Section 1 Step-by-Step Instruction Four Bullets Through My Coat SECTION SECTION “ We were attacked by a body of French and Indians, Review and Preview whose number (I am certain) did not exceed 300 men. Ours consisted of about 1,300 well-armed troops, Students have learned about the spread chiefly the English soldiers . . . I had four bullets of new ideas about government in the through my coat, and two horses shot under me.” . Now they will focus on how competition between European coun- —George Washington, reporting on the defeat of tries in North America led colonists to General Braddock’s army, 1755 begin considering new plans for self- government. ᮤ Washington captures French Fort Duquesne, 1758.

Section Focus Question Trouble on the Frontier Objectives Why It Matters How did the British gain French American colonists expanded their settle- • Identify the reasons why fighting broke out ments. As they pushed further inland, they came into con- territory in North America? between France and Britain in North America. flict with the French and Indians. In this power struggle, the Before you begin the lesson for the day, • Describe the early defeat of the British by the future of much of North America was at stake. write the Section Focus Question on the French at the beginning of the French and Section Focus Question: How did the British gain board. (Lesson focus: The British gained con- Indian War. French territory in North America? trol of French territory in North America with •Explain how the British gained victory, and military victories during the French and Indian explain the results of the French and Indian Competing Empires War.) War. By the middle of the 1700s, France and Britain each controlled large areas of North America which bordered on Prepare to Read Reading Skill each other for thousands of miles. Each country feared the other and sought to increase the area it controlled. These Make Inferences Build Background ambitions collided on the frontier and eventually led to war. analyzing the details and evidence in the text. As Native Americans lived on most of the territory claimed Knowledge L2 you read about the choices and views of both the by France and Britain. There were few French settlers. Ask students to recall from earlier chapters Americans and the British in colonial times, think Therefore, they did not threaten to seize Native American what they have learned about competition about the inferences you can make from their lands. However, the need of British settlers for farmland led between European countries for control of actions. to conflict with the Native Americans. By the 1740s, British territories in North America. Write all settlers were pushing into the River valley lands accurate information on the board. Then Key Terms and People claimed by the French. The pressure soon led to trouble. ask students to preview the section by George alliance The Begins In 1753, the Washington reading the headings and looking at the cede French began building forts to back their claim to the land militia images. Ask students to predict what else between Lake Erie and the Ohio River. This news alarmed they will learn about European competi- the Virginia , which also claimed the Ohio River tion for control of North America. Use the valley. The governor of Virginia decided to send soldiers to Numbered Heads strategy (TE, p. T24) to order the French to leave. He chose a 21-year-old surveyor elicit responses. in the Virginia militia, George Washington, as the leader. The militia is a force made up of civilians trained as soldiers Set a Purpose L2 but not part of the regular army. Washington made the I Read each statement in the Reading dangerous journey, returning home to tell the governor that Readiness Guide aloud. Ask students to the French had rejected his warning.

mark the statements True or False. 140 Chapter 5 The Road to Revolution Teaching Resources, Unit 2,

Reading Readiness Guide, p. 16 Differentiated Instruction I Have students discuss the statements in L1 L1 L1 English Language Learners Less Proficient Readers Special Needs pairs or in groups of four, then mark the worksheets again. Use the Numbered Create a Flowchart As students read, of the French and Indian War. When they Heads participation strategy (TE, p. T24) have them create a flowchart to organize have finished, have students compare their to call on students to share their group’s the order of events that led to the outbreak charts with a partner before handing them in. perspectives. The students will return to these worksheets later.

140 Chapter 5 The next year, Washington traveled west again with orders to Make Inferences build a fort where the Allegheny and the Monongahela (muh non How did Virginia’s Teach goh HEEL uh) rivers meet to form the Ohio River. governor view George Washington? Give one detail that Washington arrived too late. The French were there already, supports your inference. Competing Empires building their own fort, which they called Fort Duquesne (du KANE). Washington marched south for about 50 miles and built a small fort p. 140 of his own. He called it Fort Necessity. Instruction L2 Later, Washington’s troops attacked and defeated a small French I force. However, a larger French army arrived and forced Washington to Vocabulary Builder Before teaching surrender Fort Necessity. The French allowed Washington and his men this lesson, preteach the High-Use to return home to Virginia with the message that they would never give Words resolve and phase, using the up the Ohio River valley. strategy on TE p. T21.

The Albany Congress Expecting war to break out soon, the Key Terms Following the instructions on British government called a meeting of colonial leaders. It took place p. 7, have students create a See It– in Albany, New York. The British wanted the colonies to agree to Remember It chart for the Key Terms in cooperate in defending themselves against the French. The British this chapter. also invited the Iroquois tribes to the meeting. They hoped to form I To help students better understand the an alliance with the Iroquois against the French. An alliance is an concept of power, which is important to agreement between countries to help each other against other the understanding of this section and countries. chapter, use the Concept Lesson Power. The Iroquois refused to make an alliance, in part because they Provide students with copies of the Con- expected the French to defeat the British in a war. The colonial leaders cept Organizer. tried to work out a plan to defend themselves. Benjamin Franklin of Pennsylvania believed the colonies had to succeed. To make that Teaching Resources, Unit 2, point, his newspaper, the Philadelphia Gazette, published a picture of Concept Lesson, p. 23; Concept Organizer, p. 6 asnake chopped into pieces with the warning “Join, or Die.” I Read Competing Empires with students Join, or Die using the Paragraph Shrinking strategy (TE, p. T23). I Discuss the Albany Plan of Union. Ask: How would an alliance with the Iro- quois have helped the British? (If the Benjamin Franklin’s 1754 cartoon was a plea for unity Iroquois joined the British in an alliance, in defending the colonies then the French would have had to defend during the French and against two armies.) Indian War. (a) Distinguish Relevant Independent Practice Information Identify Have students begin to fill in the Study the eight sets of initials that label the eight Guide for this section. pieces of the snake. (b) Draw Conclusions Monitor Progress What point is Franklin making about the As students fill in the Notetaking Study importance of colonial Guide, circulate to make sure students unity? understand the importance of the Albany Congress. Provide assistance as needed.

Section 1 Trouble on the Frontier 141

Answers Use the information below to teach students this section’s high-use words. Reading Skill He thought Wash- ington was a capable leader because he High-Use Word Definition and Sample Sentence sent him on an important mission even resolve, p. 143 n. strong determination to succeed in doing something though Washington was only 23 years old. The goal of gaining land for Spain strengthened Columbus’s resolve Reading Political Cartoons (a) South to find a sea route to Asia. Carolina, North Carolina, Virginia, Mary- phase, p. 143 n. stage of development land, Pennsylvania, New Jersey, New Puritan ideas strongly influenced the early phase of colonial York, New England (b) Possible answer: development. Without sticking together, the colonies would not survive.

Chapter 5 141 Early British Defeats Franklin drew up a plan, called the Albany Plan of Union. It called for a council of representatives elected by the colonial assem- p. 142 blies. The council would have authority over settlements, relations with Native Americans, and other urgent matters. It also Instruction L2 could organize armies and collect taxes to pay its expenses. I Have students read Early British The Albany Congress approved Franklin’s plan, but the colonial Defeats. Remind students to look for assemblies rejected it. The colonies wanted to control their own taxes sequence of events. and armies. Franklin complained that “everyone cries, union is I Ask: How did the British defeats affect necessary,” but they behave like “weak noodles” when the time the chances of a British alliance with comes to take action. the Iroquois? (They made an alliance less Why were the British concerned about French likely because the Iroquois thought it was activity in the Ohio River valley? likely that the French would win the war against the British.) Early British Defeats I Ask: How would a French victory in Soon after Washington’s return, the British government decided the French and Indian War affect the it had to push the French out of the Ohio River valley. In 1755, it sent British colonies and colonists in North General Edward Braddock to Virginia with orders to capture Fort America? (Possible answer: Britain would Duquesne. Braddock arrived with a large force of regular British probably have to give up its colonies, and its troops and Virginia militia. Colonel George Washington joined Brad- colonists would either have to return to dock’s force as a volunteer. Britain, move to another of its colonies, or agree to live under French rule.) I Show students the transparency The French and Indian War. The French and Indian War Color Transparencies, The French and Indian 80°W 70°W 60°W On land and on sea, Britain War 50°N and France battled furiously during the French and Independent Practice Indian War. The victor would Have students continue to fill in the Study win control of most of North Super Guide for this section. ior America. Louisbourg (a) Read a Map Key From Interactive Reading and Ft. Beauséjour Montreal Fort Oswego, on the NEW . Nova L R Notetaking Study Guide, Chapter 5, . e western frontier, what H FRANCE nc L. Scotia re u w Champlain two French posts did the r La n o t. Halifax Section 1 (Adapted Version also available.) a n S g Ft. Frontenac Ft. St. Frédéric i British attack? h (Crown Point) c i Ft. Ticonderoga M . Ft. Wm. (b) Draw Conclusions Why . L NH L Henry Ft. Niagara Ft. Ft. Edward was it important to Monitor Progress Oswego Albany Boston the British to capture rie NY . MA L. E R

n o RI ATLANTIC Louisbourg and Fort s

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As students fill in the Notetaking Study Allegheny R. u

PA H OCEAN Duquesne? Guide, circulate to make sure students Ft. Duquesne New York 40°N Ft. Cumberland understand the importance of the British Ft. Necessity NJ . For: Interactive map R MD 0 km 200 military setbacks. If students do not seem io Oh DE Visit: PHSchool.com 0 miles 200 to have a good understanding, have them Monongahela R. Albers Conic Equal-Area Projection Web Code: mvp-2051 Chesapeake reread the section. Provide assistance as VA Bay needed. KEY N British Territory E W French forts S British forts British advances 142 Chapter 5 The Road to Revolution

Differentiated Instruction

L3 L3 Advanced Readers Gifted and Talented Answers Predicting Have students work in pairs to Fort Duquesne, or the French had won the select a major event from this chapter. Tell French and Indian War? Have each pair The British also claimed the each pair to assume that the event chosen give a brief presentation to the class in Ohio River valley. either had not occurred, or that it had a which they predict how subsequent events different outcome. For example, what if in American history might have been dif- (a) and Fort George Washington rather than Edward ferent. Niagara (b) Capturing these two areas Braddock had been killed in the battle near would give the British control of important naval routes and limit French power.

142 Chapter 5 Disaster at Fort Duquesne General Braddock understood The British Turn the Tide military tactics used in Europe, where armies fought in formation on open fields. But he knew nothing about fighting in North America, p. 143 where conditions were very different. Braddock did not respect Instruction L2 colonial soldiers. He did not listen to warnings that soldiers Image 6824 I marching down a narrow road through a dense forest in red Have students read The British Turn the uniforms were perfect targets for an enemy fighting from behind Tide. Remind students to look for trees and bushes. When Benjamin Franklin warned him about the details to answer the Section Focus danger of ambushes, Braddock said they were no threat to his well- Question. trained troops. I Ask: What lands did the British gain in As Braddock’s force neared Fort Duquesne in early July, it was the ? (French Canada, ambushed by French troops and their Native American allies. More General Edward Braddock Spanish Florida, and all French lands east of than half of Braddock’s men were killed or wounded, with the the Mississippi except New Orleans) general himself among the dead. I Ask: How did the battle for Quebec More British Defeats The British had other setbacks during affect the war? (It was a turning point for 1755. An army led by the governor of Massachusetts failed to take the British because the French could no Fort Niagara on . Further east, an army of British longer defend the rest of their North Ameri- colonists and Native Americans was ambushed and suffered heavy can territory.) losses near Lake George. These defeats may have strengthened Vocabulary Builder Iroquois leaders’ resolve not to ally with Britain. resolve (ree SAHLV) n. strong Independent Practice In May 1756, Britain declared war on France, marking the official determination to succeed in doing something Have students complete the Study Guide beginning of the Seven Years’ War between the two countries. for this section. Shortly thereafter, French troops led by General Louis de Montcalm Interactive Reading and captured and destroyed Britain’s Fort Oswego on Lake Ontario. In 1757, Montcalm captured Fort William Henry on Lake George. Notetaking Study Guide, Chapter 5, Section 1 (Adapted Version also available.) What fatal errors did General Edward Braddock make? Monitor Progress

The British Turn the Tide I As students complete the Notetaking The situation improved for Britain during 1757 when William Pitt Study Guide, circulate to make sure stu- became prime minister. Pitt sought top generals who had genuine dents understand the importance of the military talent. He chose James Wolfe, who was only 30 years old British victory. Provide assistance as when he became one of Britain’s top generals. Vocabulary Builder needed. With Pitt’s generals in command, the war entered a new phase. In phase (fayz) n. stage of I the summer of 1758, Britain scored its first major victory in the war. development Tell students to fill in the last column of It captured the fort at Louisbourg. In the fall, the British took Fort the Reading Readiness Guide. Probe for Duquesne. The British renamed the post Fort Pitt, in William Pitt’s what they learned that confirms or honor. It later became the city of Pittsburgh. invalidates each statement. These and other victories led the Iroquois to side with the British. Teaching Resources, Unit 2, More victories in 1759 set the stage for the British attack on Quebec and the key battle of the war. Reading Readiness Guide, p. 16 Quebec, the capital of New France, was located on a high cliff, overlooking the St. Lawrence River. General Montcalm commanded the French defenders, and General Wolfe led the British attack. At first, the British made little progress. Then, at night, they found an unguarded trail that allowed them to climb the cliffs protecting the city without being discovered. In September 1757, approximately 4,000 British soldiers defeated 4,500 French soldiers on the plains in

Section 1 Trouble on the Frontier 143

History Background

Seven Years’ War Most of the great pow- to North America, the countries also ers of Europe fought in the Seven Years’ fought battles across Europe and in the War (1756–1763). Although alliances shift- West Indies, Africa, and India. Britain’s ed, the war generally pitted France, Aus- victory over France, its main rival for colo- tria, Saxony, Sweden, and against nies, gave it control of much of North Prussia, Hanover, and Britain. In addition America and India. Answer He tried to fight using tac-

tics that worked in Europe and did not adapt to North American conditions.

Chapter 5 Section 1 143 front of the city. More than 2,000 soldiers were Assess and Reteach killed or wounded in the battle, including both Wolfe and Montcalm. Assess Progress L2 After losing Quebec, France could no longer defend the rest of its North American territory. Have students complete Check Your Montreal, the other major French city in Canada, Progress. Administer the Section Quiz. fell in 1760. In February 1763, Britain and France Teaching Resources, Unit 2, signed the Treaty of Paris. France lost almost all

Section Quiz, p. 24 of its North American possessions. France ceded, or surrendered, French Canada to Great Britain. To further assess student understanding, Great Britain also gained all other French terri- use the Progress Monitoring Transparency. tory east of the Mississippi, with the exception of New Orleans. Britain also received Spanish Progress Monitoring Transparencies, Florida. New Orleans, along with all French terri-

Chapter 5, Section 1 tory west of the Mississippi, went to Spain. Native Americans also lost a great deal. Reteach L1 Without French help, the Native Americans If students need more instruction, have could not stop British settlers from moving on them read this section in the Interactive their lands. Reading and Notetaking Study Guide and complete the accompanying question. What was the outcome of the Battle of Quebec? Interactive Reading and

Notetaking Study Guide, Chapter 5, Looking Back and Ahead The defeat Section 1 (Adapted Version also available.) of the French left the British in control of a vast The British attack Quebec. area in North America. However, whatever sense of triumph British Extend L3 leaders felt at the war’s outcome was soon replaced by a nagging Explain to students that the French and realization. The victory had substituted one set of problems for another. Indian War was one part of the Seven Years’ War between Britain and France. Have students research the Seven Years’ War. Ask them to summarize in their own For: Self-test with instant help words the reasons for and the outcomes of Section 1 Check Your Progress Visit: PHSchool.com the war, and then write a few sentences Web Code: mva-2051 explaining its impact on Britain. Comprehension Reading Skill Key Terms and Critical Thinking 3. Make Inferences Think about 4. Write two definitions for each key 1. (a) Summarize How did the how the Iroquois felt about the term: militia, alliance. First, write For: Help in starting Extend activity French and Indian War affect the Ohio River valley. Why do you a formal definition for your 13 colonies? think the Iroquois may have pre- teacher. Second, write a defini- Visit: PHSchool.com (b) Detect Points of View How ferred to be neutral in the conflict tion in everyday English for a Web Code: mve-0134 did most colonists feel about help- between France and England? classmate. ing the British? Explain. What can you infer about how the Iroquois felt about European Writing 2. (a) Recall How did the war go conflicts in North America? 5. Write two or three sentences for the British before 1757? identifying the problems facing After 1757? the Albany Congress. Were these (b) Make Predictions How problems solved? Explain your might the outcome influence Progress Monitoring Online answer in three or four sentences. relations between the British and Students may check their comprehen- the American colonists? sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. 144 Chapter 5 The Road to Revolution

Answer wanted to be safe from the French and they did not want to be on the losing their Native American allies. side. They probably wanted only to pro- The British defeated the tect their own interests and so did not French, who were no longer able to defend 2. (a) Before 1757, the British were losing care which of the European countries the rest of their North American territory. many important battles, but after 1757 they began winning key battles. won the conflict. (b) Answers will vary, but students 4. Answers will vary, but students’ defini- Section Check Your Progress 1 should indicate that colonists might feel tions should be accurate.

1. (a) The colonies could expand farther grateful to Britain for pushing back the 5. Answers will vary, but students should west after the war. French and Native Americans. show an understanding of the Albany (b) Possible answer: Most probably 3. Possible answer: The Iroquois probably Congress and the problems it faced. wanted to help the British because they preferred to remain neutral because

144 Chapter 5