DOCSLIB.ORG

Trouble on the Frontier

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Trouble on the Frontier 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.” colonies. 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 Ohio 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 French and Indian War 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 Colony, 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 western 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.
Load more

Recommended publications
  • ACML Bulletin and Proceedings. Richard Hugh Pinnell University of Waterloo
    BOOK REVIEWS 207 are bound into the volume in two separate locations - immediately after chapter seventeen and after the appendix. Despite the book's shortcomings, it is unquestionably a worthwhile acquisition for those who serve the general public. Explorations brings to the attention of the general reader some of the excellent research on the history of the mapping of Canada which has for too long remained inaccessible within the pages of the ACML Bulletin and Proceedings. Richard Hugh Pinnell University of Waterloo The Northward Expansion of Canada, 1914-1967. MORRIS ZASLOW. Toronto: McClelland and Stewart, 1988. 421 p. ISBN 0-7710-9071-4. Before one can properly review The Northward Expansion of Canada, 1914-1967, it is necessary to place the book in context as one of the nineteen-volume Canadian Centenary Series. The stated goal of the series editors was to explore the history of the peoples and lands which form the Canadian nation, through "volumes sufficiently large to permit adequate treatment of all the phases of the theme in light of modem knowledge" (p. ix). Each volume followed the prescribed format of general narra- tive, giving a balanced treatment to economic, social, and political history. The editors were fully aware of the difficulties which such constraints would impose on the individual authors, but they were confident that the rewards were worth the risks. With the spirit of Canada's centennial providing the impetus and the burgeoning supply of new archival sources furnishing the raw materials, W.L. Morton and Donald Creighton felt "justified" in publishing a new "cooperative" history of Canada.
    [Show full text]
  • Brief Memoir of the Old French Fort at Toronto
    3 9004 01514902 BRIEF MEMOIR OLD FRMCH FOET AT TORONTO. BY THE REV. DR. SCADDING. 77 ; BRIEF MEMOIR OLD FRENCH FORT AT TORONTO BY THE REV. DR. SCADDING [The foundation stone of an Obelisk to mark the site of the old French fort or trading post at Toronto, was laid on the last day of the Semi-Centennial week, 1884, by the Lieutenant-Governor of Ontario, assisted by the Mayor of Toronto, A. Boswell, Esq., and J. B. McMurrich, Esq., Chairman of the Semi-Centennial Committee. The following paper, prepared at the request of the Committee, was read on the occasion.] The domain of the Five Nations of the Iroquois, which extended along the whole of the south side of Lake Ontario, was, for a time, regarded, in theory at least, as neutral ground, by the French of New France and the English of New England. But both French and English soon shewed a desire to obtain a foothold there ; first for the purposes of trade, and, secondly, with a view, it cannot be doubted, of ultimate possession by treaty or otherwise. By permission from the neighbouring Aborigines, La Salle, in 1679 ? erected a small stockade at the mouth of the Niagara River, to be simply a receptacle for the peltries brought down from the far West, from Michilimackinac and Detroit, by way of Lake Erie ; which stockade, by 1725 had become the strong, solid fortress which, with some enlargements, we see to-day in good order on the eastern side of the entrance to the world-famous river just named.
    [Show full text]
  • Frontier Culture: the Roots and Persistence of “Rugged Individualism” in the United States Samuel Bazzi, Martin Fiszbein, and Mesay Gebresilasse NBER Working Paper No
    Frontier Culture: The Roots and Persistence of “Rugged Individualism” in the United States Samuel Bazzi, Martin Fiszbein, and Mesay Gebresilasse NBER Working Paper No. 23997 November 2017, Revised August 2020 JEL No. D72,H2,N31,N91,P16 ABSTRACT The presence of a westward-moving frontier of settlement shaped early U.S. history. In 1893, the historian Frederick Jackson Turner famously argued that the American frontier fostered individualism. We investigate the Frontier Thesis and identify its long-run implications for culture and politics. We track the frontier throughout the 1790–1890 period and construct a novel, county-level measure of total frontier experience (TFE). Historically, frontier locations had distinctive demographics and greater individualism. Long after the closing of the frontier, counties with greater TFE exhibit more pervasive individualism and opposition to redistribution. This pattern cuts across known divides in the U.S., including urban–rural and north–south. We provide evidence on the roots of frontier culture, identifying both selective migration and a causal effect of frontier exposure on individualism. Overall, our findings shed new light on the frontier’s persistent legacy of rugged individualism. Samuel Bazzi Mesay Gebresilasse Department of Economics Amherst College Boston University 301 Converse Hall 270 Bay State Road Amherst, MA 01002 Boston, MA 02215 [email protected] and CEPR and also NBER [email protected] Martin Fiszbein Department of Economics Boston University 270 Bay State Road Boston, MA 02215 and NBER [email protected] Frontier Culture: The Roots and Persistence of “Rugged Individualism” in the United States∗ Samuel Bazziy Martin Fiszbeinz Mesay Gebresilassex Boston University Boston University Amherst College NBER and CEPR and NBER July 2020 Abstract The presence of a westward-moving frontier of settlement shaped early U.S.
    [Show full text]
  • Conflicts and Cooperation in the Mountainous Mapuche Territory (Argentina) the Case of the Nahuel Huapi National Park
    Journal of Alpine Research | Revue de géographie alpine 98-1 | 2010 Parcs nationaux de montagne et construction territoriale des processus participatifs Conflicts and cooperation in the mountainous Mapuche territory (Argentina) The case of the Nahuel Huapi National Park Renaud Miniconi and Sylvain Guyot Electronic version URL: http://journals.openedition.org/rga/1151 DOI: 10.4000/rga.1151 ISSN: 1760-7426 Publisher Association pour la diffusion de la recherche alpine Electronic reference Renaud Miniconi and Sylvain Guyot, « Conflicts and cooperation in the mountainous Mapuche territory (Argentina) », Revue de Géographie Alpine | Journal of Alpine Research [Online], 98-1 | 2010, Online since 15 April 2010, connection on 19 April 2019. URL : http://journals.openedition.org/ rga/1151 ; DOI : 10.4000/rga.1151 La Revue de Géographie Alpine est mise à disposition selon les termes de la licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International. Conflicts and cooperation in the mountainous Mapuche territory (Argentina) The case of the Nahuel Huapi National Park Renaud Miniconi*, Sylvain Guyot** *Independent Geographer, Limoges. [email protected] **UMR 604 CNRS GEOLAB, Limoges University. [email protected] Abs rac : Over the past two decades, realities are more contrasted due to indigenous issues have ,ecome a ma-or regional sta6eholders2 divergent interests. concern for different countries all over In the particular conte9t of Argentina, the world. Argentina is one of these where a large part of the population countries, with 600 000 people who faces pro,lems gaining access to land, recogni.e themselves as indigenous, national par6s have emerged as a representing 1.01 of the nation2s entire relevant tool for indigenous peoples to population.
    [Show full text]
  • THE FRONTIER in AMERICAN CULTURE (HIS 324-01) University of North Carolina at Greensboro, Spring 2014 Tuesday and Thursday 3:30-4:45Pm ~ Curry 238
    THE FRONTIER IN AMERICAN CULTURE (HIS 324-01) University of North Carolina at Greensboro, Spring 2014 Tuesday and Thursday 3:30-4:45pm ~ Curry 238 Instructor: Ms. Sarah E. McCartney Email: [email protected] (may appear as [email protected]) Office: MHRA 3103 Office Hours: Tuesday and Thursday from 2:15pm-3:15pm and by appointment Mailbox: MHRA 2118A Course Description: Albert Bierstadt, Emigrants Crossing the Plains (1867). This course explores the ways that ideas about the frontier and the lived experience of the frontier have shaped American culture from the earliest days of settlement through the twenty- first century. Though there will be a good deal of information about the history of western expansion, politics, and the settlement of the West, the course is designed primarily to explore the variety of meanings the frontier has held for different generations of Americans. Thus, in addition to settlers, politicians, and Native Americans, you will encounter artists, writers, filmmakers, and an assortment of pop culture heroes and villains. History is more than a set of facts brought out of the archives and presented as “the way things were;” it is a careful construction held together with the help of hypotheses and assumptions.1 Therefore, this course will also examine the “construction” of history as you analyze primary sources, discuss debates in secondary works written by historians, and use both primary and secondary sources to create your own interpretation of history. Required Texts: Robert V. Hine and John Mack Faragher. Frontiers: A Short History of the American West. New Haven: Yale University Press, 2007.
    [Show full text]
  • Women of New France
    Women of New France Introducing New France Today it may be hard to imagine that vast regions of the North American continent were once claimed, and effectively controlled, by France. By 1763 some 70,000 French speakers based primarily in what is now the province of Quebec, managed to keep well over 1,000,000 British subjects confined to the Atlantic seaboard from Maine to Florida. France claimed land that included 15 current states, including all of Michigan. The early history of North America is a story of struggle for control of land and resources by Women in New France French settlers in Nouvelle France (New France in English), English settlers We know very little about the everyday lives of people in what in the Thirteen Colonies, and Native peoples who already lived in the areas was New France, particularly the women. Native women, from a that became the US and Canada. wide range of nations along the St. Lawrence and Great Lakes river system, had lived in North America for thousands of years before the arrival of French explorers. While there was a good deal of variety among Indian societies, most Native women lived more independent lives than did their European counterparts. In some societies, in addition to the usual child-rearing and household economy practices, Native women had real political power and could elect village and tribal leaders. New France 1719 European Women’s Roles European women’s lives, like those of their Native American counterparts, were shaped by the legal, cultural, and religious values of their society.
    [Show full text]
  • The French in North America: Another Frontier of Inclusion
    The French in North America: Another Frontier of Inclusion The Protestant Reformation transformed Europe beginning with the German priest Martin Luther's 1517 nailing of his 95 theses or statements to the door of the Wittenberg Church. Luther sought at first to reform the Catholic Church, but soon his followers protested the Catholic Church's rule. Eventually the term "Protestant" applied to all Western Christians who did not maintain allegiance to the Pope. Take a "Western Civilization" course to learn about the Protestant Reformation. For this class, we need to understand the Reformation as it influenced settlement in North America. Protestants organized the first French attempts to colonize in North America, but these Huguenots colonies failed largely because they were founded in the Southeast where the Spanish dominated and moved to crush the French settlements. Fisherman from northern Europe knew of the rich fishing grounds off of Nova Scotia and soon Europeans discovered the fur resources of North America. The French traded textiles, glass, copper, and ironware (including weapons) with American Indians and in turn received furs. Because the wild game of Europe had been so depleted by Europe's growing population, the North American furs filled an important need for winter clothing. Thus the North American fur trade began. By end of 16th century over a thousand ships per year (mostly French) traded for furs along northern coast. The Indians grew skilled at pitting Europeans against each other to get best exchange rate. The fur trade benefited both the Indians and Europeans, but the trade also encouraged the spread of epidemic diseases and resulted in Indians' becoming dependent on European manufactured goods such as metal knives, kettles, and firearms.
    [Show full text]
  • The Scottish Highland Regiments in the French and Indian
    Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1968 The cottS ish Highland Regiments in the French and Indian War Nelson Orion Westphal Eastern Illinois University This research is a product of the graduate program in History at Eastern Illinois University. Find out more about the program. Recommended Citation Westphal, Nelson Orion, "The cS ottish Highland Regiments in the French and Indian War" (1968). Masters Theses. 4157. https://thekeep.eiu.edu/theses/4157 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. PAPER CERTIFICATE #3 To: Graduate Degree Candidates who have written formal theses. Subject: Permission to reproduce theses. The University Library is rece1v1ng a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements. Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings. I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced
    [Show full text]
  • Unit 4 How Did the War Progress?
    Unit 4 How Did The War Progress? “The blow which has knocked the French in the head.” —Col. Henry Bouquet, on the Treaty of Easton, referring to the Ohio River Valley Indians’ agreement in the treaty not to fight for the French5 Background for the Teacher Read “How Did the War Progress?” in the Teacher Background on the French and Indian War, pages 22-24. Activity in This Unit There were two distinct phases of the war as it progressed in “Time Line of the French North America. In this unit, you and your students will follow and Indian War” the progress of the war and analyze some of the reasons why • This helps students put the fortunes of the French, the British, and the American the events of the French Indians changed over time. and Indian War in chronological order. Key Teaching Points • Britain formally declared war on France • French General Montcalm arrived in Canada • Lord Loudoun became the commander-in-chief of all British troops in North America • The French, using their American Indian allies, were successful in 1756 and 1757 • William Pitt made changes to war policies which were favorable to the colonists, and the colonists responded with overwhelming support for the war A view of Quebec, 1759, with many ruined buildings • The British captured the fortress at Louisbourg, after a summer of being Fort Frontenac, and Fort Duquesne in 1758 bombed • The British made peace with the Ohio River Valley Indians in the Treaty of Easton in 1758 • In 1759, Fort Niagara, Fort Ticonderoga, Crown Point, and Quebec all fell to the British • The British began to build Fort Pitt • The fall of Montreal in 1760 ended the fighting in North America 5 S.K.
    [Show full text]
  • Metropolis and Region: the Interplay Between City and Region in Canadian History Before 1914 J
    Document generated on 09/26/2021 4:04 p.m. Urban History Review Revue d'histoire urbaine Metropolis and Region: The Interplay between City and Region in Canadian History before 1914 J. M. S. Careless Number 3-78, February 1979 URI: https://id.erudit.org/iderudit/1019408ar DOI: https://doi.org/10.7202/1019408ar See table of contents Publisher(s) Urban History Review / Revue d'histoire urbaine ISSN 0703-0428 (print) 1918-5138 (digital) Explore this journal Cite this article Careless, J. M. S. (1979). Metropolis and Region: The Interplay between City and Region in Canadian History before 1914. Urban History Review / Revue d'histoire urbaine, (3-78), 99–118. https://doi.org/10.7202/1019408ar All Rights Reserved © Urban History Review / Revue d'histoire urbaine, 1979 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ METROPOLIS AND REGION; THE INTERPLAY BETWEEN CITY AND REGION IN CANADIAN HISTORY BEFORE 1914* J. Af. S. Careless I From the sixteenth to the early twentieth century, from the opening of the Newfoundland fishery to the settlement of the western plains and Pacific slopes, Canada took shape primarily through the spreading of frontiers across the continent.
    [Show full text]
  • Col. Bradstreet in the Colonial Wars
    Col. Bradstreet in the Colonial Wars ©2018 OSWEGO COUNTY HISTORICAL SOCIETY 135 EAST THIRD STREET OSWEGO, NY 13126 Col. Bradstreet in the Colonial Wars Paper Read Before the Oswego County Historical Society at Oswego, January 11, 1944, by Dr. W. Seward Salisbury of the Faculty of the Oswego State Teachers College. The chief purpose of this paper is to describe the part which substantial number of Iroquois warriors as allies. Similarly whenever the Colonel Bradstreet played in the colonial wars with especial English appeared weak or ineffectual or suffered a serious reverse, warrior- reference to the expedition leading to the capture of Fort Frontenac. allies for the English would be either few in number or altogether lacking. The significance of the Bradstreet expedition can best be appreciated The English labored under a further disability in their relations to the when seen in the background of the developments of the colonial Iroquois. Although New York was one of the smaller colonies in wars. population, even the limited extension of settlers into the Mohawk Valley The great struggle of the Eighteenth Century revolved around the tended to alienate the Iroquois. The French were in no sense a competitor efforts of the British and French to achieve world empire supremacy. for Iroquois homelands. The most important colonial battleground was in North America. English Distrusted “Colonials” Control of the frontiers and communication routes of the Colony of All during the colonial wars, the distrust and lack of understanding New York was the leading strategy of both combatants. In New York between the English officers on the one hand and the colonial officers and there was no more vital spot than Oswego.
    [Show full text]
  • The French and Indian War 1754-1763 Teacher's Education Kit
    French The and Indian War 1754-1763 Teacher’s Education Kit Grades 4-6 9 Indian Nations and French and Indian War Forts 1754-1760 Fortress Louisbourg MALESEET MICMAC Québec C ha ua R I O R e d P E c ie S U n r E e e K r w a L S t P n e i K a N n e o S Richelieu n b NIPPISSING nI e s Montréal b c Sault Ste-Marie o ALGONQUIN A e c t T ABENAKIN Lake U Ft. MichilimackinacL Valcour Bay Champlain A K O E H Ft. Saint-Frederic M U Ft. Frontenac (Crown Point) R O Ft. Carillon MENOMINEE (Ticonderoga) N OTTAWA N Lake George Portsmouth Fort La Baye A N Ft. William Henry I O I C (Fort Edward Augusta) A R O N T A Ft. Edward Ft. Toronto A K E K o G L Ft. Oswego A H n I n Mohawk G C e H AW c A t OT i C A c I Albany Boston D u WINNEBAGO D Ft. Niagara H A OH t N L u M MASCOUTEN N A D d M A O I A s G o E SAUK Y A U N A E P n K C O N W Y R P Newport A E A O O L N A D LAKE ERIE C R e KICKAPOO la New Haven E A w KEY Ft. Detroit Ft. Presque Isle S a C re S Ft. Le Boeuf U Ft.
    [Show full text]