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Struggle for North America Prepare to Read

Struggle for North America Prepare to Read

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Step-by-Step WITNESS HISTORY AUDIO SECTION 3 Instruction 3 A Piece of the Past In 1867, a Canadian farmer of English Objectives descent was cutting logs on his property As you teach this section, keep students with his fourteen-year-old son. As they focused on the following objectives to help used their oxen to pull away a large log, a them answer the Section Focus Question piece of turf came up to reveal a round, and master core content. 3 yellow object. The elaborately engraved 3 object they found, dated 1603, was an ■ Explain why the of New astrolabe that had belonged to French grew slowly. explorer . This ■ Analyze the establishment and growth astrolabe was a piece of the story of the of the English . European of and the A statue of Samuel de Champlain French-British rivalry that followed. ■ Understand why Europeans competed holding up an astrolabe overlooks Focus Question How did European for power in and how the in Canada (right). their struggle affected Native Ameri- Champlain’s astrolabe appears struggles for power shape the North cans. above. ? Struggle for North America Prepare to Read

Objectives In the , France, the , , and Sweden Build Background Knowledge L3 • Explain why the colony of grew joined in settling North America. North America did not Given what they know about the ancient slowly. yield vast treasure or offer a water passage to , as they had societies of North America and North • Analyze the establishment and growth of the hoped. Before long, though, the English and French were turning American , ask students how English colonies. large profits. By 1700, France and England controlled large parts they predict the colonization of North • Understand why Europeans competed for power of North America. Their colonies differed from each other and from America will be different from and similar in North America and how their struggle affected those of Spanish America in terms of , government, to the colonization of America. Native . resources, and society. Terms, People, and Places L3 Set a Purpose New France compact Building New France ■ WITNESS HISTORY Read the selection revenue French and Indian War By the early , French fishing were crossing the Atlantic

aloud or the audio. Ask What is the Pilgrims Treaty of each year to harvest rich catches of cod off , Can- significance of a Canadian farmer of ada. Within 200 years, the French had occupied or claimed nearly English descent finding a French half of North America. Reading Skill: Recognize Sequence Create a astrolabe from 1603 on his ? timeline like the one below to record the sequence Explorers and Missionaries French claims in Canada—which (It shows that England and France were of important events in the struggle for North the French called New France—quietly grew while French rulers two of the nations involved in the America. were distracted by wars at home in . In 1534, colonization of North America.) Cartier explores (zhahk kahr tee AY) began exploring the coastline AUDIO Witness History Audio CD, . of eastern Canada, eventually discovering the St. Lawrence River. A Piece of the Past Traveling inland on the river, he claimed much of present-day 1534 1607 eastern Canada for France. Jesuits and other missionaries soon fol- ■ Focus Point out the Section Focus lowed the explorers. They advanced into the wilderness, trying with Question and write it on the board. little success to convert the Native Americans they met to Tell students to refer to this question . as they read. (Answer appears with Section 3 Assessment answers.) ■ Preview Have students preview the Section Objectives and the list of Vocabulary Builder Terms, People, and Places. Use the information below and the following resources to teach the high-use word from this section. ■ Have students read this Teaching Resources, Unit 1 p. 47; Teaching Resources, Skills Handbook, p. 3

section using the Guided Questioning strategy (TE, p. T20). As they read, High-Use Word Definition and Sample Sentence have students complete the timeline prevail, p. 122 v. to triumph sequencing events in the struggle for The school’s football team celebrated after they prevailed against their North America. archrivals. Reading and Note Taking Study Guide, p. 141

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Furs, Trapping, and Fishing French explor- ers and fur traders gradually traveled inland Teach with the help of Native American allies, who BIOGRAPHY sought support against rival Native American Building New France L3 groups. Eventually, France’s American empire Jacques Cartier reached from to the and In 1534, Jacques Cartier Instruct down the River to and the (1491–1557) sailed to North Gulf of . America on behalf of France. ■ Introduce Ask students to preview the The population of New France, however, grew His commission was to find biography of Jacques Cartier on this slowly. The first permanent French settlement spices, , and a passage to page. Explain that Cartier’s explora- was not established until 1608, when Samuel de Asia. Cartier found none of tions claimed a vast area of what is now Champlain established a colony in Quebec. these things, despite several Canada for France. Ask students what attempts, and ended his Wealthy landlords bought huge tracts, or areas career in relative obscurity. evidence of French colonization still of land, along the St. Lawrence River. They During his own lifetime, no exists in North America today. sought to farm the land, but the harsh one guessed the impact that ■ Canadian , with its long winters, Teach Discuss how the colony of New Cartier’s voyages would have. France evolved during the 1600s. Ask attracted few French peasants. In his thousand-mile trek into Many who went to New France soon aban- Canada’s interior, he staked France’s later claim to a huge What was the basis of New France’s doned farming in favor of the more profitable fur amount of North American . His legacy also lives on in and why was it different trapping and trading. They faced a hard life in the Canadian place he coined such as the St. Lawrence from that of Spanish colonies to the wilderness, but the soaring European River and the Canada—derived from an Iroquois word the south? (Mostly, people trapped for demand for fur ensured good prices. Fishing meaning “village” or “settlement.” Why were Cartier’s fur and caught fish, and traded them was another industry that supported settlers, discoveries undervalued at the time? with Europe. New France did not have who exported cod and other fish to Europe. with vast wealth to plun- der; settlers used its resources instead.) An Empire Slowly Expands In the late 1600s, the French king Louis XIV set out to strengthen royal power and ■ Quick Activity Display Color Trans- boost revenues, or income, from taxes from his overseas empire. He parency 91: Colonies in the Ameri- appointed officials to oversee economic activities in New France. He also cas. Use the lesson suggested in the sent soldiers and more settlers—including women—to North America. transparency book to guide a discus- Louis, however, who was Catholic, prohibited Protestants from settling sion on the location of the various in New France. By the early , French forts, missions, and trading European colonies in the Americas. posts stretched from Quebec to Louisiana, and the population was grow- Color Transparencies, 91 ing. Yet the population of New France remained small compared to that of the English colonies that were expanding along the Atlantic coast. Independent Practice Why did French settlers abandon farming in favor of Remind students that French peasants fur trapping and trading? were reluctant to go to New France, but that Louis XIV wanted to send more set- The English Colonies tlers and soldiers anyway. Have small In 1497, a Venetian navigator known by the groups of students take the viewpoint of found rich fishing grounds off Newfoundland, which he claimed for either Louis, the reluctant peasants, the England. Later English navigators continued to search for a northwest willing settlers, or the soldiers. Ask them passage to Asia, with no success. In the 1600s, England concentrated on to brainstorm reasons this person or establishing colonies along the Atlantic seaboard—the coast of the group felt the way they did. Use the Num- present-day eastern . bered Heads strategy (TE, p. T23) to have students present their ideas to the class. Establishing the First Colonies The English built their first perma- nent colony at Jamestown, , in 1607. Although the colony was meant to bring wealth and profit, in the early years of the colony many Monitor Progress settlers died of and disease. The rest survived with the help of As students fill in their timelines, circu- friendly Native Americans. The colony finally made headway when the late to make sure they understand the settlers started to grow and export , a plant that had been culti- sequence of events that occurred as the vated by Native Americans for thousands of years. French expanded in North America. For a completed version of the timeline, see Note Taking Transparencies, 125

Solutions for All Learners

L4 Advanced Readers L4 Gifted Students Answers To challenge students to solve historical problems, ask present its view of the growing conflict between them to take part in a tribal council of a woodland them, and have them work out a solution to the They found farming difficult in the cold cli-

Native American tribe. The council has been convened conflict. If the French and English cannot resolve their mate and much less profitable than trapping to decide the tribe’s response to the growing conflict differences, ask the Native American group to decide and trading. between the English and the French in North America. if it will choose to side with one group or the other. BIOGRAPHY because he did not find Organize the class into three groups—the woodland Discuss the benefits and drawbacks of choosing sides valuable spices, gold, or a tribe, the English, and the French. Allow each side to and then examine the actual outcome that occurred. to Asia

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The English Colonies L3 In 1620, another group of English settlers landed at Plymouth, Massa- chusetts. They were Pilgrims, or English Protestants who rejected the Instruct Church of England. They sought religious freedom rather than commer- cial profit. Before coming ashore, they signed the Mayflower Compact, in ■ Introduce: Key Terms Ask students which they set out guidelines for governing their North American colony. to find the key term compact (in blue) A compact is an agreement among people. Today, we see this document in the text and explain its meaning. as an important early step toward self-government. Point out that the Pilgrims wrote the Many Pilgrims died in the early years of the Plymouth colony. Local Mayflower Compact because they had Native Americans, however, taught them to grow corn and helped them landed of Virginia in a place survive in the new land. Soon, a new of English Protestant immi- outside the authority of the English grants arrived to establish the Massachusetts Bay Colony. government. What compacts can stu- dents think of that people still make The English Colonies Grow In the 1600s and 1700s, the English today? established additional colonies. Some, like Virginia and New York, were commercial ventures, organized for profit. Others, like Massachusetts, ■ Teach Trace the growth of the English Pennsylvania, and Maryland, were set up as havens for persecuted reli- colonies from the 1600s to the 1700s. gious groups. Still others, like and , were gifts Ask What was the northwest pas- from English kings to loyal supporters. sage, and why were the English Settlers in all of the colonies spent the early years just struggling to looking for it? (It was a direct route to survive. They quickly abandoned dreams of finding riches like the Span- Asia that Europeans believed existed; ish gold and . However, over time they learned to create wealth by the English wanted to share in the using the resources native to their surroundings. In , pros- lucrative spice .) What were two perous fishing, timber, and industries grew. In the middle main reasons why English settlers colonies, farmers grew huge quantities of grain on the abundant land. In started colonies in North America, the South, colonists found that cash crops such as rice and tobacco grew A Fanciful View well in the warm climate. They therefore developed a and how do these compare to An English play promised that “. . . gold is to grow these crops. As in , the colonists imported African French motivations? (The English set more plentiful there [Virginia] than is slaves to clear land and work the plantations. In several colonies, espe- up some colonies as commercial ventures with us. . . . and as for rubies and diamonds, they go forth on holy days and gather them cially in the South, enslaved Africans and their descendants would even- organized for profit; others were estab- by the seashore.” Does this photo of the re- tually outnumber people of European descent. lished for religious reasons, as havens creation of the Jamestown colony support from persecution. Similarly, the French the playwright’s views? Governing the Colonies Like the rulers of sought financial gain from their overseas Spain and France, English monarchs asserted ventures, but they also sought to convert control over their American colonies. They Native Americans to Christianity.) appointed royal governors to oversee colonial affairs and had Parliament pass laws to regulate ■ Analyzing Visuals Direct students’ colonial trade. Yet, compared with settlers in the attention to the photograph of the recre- Spanish and French colonies, English colonists ation of Jamestown on this page. Read enjoyed a large degree of self-government. Each aloud the caption, and then have stu- colony had its own representative assembly, dents find details from the photograph elected by propertied men, that advised the gover- that answer the caption question. nor and made decisions on local issues. The tradition of consulting representative Independent Practice assemblies grew out of the English experience. Beginning in the 1200s, Parliament had begun to Have students fill in the Outline Map play an important role in English affairs. Slowly, Claims in the Americas in the 1700s. too, English citizens had gained certain legal and Teaching Resources, Unit 1, p. 54 political rights. England’s American colonists expected to enjoy the same rights. When colonists Monitor Progress later protested British policies in North America, they viewed themselves as “freeborn Englishmen” Circulate to make sure students are fill- who were defending their traditional rights. ing in their Outline Maps accurately. Administer the Geography Quiz. For what reasons were the English colonies established? Teaching Resources, Unit 1, p. 56

Link to Literature

Northwest Passage The novel Northwest Have students read the first few pages of Chapters Answers Passage, by Kenneth Roberts, tells of nations and 10 and 14. Then ask them to answer the following cultures in conflict. It focuses on an American militia questions based on their reading: (1) How were the tac- as commercial ventures for profit, or as unit fighting in the British army during the French tics used by Rogers’ Rangers different from those used

havens from persecution and Indian War. As the Americans and British fight by the British regular army? (2) What was the American Caption No; the stockaded, roughly-constructed alongside each other, they become aware of the attitude toward British military leadership and tactics? village suggests that settlers led hard lives and growing differences and distrust that threaten to (3) In what ways might the French and Indian War were always worried about being attacked. divide them. have helped to the ? Nothing suggests easy wealth or leisure.

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For: Audio guided tour European Land Claims in the Americas, About 1700 Web Code: nbp-1531 Struggling for Power L3 Instruct ■ Introduce: Vocabulary Builder Have I N U I T students read the Vocabulary Builder KUTCHIN I N U I T term and definition. Point out that Brit- KASKA ain prevailed in North America and worldwide in a struggle for power CR NORTH EE TLINGIT among European nations. Ask students AMERICA OJ S IBWA if they can think of examples of recent IO

U

X S 40˚ N R Canada wars, and who prevailed in these wars.

NOMADIC E UTE T C PLAINS N D O CULTURES U N ■ M A S Teach Explain the reasons for some of Pacific H L E A PUEBLO A R N C D P I O U English A C T D O L the conflicts in North America among C H Equal-Area Projection H A W U Colonies E C E M 0500 1000 mi A Chippewa beadwork bag O European rivals and their outcomes. N reflects the influence of the 0500 1000 km Ask Why were Europeans in con- French nuns who taught the flict over the ? Native Americans how to 20˚ N V i c e r o y a l ( production had become big busi- t y o embroider. f N ness, and by the 1700s, French and e w Europeans used American gold S p Atlantic English Caribbean exports surpassed a i and silver to make dishes like this n Ocean the whole of North American exports to Guiana CA Europe.) Portuguese platter from RIB N ANA the 1500s. V ■ Analyzing the Visuals Point out the i OA R N c A 0˚ W E A M e U A from the locations of European land claims on H r S S N o O time the Dutch briefly the map on this page. Ask students y M SOUTH AR A a U AC D controlled the colony of why they think England came into con- l I C AMERICA t H U y N flict with Spain and France, but not T E o R S (New York) shows the . Have them look at the arti- f GÊ importance of the 20˚ S England P facts and read the captions. Ask What e G UA France r RA to the colony’s trade. u N do these items show about life in Spain I Portugal North America about 1700? (People Netherlands of different cultures were learning from UTE Native culture one another; all people depended on local resources.) C I S D R A E S T 40˚ M N O U Independent Practice N H 140˚ W 120˚ W 100˚ W 80˚ W 60˚ W 40˚ W ■ Have students access Web Code nbp- New Encounters 1531 to take the Geography Interac- As Europeans explored the tive Audio Guided Tour and answer Americas, claiming the map skills questions in the text. for their monarchs, they Map Skills Within a hundred years or so, ■ Have students fill in the Outline Map encountered diverse groups European exploration of the Americas had led to of Native Americans who huge land claims by various countries. North America in 1763. already lived there. 1. Locate (a) Brazil (b) English colonies (c) Teaching Resources, Unit 1, p. 55 Europeans and Native (d) New Spain Americans both relied on the 2. Describe What geographical factor do all of Monitor Progress resources of the land they the European land claims share? Why is this so? inhabited. Though the groups English settlers made chests 3. Draw Conclusions Why do you think the Circulate to make sure students are fill- often clashed, they like this one out of native boundaries of the European land claims end as ing in their Outline Maps accurately. influenced each other in American , using illustrated on the map? many ways. traditional English patterns. Answers Map Skills Solutions for All Learners 1. Review locations with students. 2. All are near or waterways such as L1 Special Needs L2 Less Proficient Readers L2 Learners and lakes; people depended on waterways for For visual and hands-on learners, as well as for stu- controlled which areas during these times, and ask resources and transportation. dents who need help with basic concepts, ask volun- them to note which lands changed hands. (For exam- 3. Samples: Geographic factors prevented the teers to chart on the board the changing land claims ple, under 1600 students might list: France–present- extension of the boundaries; Native Americans in North America. Use these dates as headers for the day Canada and central U.S.; Spain–present-day prevented the spread of European colonists; tops of columns: 1600s, 1700s, 1763. Have volunteers and ; England–east coast; Netherlands– the boundaries are only those of about 1700 reread or scan the text and then list which nations present-day New York, lost to the English in 1664; and reflect the extent of the land claims to that and so on.) time only.

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Assess and Reteach Struggling for Power By the 1600s, Spain, France, England, and the Netherlands all had colo- Assess Progress L3 nies in North America. They began to fight—both in the colonies and around the —to protect and expand their interests. ■ Have students complete the Section Assessment. Competing for Colonies By the late 1600s, French claims included Vocabulary Builder present-day Canada as well as much of the present-day central United ■ Administer the Section Quiz. prevail—(pree VAYL) v. to succeed; to States. The Spanish had moved north, making claims to present-day Teaching Resources, Unit 1, p. 44 triumph Texas and Florida. Meanwhile, the English and Dutch maintained colo- nies along the East Coast. Native Americans throughout the colonies ■ To further assess student under- entered the conflict, hoping to play the Europeans against one another. standing, use Competition was also fierce in the Caribbean, as European nations Progress Monitoring Transparencies, 64 Living fought to acquire the profitable sugar-producing colonies. By the 1700s,

A sign in —written in both the French and English Caribbean , worked by enslaved Africans, Reteach English and the local Indian language— had surpassed the whole of North America in exports to Europe. shows how Native American influence If students need more instruction, have lingers long after the Americas became Bitter Rivalry Turns to War During the 1700s, Britain and France them read the section summary. British. emerged as powerful rivals. They clashed in Europe, North America, Reading and Note Taking L3 , and Asia. In North America, war between the two powers erupted Study Guide, p. 142 in 1754. Called the French and Indian War, it raged until 1763. It also turned into a worldwide struggle known as the Seven Years’ War, which spread to Europe in 1756 and then to India and Africa. Adapted Reading and L1 L2 During the war, British soldiers and colonial troops launched a series Note Taking Study Guide, p. 142 of campaigns against the French in Canada and on the Ohio frontier. At first, France won several victories. Then, in 1759, British troops Spanish Reading and L2 launched an attack on Quebec, the capital of New France. The British Note Taking Study Guide, p. 142 scaled steep cliffs along the river and captured the city. Although the war dragged on until 1763, the British had prevailed in Canada. Extend L4 The 1763 officially ended the worldwide war and Remind students that in the struggle for ensured British dominance in North America. France was forced to cede North America, various European and Canada and its lands east of the to Britain. It handed Native American cultures left their the Louisiana Territory over to Spain. However, France regained the rich imprints on the different . Have sugar-producing islands in the Caribbean and the slave-trading outposts students conduct research on their home- in Africa that the British had seized during the war. towns to find evidence of European and Why was the French and Indian War fought? Native American settlement. Have them present their findings as a fact sheet or a Progress Monitoring Online brochure for a guided tour. For: Self-quiz with vocabulary practice 3 Web Code: nba-1531 Terms, People, and Places Comprehension and Critical Thinking ● Writing About History Answer 1. For each term, person, or place listed at 3. Make Comparisons Why did New Quick Write: Write a Thesis Statement the beginning of the section, write a France grow slowly compared with Once you have chosen the things you will It was fought to determine which country— sentence explaining its significance. Spanish and English colonies? compare and contrast in your essay, you 4. Identify Central Issues Why did the must write a thesis statement. Your thesis France or Britain—would have dominance over English colonies have a large degree of statement should clearly how the North America. 2. Reading Skill: Recognize Sequence self-government? things you are comparing relate similarly or Use your completed timeline to answer 5. Make Generalizations How did Brit- differently to your topic. For example, your the Focus Question: How did European ain come to dominate North America? thesis statement might focus on how the struggles for power shape the North 6. Draw Inferences Why did Native French and the English took different paths American continent? American groups side with European in establishing colonies in the Americas. powers rather than join together to oppose them?

colonies attracted settlers more easily ● Writing About History Section 3 Assessment than did the cold climate of New France. Thesis statements for a compare and con- 1. Sentences should reflect an understand- 4. England had a tradition of representative trast essay should indicate plainly how the ing of each term, person, or place listed at assemblies, and therefore, English colo- subjects are similar or different. the beginning of the section. nists brought this tradition with them. 2. The five nations struggling for power in 5. It established successful colonies and North America each left their mark on then fought a war to secure them. the region in terms of culture and govern- 6. Sample: They hoped to weaken the Euro- ment, but eventually Britain gained pean nations by playing them against one For additional assessment, have students dominance. another; they were too widespread and access Progress Monitoring Online at 3. The wealth of the Spanish colonies and diverse to effectively unite. Web Code nba-1531. the diverse opportunities of the English

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