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Home , 1760s, French and Indian War, Pontiac (Ottawa leader)

hsus_te_ch03_na_s04_s.fm Page85 hsus_te_ch03_na_s04_s.fm ᮡ Reading Skill:RecognizeSequence ’s Rebellion French andIndianWar Terms andPeople Summarize howthewars andtheiroutcomes • AnalyzethecausesandeffectsofPontiac’s • Describethecausesandmajoreventsof • Objectives to theFrench andIndianWar. read, keep trackofthesequenceeventsthatled Rogers’Rangers ihUeWr DefinitionandSampleSentence restrain High-Use Word et h ihuewr rmthissection. dents thehigh-usewordfrom SECTION the colonies. changed therelationshipbetweenBritainand Rebellion. French andIndianWar. George Washington’s troopsconfronttheFrench. The French buildFort Duquesne. GO overset Tuesday, ,200710:41AM Tuesday,May Albany PlanofUnion Proclamation of1763 After KingJohnacceptedtheMagna v. power to Wars ofEmpire toholdbackfromaction As you restrain ᮡ RobertRogers Teaching Resources, European Competitionand theColonies Why ItMatters American IndiansAffect theBalanceofPower drawn intothewar. spilled overintoNorthAmerica.Beforelong, Britishcolonistswere series ofwars. MostofthefightingtookplaceinEurope, butsome of Mexico. a vastterritorythatextendedfromtheSt.Lawrence RivertotheGulf coloniesontheAtlanticseaboard, controlled controlled the13 ,Britain’s greatestrivalwas France. WhileBritain Netherlands werelocked inaworldwidestruggleforempire. In Britain’s wars withFrance affecttheAmericancolonies? coloniesbecamestrained. their theprocess, however, therelationshipbetweenBritishand In series ofwars againsttheFrench andtheirAmericanIndianallies. early eighteenthcenturies. TheBritishandthecolonistsfoughta spread totheAmericancoloniesthroughoutlateseventeenthand and toaccomplishthis, theBritishneededtoneutralizegreat nothing. GreatBritainlongedtodrivetheFrench fromNorthAmerica, between EnglandandFrance was followedbyatreatythatresolved Between 1689and1748,theBritishFrench foughta By themid-eighteenthcentury, ,France, ,andthe themonarchfromlevyingnewtaxes. “ AsRogersexplained,hisgoalswere: tactics. slaves initsranksandforunusualbuthighlyeffective becamefamousforincludingIndiansandfreed Hampshire, Rogers’Rangers, ledbyRobertRogersofNew soldiers. aidEnglishCrown who servedasscoutsandsoldiers—to ofcolonialmilitiamen authorized unitsofRangers—groups and Canadabecameabattlefield. To helpwinthewar, England War. From 1754to1763,theregionbetweenOhioValley America broke intoopenconflictduringtheFrench andIndian The struggleforterritorybetweenEnglandandFrance inNorth Rogers’ Rangers part ofthecountrywhereIcouldfindthem. destroy theirconvoysofprovisionsbylandandwater, inany .andatalltimes toendeavorway-lay, attackand . . cattle their houses,the French andtheirallies, bysacking,burning,anddestroying barns, barracks, canoes,... and by k WITNESS HISTORY WITNESS HISTORY .fromtimetotime, tousemybestendeavoursdistress . . Conflict betweenthegreatEuropeanempires Vcblr ule,p 11 Vocabulary Builder, p. Carta in1215,Englishnobleshadthe eto ou usin HowdidGreat Section Focus Question: AUDIO —Robert Rogers, 1756 —Robert ” illing their Each war ½ ½ ½ ½ Set aPurpose French, andSpanishcoloniestocoexist. might have affectedtheabilityofBritish, rivals. Askstudentshowthisrivalry and France wereeconomicandpolitical Remind studentsthatBritain,Spain, Background Knowledge Summarize howthewars andtheirout- • Analyze thecausesandeffectsofPon- • Describe thecausesandmajoreventsof • master corecontent. them answertheSectionFocus Questionand focused onthefollowingobjectivestohelp As youteachthissection,keep students Objectives following resourcetoteachstu- Use theinformationbelowand

French soldiers.) stole ordestroyedsuppliesenrouteto French ortheirallies’propertyand but theyattacked anddestroyed ers use? France) for Britainduringitsconflictswith nists whoactedasscoutsandsoldiers Britain andthecolonies. comes changedtherelationshipbetween tiac’s Rebellion. the French andIndianWar. ihScin4 Assessmentanswers.) with Section tion astheyread. Tell studentstorefer tothisques- Question andwriteitontheboard. fTerms andPeople. of the SectionObjectivesandlist aigSuyGuide Taking Study and IndianWar. the eventsthatledtoFrench they read,have studentssequence have studentsreadthissection.As T20), Read Aloudstrategy(TE,p. Preview Focus Ask tion aloud,orplay theaudio. WITNESS HISTORY SECTION Prepare toRead What were“rangers”? Whattacticsdidtherang- Point outtheSectionFocus (They didnotattack directly, Rogers’ Rangers Witness HistoryAudioCD, Have studentspreview Using theStructured

Instruction Step-by-Step Chapter 3Section4 Reading andNote (Answer appears Read theselec- (colo- L3 L3 85 hsus_te_ch03_na_s04_s.fm Page 86 Thursday, , 2007 1:42 PM

French advantage: French support from most of the American Indians in the region. Native Americans dominated the forest passages between the Teach of the rival empires.

The Indians benefited from their middle position between the competing European Competition empires. The British and French both gave generous gifts, especially of arms and ammunition, to woo the Indians. If one empire won a total victory, the Indi- and the Colonies L3 ans would lose their leverage and receive harsher treatment from the victors. They also were aware that the land they lived on was at stake. In the words of Instruct one leader: ½ Introduce Tell students that the “We know our Lands are now become more valuable. French and the British were at war in The think we do not know their value; but we are sensible [aware] that the mid-eighteenth century, compet- the Land is everlasting, and the few Goods we receive for it are soon worn out that ing to build an empire. Ask students gone.... Besides, we are not well used [treated] with respect to the lands still unsold to predict how this conflict will affect by us. Your people daily settle on these lands, and spoil our hunting.... Your horses life in the North American colonies. and cows have eaten the grass our deer used to feed on.” ½ Teach Note that most Native —Canasatego, Iroquois leader, , 1742 Americans supported the French in Thus, the Indians recognized the importance of preserving the balance of power this French-British rivalry. Using between the French and the British. the Think-Write-Pair-Share strategy The Balance Shifts That balance began to tip as the British colonial popula- (TE, p. T23), have students discuss tion grew. In 1754, the 1,500,000 British colonists greatly outnumbered the factors that made this the case. Ask 70,000 French. The increasingly powerful British often treated the Indians Why did most Native Americans Vocabulary Builder harshly and did little to stop settlers from taking Indian lands. support the French rather than restrain–(rih STRAYN) v. to hold Compared to the British, the French were more restrained. Needing Indian the British? (In general, the Native back from action allies, the French treated most Native Americans with respect and generosity. Americans saw the French as less of The outnumbered French worked with their Indian allies to resist British colo- a threat. Fewer French people in nial expansion. The French built a string of small forts and trading posts along North America were building perma- the Great Lakes and down the and rivers. Lightly built and A young George Washington led nent settlements and taking Native thinly manned, the posts depended upon the Indians for protection. Most Indi- British troops against the French American lands. The French also in 1754. ans accepted these posts because, as one chief explained, “we can drive away the treated the Native Americans with French when we please.” That was not true of the British. Yet, while most more respect.) What benefit did Native Americans supported the French, some fought for the British. the Indians expect to get from Why did the French and British fight frequently during the supporting the French? (They 1600s and 1700s? hoped to weaken the more powerful British and preserve the balance of power between the two countries, The which was to the Indians’ advantage.) One point of conflict between France and Great Britain was the fertile Ohio ½ Quick Activity Have students River valley, which was claimed by both countries but was largely unsettled. To read the Primary Source quotation discourage British colonists from moving into this area, the French built Fort and discuss how the Native Ameri- Duquesne in what is now western . can view of land differs from the The new fort angered the British governor of , . In 1754, he sent colonial troops to evict the French. Dinwiddie entrusted the com- European view. mand to a young, ambitious Virginian named George Washington. His troops attacked and defeated a small French force. But Washington had to surrender Independent Practice when the French counterattacked. His defeat touched off a world war that even- Have students create a graphic organ- tually spread from America to , , , and the . In izer that compares the way that the Europe, the war was called the Seven Years’ War. The British colonists called French and the British treated Native the conflict the French and Indian War, after the French and their Indian allies. Americans before the French and Early Battles At first, the British fared poorly in North America. In 1755, a Indian War. combined British and colonial force did overwhelm two French forts near . Those troops evicted the French settlers, known as , and gave Monitor Progress As students fill in their sequence charts, circulate to make sure that they have noted the correct sequence of events that led to the French and Indian War. For a L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers completed version of the sequence chart, see Note Taking Transparencies, B-26. Organize students in pairs. Have partners create a Remind students that the foundation of a timeline timeline featuring the major events covered in this is a line with years marked off at equal intervals. The section that are connected to the following: the pre- interval should be appropriate to the period of years war rivalry between France and Britain, the French covered by the timeline. For example, if the timeline and Indian War, and Pontiac’s Rebellion. covers only five years, the interval might be one year. Tell students to approach the project by skimming If it covers 50 years, the interval might be 10 years. the text below each blue or red heading, identifying Events entered on the timeline should be labeled. Answer its main idea, and writing any dates that are men- Students may also illustrate some of the events on tioned. Students can use these notes to plan and the timeline with simple drawings or icons. Both were great European powers that draw the timeline. competed with each other. 86 The American Colonies Take Shape hsus_te_ch03_na_s04_s.fm Page 87 Thursday, April 12, 2007 1:42 PM

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R New France io h launched the French and Indian O British Territory Conic Projection French victory War? (The British were especially 0100 200 mi British victory Virginia angered when the French built Fort 0100 200 km French fort British in the Ohio Valley and then defeated a British force sent to evict them.) Which side won most of the battles early in the war? (the French) Why did the tide turn British and French Wage War in favor of the British? (The Brit- their farms to New Englanders. But the suffered a disastrous defeat The painting illustrates General Brad- ish blocked French ships from reach- when General marched into a French and Indian ambush near dock’s death after the battle at Fort ing North America. With few goods Fort Duquesne. Braddock died, but Washington led a skillful retreat that saved Duquesne. The map shows the theater or supplies, many of their Indian half of that army. Later, Washington recalled the battle in a letter to his mother: of war during the French and Indian allies deserted the French, leaving War. When did the British win French forts more open to British “. . . [We] were attacked by a body of French and and ? attack. The British then defeated the Indians, whose number (I am certain) did not exceed 300 men. Ours consisted of about French at Montreal and Quebec, cap- 1,300 well-armed troops, chiefly of the English soldiers, who were struck with such a turing .) Have students panic that they behaved with more cowardice than it is possible to conceive. The study the major battles of the war on officers behaved gallantly in order to encourage their men, for which they suffered greatly, there being near 60 killed and wounded—a large proportion out of the the map on this page. Discuss where each occurred and which side had number we had!” —George Washington, 1755 the victory. In 1756 and 1757, French General Louis-Joseph de Montcalm destroyed Brit- ½ Quick Activity Have students ish forts on and . Meanwhile, Indians raided British study the illustration of George Wash- settlements in Pennsylvania and Virginia. ington on the previous page and read The tide of war shifted in 1758 and 1759. The British managed to cut off the Primary Source quotation on this French shipping to the Americas. As a result, many Indians deserted the French page. Ask students to compare the in favor of the better-supplied British. This allowed the British to capture Fort image of Washington they have from Duquesne. The British also seized the key French , which these sources with the view of Wash- guarded the entrance to the St. Lawrence River. That victory cleared the way ington with which they may be more for General to attack the stronghold of Quebec in 1759. In a daring familiar. Discuss how Washington’s gamble, Wolfe’s men used the cover of night to scale a cliff and occupy the Plains experience in this war may have of Abraham, just outside the city walls. Marching out to attack, Montcalm suf- affected his service in future conflicts. fered defeat and death. In 1760, the British captured Montreal and forced the French governor general to surrender the rest of Canada, including the forts around the Great Lakes. The Independent Practice British had succeeded in their major North American goal. Ask students to study the illustration on this page and write an extended caption that provides a background summary of the war and describes the activity, mood, setting, and partici- pants in the illustration. The The French settlers evicted from Nova French Canada, the Cajuns maintain a vibrant French- Scotia in 1755 by British troops were known as Aca- based culture that has given southwestern Monitor Progress dians. Some of them returned to France, and others its unique flavor. As students write their captions, circu- relocated to . However, 2,000 to 3,000 As many as 200,000 Cajuns still speak their unique late to make sure that they are inter- made a great journey south to an area in the bayous French dialect. has spread worldwide. preting the illustration reasonably. of Louisiana. Their descendents still live in this region In addition, lively Cajun music, characterized by the southwest of —but the name Acadians use of the accordion, fiddle, mandolin, and guitar, is long ago evolved into “Cajuns.” still played on radio stations and in live performances Cajun culture has been infused with elements of called fais do-dos. Today, an estimated 500,000 to other cultures in Louisiana: Spanish, German, and 700,000 Cajuns still call Louisiana home. African. However, hundreds of years after leaving Answer Caption Quebec, 1759; Montreal, 1760 Chapter 3 Section 4 87 hsus_te_ch03_na_s04_s.fm Page 88 Thursday, April 12, 2007 1:42 PM

Treaty of (1763) Fighting continued in other parts of the world. The British also won major victories in , the Pontiac’s Rebellion/ For: Interactive map Philippines, West Africa, and the West Indies. In 1763, the L3 Web Code: ncp-0307 Aftermath of the War ended the war triumphantly for the British, who North America, 1754–1763 kept Canada, the Great Lakes country, the valley, Instruct and . They had driven the French from North America. ½ Conic Projection 1754 Introduce Remind students that 0300 600 mi Thereafter, the became the boundary between the Native Americans allied them- the British and the Spanish claims in North America. 0300 600 km Hudson selves with the French against the Bay 50° N What was the outcome of the French and R. British. Ask students to predict how ce n Indian War? e r w the Native Americans might react to a L . the British victory. St R O . Pontiac’s Rebellion ½ C M S 40° N is T Teach Ask How did the Indians’ K so Y u M r i The conquest of Canada was dreadful news to Indians of M R N Atlantic relationship with the British . io R. A I O h O Ocean H the interior. No longer could they play the French and the U C

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change? (The victorious British N A R L i T p A British off against each other. Indeed, the British military P N A ip P showed their anger toward the Indi- s s

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S W ans by halting delivery of goods to M 30° N S goods to Indians. British settlers flooded onto Indian lands them and by allowing settlers to take in western Pennsylvania and Virginia. even more of their land.) Have stu- Pacific Gulf of Mexico The Indians affected included Mississauga, Ottawa, Pota- dents discuss the goals and outcome of Ocean watomi, Ojibwa, Wyandot, Miami, Kickapoo, Mascouten, Del- 20° N Pontiac’s Rebellion. Then, ask them to aware, , and Seneca. During the spring of 1763, British claims read the Primary Source quotation on 110° W 80° W 70° W members of these groups surprised and captured most of the this page. Ask Why was the Proc- French claims Spanish claims British forts in the Ohio River valley and along the Great lamation of 1763 doomed to fail? Disputed territory Lakes. Through the summer and fall, they also raided settle- Conic Projection 1763 (Keeping settlers east of the Appala- 0300 600 mi ments of western Pennsylvania, Maryland, and Virginia. The chians was unpopular with people British called this uprising Pontiac’s Rebellion, after an 0300 600 km who wanted to move west, and there N Ottawa chief prominent in the attack on . 50° were too few British troops to enforce R. The Indians’ goal was to weaken the British and lure the ce n e r it.) Display Color Transparency: w French back into North America. But they failed to capture a L Proclamation Line t. of Union. Ask Why was of 1763 S the three largest and strongest British posts: Detroit, Nia-

R it so difficult for the colonies to O gara, and (formerly Fort Duquesne). . C M S 40° N is T K so During 1764, the Indian attackers ran short of , unite? (Colonists were used to a cer- Y u M r i M R N Atlantic . o R. A i I shot, and guns. Without a European supplier, their rebellion tain measure of independence and O h Ocean O H

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S W M 30° N for the crisis, recalling him in disgrace. , the A-12 S new commander, recognized that respect for the Indians would ½ Quick Activity Have students cost less than military expeditions against them. Pacific Gulf of Mexico access Web Code ncp-0307 to use Ocean The various Indian nations made peace in return for Brit- the Geography Interactive map 20°N ish promises to restrain the settlers. The British rebuilt their

and answer the map skills questions. 110° W 80° W 70° W forts, but they also tried to enforce the Proclamation of 1763. This document ordered colonial settlers to remain east of the Independent Practice Map Skills The French and Indian War changed : the colonial boundaries of North America. Have students complete Outline Map: 1. Locate: (a) Mississippi River, (b) Ohio River, “And whereas it is just and North America 1754–1763. Teaching (c) Appalachian Mountains reasonable, and essential to our Interest, and to the Security of Resources, p. 19 our Colonies,... the several Nations or Tribes of Indians with 2. Regions How did British claims in North whom We are connected, and who live under our Protection, America change from 1754 to 1763? Monitor Progress should not be molested or disturbed in the Possession of such 3. Analyze Information Which nation was As students complete their work- Parts of our Dominions and Territories as . . . are reserved to Britain’s main rival in 1754? How might this sheets, circulate to make sure that them, or any of them, as their Hunting Grounds.” have changed in 1763? their answers are correct. —Proclamation of 1763

Answers L4 Advanced Readers L4 Gifted and Talented Students The French were eliminated as a power in North America, with Canada and The Proclamation of 1763 was an important law— though they were journalists reporting the news to other French territories falling to the and it was big news when it was published in the the colonists. Students may wish to do additional British. colonies. Many British colonists hated it. Most Native research on the subject. Reports should last no Americans west of the Appalachians supported it. longer than three or four minutes. Encourage stu- Map Skills British leaders thought that the law was a good one, dents to include interviews with various people 1. Review locations with students. but they could not enforce it. commenting on how the law will affect them. The 2. They increased to include all territory east Have students study the information in the text interviews could include settlers who want to move of the Mississippi River and much of Canada. about the Proclamation. Then, organize students west, American Indians of the Ohio Valley, and both 3. France was Britain’s main rival in 1754, in groups, and have group members use a video colonial and British officials. Have students share but by 1763, Spain may have become recorder to prepare a “You Are There” report, as their reports with the class. Britain’s main rival. 88 The American Colonies Take Shape hsus_te_ch03_na_s04_s.fm Page 89 Tuesday, May 15, 2007 10:41 AM

The British troops, however, were too few to restrain the thousands of colo- nists who pushed westward. Troops burned a few log cabins, but the settlers simply rebuilt them. It was clear that the boundary set by the proclamation Assess and Reteach

could not protect the Indians. At the same time, it irritated the colonists, who resented efforts to limit their expansion. Assess Progress L3 ½ What did the Indians involved with Pontiac’s Rebellion Have students complete the Section hope to accomplish? Assessment. ½ Administer the Section Quiz. Aftermath of the War Teaching Resources, p. 23 The French and Indian War, as well as Pontiac’s Rebellion, revealed the ½ To further assess student under- tensions between the British and their colonists. After investing so much standing, use Progress Monitoring blood and money to conquer North America, the British wanted greater Transparencies, 34. control over their colonies. They also had a large war debt, plus the expen- sive job of guarding the vast territories taken from the French. The British Reteach thought that colonists should help pay these costs. Bickering between the 13 colonies had also complicated the war effort and If students need more instruction, had angered the British. With British encouragement, colonial delegates had have them read the section summary. met in 1754 to review the Albany Plan of Union. Drafted by , Reading and Note Taking L3 the plan called on the colonies to unite under British rule and to cooperate Study Guide with one another in war. It created an American continental assembly that would include delegates from each colony. But, none of the colonies would Adapted Reading and L1 L2 accept the plan for fear of losing some of their own autonomy. The British also Note Taking Study Guide dropped the plan, fearing that 13 united colonies might be too difficult to Spanish Reading and L2 manage. Note Taking Study Guide During the , the British acted on their own to impose new taxes and new regulations on colonial trade. Those changes angered colonists who wanted to preserve the sort of loose empire that had, for so long, produced so Benjamin Franklin supported the idea Extend L4 of colonial unity and created the many benefits at so little cost to them. Have each student write an essay evalu- “Join, or Die” political cartoon. How ating the choice most Native Americans What was the effect of the French and Indian War and is the idea of unity expressed in the made to support the French during the Pontiac’s Rebellion on the relationship between the colonies and Great political cartoon? French and Indian War. Ask students Britain? to address whether this choice was a wise one, and if siding with the British would have changed any of the out- SECTION comes for Native Americans in the 4 Assessment Progress Monitoring Online short or long term. For: Self-test with vocabulary practice Web Code: nce-0308 Answers Comprehension 2. Reading Skill: Critical Thinking 1. Terms and People How does each Recognize Sequence Use your 4. Draw Conclusions Why do you Caption The cartoon indicates that, like term below help explain how the completed flowchart to answer the think French and British colonists in the the snake, the colonies cannot survive as relationship between Great Britain and Section Focus Question: How did Great Americas fought in the wars of their separate entities; they must unite. its North American colonies began to Britain’s wars with France affect the home countries? change in the 1760s? For each term, American colonies? 5. Compare and Contrast How did They hoped to weaken the British and

write a sentence that explains your Writing About History the French and British differ in their lure the French back into North America. answer. efforts to gain control in North 3. Quick Write: Support a Solution • French and Indian War America? Britain tried to exercise greater control

• Pontiac’s Rebellion Based on what you have read, list over the colonies, impose new taxes and supporting information for the 6. Make Inferences What can you • Proclamation of 1763 infer from the fact that the British were trade rules to help pay for the war, and • Albany Plan of Union following solution: What facts might Britain have used to support the unable to enforce the Proclamation of protect Native American lands by holding decision to issue the Proclamation 1763? back white settlement. These actions of 1763? strained the relationship between the colonies and Britain.

Section 4 Assessment 3. Sample: conflict with Native Americans, the Native Americans as allies. They such as Pontiac’s War treated the Native Americans with 1. Responses should demonstrate an under- 4. Possible response: British colonists con- respect and established only small forts standing of how each term led to changes sidered themselves British citizens, just in Native American territories. in the relationship between Britain and as French colonists were citizens of 6. Sample answer: that they did not have its North American colonies in the 1760s. France. Therefore, although colonists good control over their colonies 2. The colonists were drawn into these lived far from their home country, they wars, but benefited when areas that believed it their duty to support that had been occupied by the French were country. opened for western settlement. However, 5. The British, who were present in large the wars eventually led Britain to pass numbers, sometimes treated the Native several laws raising taxes and limiting Americans harshly and allowed settlers For additional assessment, have students access western settlement, putting a strain on to take Native American lands. However, Progress Monitoring Online at Web the colonial relationship. the French, with fewer settlers, wanted Code nce-0308.

Chapter 3 Section 4 89