bloodthirsty andsomehow vicious. He’s crossed a line.”

force in national politics. However, the Louisiana Purchase, which they fiercelyopposed, struck a great blow to their base of popular support. As the nationexpanded into the new lands in the South and the West, the population of farmers,who tended to support the Jeffersonians, began to grow. The only real supportfor the Federalists came from the industrial centers of the Northeast. Eventhere, many people were happy with Jefferson’s presidency. Jefferson, after all,had not dissolved the government or led the nation to ruin and tyranny, assome Federalists had feared.

Hamilton and Burr Meanwhile, Jefferson and his Vice President,Aaron Burr, had not worked very closely during Jefferson’s first term. Infact, Burr, who had the support of the Federalists when the 1800 elec-tion was thrown to the House, decided to seek the governorship ofNew York in 1804. This time, Burr ran as a Federalist and not as aJeffersonian Republican.

Alexander Hamilton, still a leading Federalist and patriot,strongly opposed Burr’s bid for the governorship. Hamilton viewedBurr as an unprincipled man, concerned only with “interest andambition.” Determined to prevent Burr from the governorship,Hamilton urged his friends and followers in New York not tothrow their support to Burr. Hamilton’s efforts were success-ful. Burr did not even receive the Federalist nomination forgovernor of New York.

Burr was furious with Hamilton, for this was not the firsttime Hamilton had prevented Burr from scoring a political vic-tory. In the 1800 election, Hamilton had urged Federalists tosupport Jefferson over Burr when the two candidates were tiedin the electoral college. This time, Burr believed, Hamilton hadgone too far. In the summer of 1804, Burr wrote to Hamiltonand challenged him to a duel. Hamilton opposed duels, but he acceptedthe challenge so that he could prove his courage to a nation he mightone day have to lead.

The two met on the morning of July 11, 1804, in northern NewJersey. They each fired a shot, and Hamilton fell, mortally woundedfrom a bullet below the chest. With one shot, Burr removed the leaderof the Federalists and ruined his own political future. Usually, a duelistwho had killed an opponent was not charged with murder. But this wasnot the case with Burr. In order to avoid prosecution, he fled New York,leaving behind his home and possessions. Burr’s career following theduel went sharply downhill. He even attempted to invade Mexico andwas tried for treason in 1807.

Jefferson Wins a Second Term The enormous success of Jefferson’sfirst term, combined with a weakened Federalist Party, led to a landslidevictory for Jefferson in 1804. Capturing all but two states, Jeffersondefeated the Federalist candidate Charles Pinckney with 162 electoralvotes to Pinckney’s 14. Even the electoral votes from Massachusetts, a statedominated by Federalists, went to Jefferson.

Increasing Tensions With EuropeDuring Jefferson’s first term, a brief peace had settled on European nations.When the European wars resumed, so too did troubles between Europe andthe United States.

Chapter 6 • Section 3 217

Dueling in America Dueling was arelatively common part of Americanculture in the early nineteenth century.The fateful duel between Hamilton andBurr in 1804 was not out of the ordi-nary. Duels were carefully planned out,provoked, and designed to restore ordefend one’s honor. After Hamilton

foiled Burr’s run for governorof New York in 1804, Burr,whose reputation was essen-tially ruined, needed a way torestore his honor.

According to the custom,the challenger needed spe-cific evidence that their char-acter had in fact beenattacked. Once the evidencewas gathered, the challenger

could initiate a duel. Burr came acrossa newspaper in which it appearedHamilton had attacked Burr’s character.He quickly wrote a letter to Hamiltonasking him to either deny or acceptresponsibility for these comments.Upon receiving the letter, Hamiltonrecognized immediately that Burr waslooking for a duel. Not wanting to riskpublic ridicule and even the end of hispolitical career, Hamilton did not backaway from the challenge. Several let-ters passed between the two before theofficial duel was challenged, accepted,and arranged. Above, Hamilton’s gravestands outside Trinity Church in NewYork City.

CUSTOMIZE FOR ...Less Proficient Writers

Have students read the section “The Election of 1804.” Then ask them to list the following subheads on a piece of paper: The FederalistDilemma, Hamilton and Burr, and Jefferson Winsa Second Term. Under each subhead, have stu-dents list three facts about each topic.

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218 • Chapter 6 Section 3

Reading Comprehension

1. Refused to deliver speeches toCongress because doing so seemedtoo “kingly”; reduced taxes andseverely cut the size of the federalbureaucracy.

2. Strengthened and helped define therole of the federal courts by allowingfederal courts to determine the con-stitutionality of acts of Congress.

3. (a) Jefferson, a strict constructional-ist, broke out of his role by purchas-ing foreign lands, an action notspecifically outlined by the Constitu-tion. (b) It increased the nation’s debt.

4. Jefferson’s desire to avoid the use offorce in foreign policy led to an eco-nomic action: the passing of the Em-bargo Act of 1807. Many Americansobjected to the embargo, despisingthe direct interference of the nationalgovernment in the economy. Jeffer-son lost popularity and support.

Critical Thinking and Writing

5. Since they favored a weaker centralgovernment, stronger state govern-ments, and protection of individualrights and freedoms, JeffersonianRepublicans might have felt that judi-cial review gave too much power tothe federal government.

6. Possible answer: Both were exam-ples of the people disobeying federallaw and of the federal governmentusing force to demand compliance.

7. Letters could include the followingpoints: The embargo infringed uponthe rights of ordinary citizens tomake a living through trade. Also, itwould not be effective because theforeign trade of both Britain andFrance was too strong and diverse to be severely injured.

3Section Assessment

For: An activity on Lewis and Clark

Visit: PHSchool.com

Web Code: mrd-2063

PHSchool.com

The Chesapeake Jay’s Treaty, under which theUnited States had remained at peace with GreatBritain, expired in 1805. By then, Europeans were backat war with each other. French warships began harass-ing American ships trading with Britain, and Britishships interfered with American ships trading withFrance. The British also kidnapped American sailorsto serve in their navy. In 1807, a British ship, theLeopard, attacked the USS Chesapeake, inflicted 21casualties, and boarded it to search for deserters fromHis Majesty’s navy.

The Embargo of 1807 Like other Americans,Jefferson was outraged by these acts and believed thatthey should not go unpunished. Yet he rejected theuse of force, in part because of the small size of theAmerican navy. Instead, Jefferson chose an economic

weapon against the British and French. At his insistence, Congress passed theEmbargo Act of 1807, which outlawed almost all trade with foreign countries.An embargo is a restriction on trade. Britain’s trade, however, had grown toostrong to be severely injured by the embargo. The French, too, were largelyunaffected.

Many Americans, on the other hand, hated the embargo—particularly NewEnglanders who made their living through trade. They now smuggled goods toGreat Britain and other countries in defiance of the President and Congress.With the authority of the national government at stake, Jefferson had no alter-native but to use his small navy and federal agents to enforce the law.

The embargo ruined Jefferson’s second term. Many Americans despised thedirect interference of the national government in the economy. Federalistsexploited this anger, and the party enjoyed a revival. At the end of his secondterm, Jefferson retired to his home at Monticello, with his popularity shaken.Despite this loss of support for Jefferson and a Federalist revival, voters electedJeffersonian Republican candidate James Madison President in 1808.

READINGCOMPREHENSION

1. What changes did Jefferson try tomake in the relationship betweengovernment and the people?

2. Explain how judicial review shapedthe role of the federal courts.

3. What effects did the LouisianaPurchase have on (a) national poli-tics and (b) the national economy?

4. Why did Jefferson's foreign policycause him to lose popularity in theUnited States?

CRITICAL THINKINGAND WRITING

5. Analyzing Information Explain theposition Jeffersonian Republicanswould be likely to take on the princi-ple of judicial review.

6. Making Comparisons How was theenforcement of the Embargo Act of1807 like the suppression of theWhiskey Rebellion in 1794?

7. Writing to Persuade Write a letterto Thomas Jefferson from a North-east merchant explaining why theEmbargo Act should be lifted.

3 Assessment

218 Chapter 6 • The Origins of American Politics

INTERPRETING GRAPHSThe Embargo of 1807 sharply cutU.S. export trade. Analyzing Infor-mation (a) What was the level oftrade before the embargo? (b) Afterthe embargo? (c) Did export tradereturn to its pre-embargo high duringthe period covered by the graph?

Year

Dol

lars

(in m

illio

ns)

United States Exports, 1800–1820

120

100

80

60

40

20

01800 1802 1804 1806 1808 1810 1812 1814 1816 1818 1820

SOURCE: Historical Statistics of the United States, Colonial Times to 1970

RESOURCE DIRECTORYTeaching ResourcesUnits 1/2 booklet

• Section 3 Quiz, p. 66Guide to the Essentials

• Section 3 Summary, p. 33

Interpreting Graphs (a) 1807: Approxi-mately $105 million. (b) 1808: Approxi-mately $20 million. (c) Not quite, althoughit did rebound to approximately $90 mil-lion in 1818.

CAPTION ANSWERS

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

PHSchool.com

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