Prepare to Read - Keyport Public Schools

33 SECTION

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

Explain why the colony of New France grew slowly.

Analyze the establishment and growth of the English colonies.

Understand why Europeans competed for power in North America and how their struggle affected Native Americans.

33

A statue of Samuel de Champlain holding up an astrolabe overlooks the Ottawa River in Canada (right). Champlain's astrolabe appears above.

WITNESS HISTORY AUDIO

A Piece of the Past

In 1867, a Canadian farmer of English descent was cutting logs on his property with his fourteen-year-old son. As they used their oxen to pull away a large log, a piece of turf came up to reveal a round, yellow object. The elaborately engraved object they found, dated 1603, was an astrolabe that had belonged to French explorer Samuel de Champlain. This astrolabe was a piece of the story of the European exploration of Canada and the French-British rivalry that followed.

Focus Question How did European struggles for power shape the North American continent?

Prepare to Read

Build Background Knowledge L3

Given what they know about the ancient societies of North America and North American geography, ask students how they predict the colonization of North America will be different from and similar to the colonization of Latin America.

Set a Purpose

L3

WITNESS HISTORY Read the selection aloud or play the audio. Ask What is the significance of a Canadian farmer of English descent finding a French astrolabe from 1603 on his land? (It shows that England and France were two of the nations involved in the colonization of North America.)

AUDIO Witness History Audio CD, A Piece of the Past

Focus Point out the Section Focus Question and write it on the board. 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 Terms, People, and Places.

Have students read this

section using the Guided Questioning

strategy (TE, p. T20). As they read, have students complete the timeline

sequencing events in the struggle for

North America.

Reading and Note Taking

Study Guide, p. 141

Struggle for North America

Objectives

? Explain why the colony of New France grew slowly.

? Analyze the establishment and growth of the English colonies.

? Understand why Europeans competed for power in North America and how their struggle affected Native Americans.

Terms, People, and Places

New France revenue Pilgrims

compact French and Indian War Treaty of Paris

Reading Skill: Recognize Sequence Create a timeline like the one below to record the sequence of important events in the struggle for North America.

Cartier explores eastern Canada.

1534 1607

In the 1600s, France, the Netherlands, England, and Sweden joined Spain in settling North America. North America did not yield vast treasure or offer a water passage to Asia, as they had hoped. Before long, though, the English and French were turning large profits. By 1700, France and England controlled large parts of North America. Their colonies differed from each other and from those of Spanish America in terms of language, government, resources, and society.

Building New France

By the early 1500s, French fishing ships were crossing the Atlantic each year to harvest rich catches of cod off Newfoundland, Canada. Within 200 years, the French had occupied or claimed nearly half of North America.

Explorers and Missionaries French claims in Canada--which

the French called New France--quietly grew while French rulers were distracted by wars at home in Europe. In 1534, Jacques Cartier (zhahk kahr tee AY) began exploring the coastline of eastern Canada, eventually discovering the St. Lawrence River. Traveling inland on the river, he claimed much of present-day eastern Canada for France. Jesuits and other missionaries soon followed the explorers. They advanced into the wilderness, trying with little success to convert the Native Americans they met to Christianity.

Vocabulary Builder

Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 1 p. 47; Teaching Resources, Skills Handbook, p. 3

High-Use Word prevail, p. 122

Definition and Sample Sentence

v. to triumph The school's football team celebrated after they prevailed against their archrivals.

120 The Beginnings of Our Global Age: Europe and the Americas

Furs, Trapping, and Fishing French explor-

ers and fur traders gradually traveled inland with the help of Native American allies, who sought support against rival Native American groups. Eventually, France's American empire reached from Quebec to the Great Lakes and down the Mississippi River to Louisiana and the Gulf of Mexico.

The population of New France, however, grew slowly. The first permanent French settlement was not established until 1608, when Samuel de Champlain established a colony in Quebec. Wealthy landlords bought huge tracts, or areas of land, along the St. Lawrence River. They sought settlers to farm the land, but the harsh Canadian climate, with its long winters, attracted few French peasants.

Many who went to New France soon abandoned farming in favor of the more profitable fur trapping and trading. They faced a hard life in the wilderness, but the soaring European demand for fur ensured good prices. Fishing was another industry that supported settlers, who exported cod and other fish to Europe.

BIOGRAPHY

Jacques Cartier In 1534, Jacques Cartier (1491?1557) sailed to North America on behalf of France. His commission was to find spices, gold, and a passage to Asia. Cartier found none of these things, despite several attempts, and ended his career in relative obscurity.

During his own lifetime, no one guessed the impact that Cartier's voyages would have. In his thousand-mile trek into Canada's interior, he staked France's later claim to a huge amount of North American territory. His legacy also lives on in the Canadian place names he coined such as the St. Lawrence River and the name Canada--derived from an Iroquois word meaning "village" or "settlement." Why were Cartier's discoveries undervalued at the time?

An Empire Slowly Expands In the late

1600s, the French king Louis XIV set out to strengthen royal power and boost revenues, or income, from taxes from his overseas empire. He appointed officials to oversee economic activities in New France. He also sent soldiers and more settlers--including women--to North America. Louis, however, who was Catholic, prohibited Protestants from settling in New France. By the early 1700s, French forts, missions, and trading posts stretched from Quebec to Louisiana, and the population was growing. Yet the population of New France remained small compared to that of the English colonies that were expanding along the Atlantic coast.

Why did French settlers abandon farming in favor of fur trapping and trading?

The English Colonies

In 1497, a Venetian navigator known by the English name John Cabot found rich fishing grounds off Newfoundland, which he claimed for England. Later English navigators continued to search for a northwest passage to Asia, with no success. In the 1600s, England concentrated on establishing colonies along the Atlantic seaboard--the coast of the present-day eastern United States.

Establishing the First Colonies The English built their first perma-

nent colony at Jamestown, Virginia, in 1607. Although the colony was meant to bring wealth and profit, in the early years of the colony many settlers died of starvation and disease. The rest survived with the help of friendly Native Americans. The colony finally made headway when the settlers started to grow and export tobacco, a plant that had been cultivated by Native Americans for thousands of years.

Solutions for All Learners

L4 Advanced Readers L4 Gifted Students

To challenge students to solve historical problems, ask them to take part in a tribal council of a woodland Native American tribe. The council has been convened to decide the tribe's response to the growing conflict between the English and the French in North America. Organize the class into three groups--the woodland tribe, the English, and the French. Allow each side to

present its view of the growing conflict between them, and have them work out a solution to the conflict. If the French and English cannot resolve their differences, ask the Native American group to decide if it will choose to side with one group or the other. Discuss the benefits and drawbacks of choosing sides and then examine the actual outcome that occurred.

Teach

Building New France

L3

Instruct

Introduce Ask students to preview the biography of Jacques Cartier on this page. Explain that Cartier's explorations claimed a vast area of what is now Canada for France. Ask students what evidence of French colonization still exists in North America today.

Teach Discuss how the colony of New France evolved during the 1600s. Ask What was the basis of New France's economy and why was it different from that of Spanish colonies to the south? (Mostly, people trapped for fur and caught fish, and traded them with Europe. New France did not have civilizations with vast wealth to plunder; settlers used its resources instead.)

Quick Activity Display Color Transparency 91: Colonies in the Americas. Use the lesson suggested in the transparency book to guide a discussion on the location of the various European colonies in the Americas.

Color Transparencies, 91

Independent Practice

Remind students that French peasants were reluctant to go to New France, but that Louis XIV wanted to send more settlers and soldiers anyway. Have small groups of students take the viewpoint of either Louis, the reluctant peasants, the willing settlers, or the soldiers. Ask them to brainstorm reasons this person or group felt the way they did. Use the Numbered Heads strategy (TE, p. T23) to have students present their ideas to the class.

Monitor Progress

As students fill in their timelines, circulate to make sure they understand the sequence of events that occurred as the French expanded in North America. For a completed version of the timeline, see

Note Taking Transparencies, 125

Answers

They found farming difficult in the cold climate and much less profitable than trapping and trading. BIOGRAPHY because he did not find valuable spices, gold, or a northwest passage to Asia

Chapter 7 Section 3 121

The English Colonies

L3

Instruct

Introduce: Key Terms Ask students to find the key term compact (in blue) in the text and explain its meaning. Point out that the Pilgrims wrote the Mayflower Compact because they had landed far north of Virginia in a place outside the authority of the English government. What compacts can students think of that people still make today?

Teach Trace the growth of the English colonies from the 1600s to the 1700s. Ask What was the northwest passage, and why were the English looking for it? (It was a direct route to Asia that Europeans believed existed; the English wanted to share in the lucrative spice trade.) What were two main reasons why English settlers started colonies in North America, and how do these compare to French motivations? (The English set up some colonies as commercial ventures organized for profit; others were established for religious reasons, as havens from persecution. Similarly, the French sought financial gain from their overseas ventures, but they also sought to convert Native Americans to Christianity.)

Analyzing Visuals Direct students' attention to the photograph of the recreation of Jamestown on this page. Read aloud the caption, and then have students find details from the photograph that answer the caption question.

Independent Practice

Have students fill in the Outline Map Claims in the Americas in the 1700s.

Teaching Resources, Unit 1, p. 54

Monitor Progress

Circulate to make sure students are filling in their Outline Maps accurately. Administer the Geography Quiz.

Teaching Resources, Unit 1, p. 56

A Fanciful View

An English play promised that ". . . gold is more plentiful there [Virginia] than copper is with us. . . . and as for rubies and diamonds, they go forth on holy days and gather them by the seashore." Does this photo of the recreation of the Jamestown colony support the playwright's views?

In 1620, another group of English settlers landed at Plymouth, Massachusetts. They were Pilgrims, or English Protestants who rejected the Church of England. They sought religious freedom rather than commercial profit. Before coming ashore, they signed the Mayflower Compact, in which they set out guidelines for governing their North American colony. A compact is an agreement among people. Today, we see this document as an important early step toward self-government.

Many Pilgrims died in the early years of the Plymouth colony. Local Native Americans, however, taught them to grow corn and helped them survive in the new land. Soon, a new wave of English Protestant immigrants arrived to establish the Massachusetts Bay Colony.

The English Colonies Grow In the 1600s and 1700s, the English

established additional colonies. Some, like Virginia and New York, were commercial ventures, organized for profit. Others, like Massachusetts, Pennsylvania, and Maryland, were set up as havens for persecuted religious groups. Still others, like Georgia and South Carolina, were gifts from English kings to loyal supporters.

Settlers in all of the colonies spent the early years just struggling to survive. They quickly abandoned dreams of finding riches like the Spanish gold and silver. However, over time they learned to create wealth by using the resources native to their surroundings. In New England, prosperous fishing, timber, and shipbuilding industries grew. In the middle colonies, farmers grew huge quantities of grain on the abundant land. In the South, colonists found that cash crops such as rice and tobacco grew well in the warm climate. They therefore developed a plantation economy to grow these crops. As in New Spain, the colonists imported African slaves to clear land and work the plantations. In several colonies, especially in the South, enslaved Africans and their descendants would eventually outnumber people of European descent.

Governing the Colonies Like the rulers of

Spain and France, English monarchs asserted control over their American colonies. They appointed royal governors to oversee colonial affairs and had Parliament pass laws to regulate colonial trade. Yet, compared with settlers in the Spanish and French colonies, English colonists enjoyed a large degree of self-government. Each colony had its own representative assembly, elected by propertied men, that advised the governor and made decisions on local issues.

The tradition of consulting representative assemblies grew out of the English experience. Beginning in the 1200s, Parliament had begun to play an important role in English affairs. Slowly, too, English citizens had gained certain legal and political rights. England's American colonists expected to enjoy the same rights. When colonists later protested British policies in North America, they viewed themselves as "freeborn Englishmen" who were defending their traditional rights.

For what reasons were the English colonies established?

Answers

as commercial ventures for profit, or as havens from persecution

Caption No; the stockaded, roughly-constructed village suggests that settlers led hard lives and were always worried about being attacked. Nothing suggests easy wealth or leisure.

Link to Literature

Northwest Passage The novel Northwest Passage, by Kenneth Roberts, tells of nations and cultures in conflict. It focuses on an American militia unit fighting in the British army during the French and Indian War. As the Americans and British fight alongside each other, they become aware of the growing differences and distrust that threaten to divide them.

122 The Beginnings of Our Global Age: Europe and the Americas

Have students read the first few pages of Chapters 10 and 14. Then ask them to answer the following questions based on their reading: (1) How were the tactics used by Rogers' Rangers different from those used by the British regular army? (2) What was the American attitude toward British military leadership and tactics? (3) In what ways might the French and Indian War have helped lead to the American Revolution?

For: Audio guided tour

European Land Claims in the Americas, About 1700 Web Code: nbp-1531

INUIT KUTCHIN

KASKA

INUIT

NOMADIC HUNTERS UDRLEASND

UX OMANCHE

APAC

40? N

Pacific Ocean

NORTH

CREE

TLINGIT A M E R I CA

SIO

UTE C

PUEBLO

NOMADIC PLAINS

CULTURES

HE

OJIBWA

Canada

WOCOULT

English Colonies

Equal-Area Projection

0 500 1000 mi A Chippewa beadwork bag

0

500 1000 km

reflects the influence of the French nuns who taught the

20? N

Europeans used American gold and silver to make dishes like this

Viceroyalty

of

New

Spain

Portuguese platter dating from N

CARIBAGNAuiana

Native Americans how to embroider.

Atlantic Ocean

the 1500s.

0?

W

E

MANOA

A coat of arms from the

SHUAR

N

Viceroyalty

S

20? S

England

France

Spain

of

Peru

NI

ARUAOCM A D I C

SOUTH AMERICA

HUNTERS

G?

GUARA

Brazil

time the Dutch briefly controlled the colony of New Netherland (New York) shows the importance of the beaver to the colony's trade.

Portugal

Netherlands

UTE Native culture

HNUONMTAE RD IS C

40? S

140? W

120? W

100? W

80? W

60? W

New Encounters As Europeans explored the Americas, claiming lands for their monarchs, they encountered diverse groups of Native Americans who already lived there. Europeans and Native Americans both relied on the resources of the land they inhabited. Though the groups often clashed, they influenced each other in many ways.

English settlers made chests like this one out of native American oak, using traditional English patterns.

40? W

Map Skills Within a hundred years or so, European exploration of the Americas had led to huge land claims by various countries. 1. Locate (a) Brazil (b) English colonies (c) Peru

(d) New Spain 2. Describe What geographical factor do all of

the European land claims share? Why is this so? 3. Draw Conclusions Why do you think the

boundaries of the European land claims end as illustrated on the map?

Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers

For visual and hands-on learners, as well as for students who need help with basic concepts, ask volunteers to chart on the board the changing land claims in North America. Use these dates as headers for the tops of columns: 1600s, 1700s, 1763. Have volunteers reread or scan the text and then list which nations

L2 English Language Learners

controlled which areas during these times, and ask them to note which lands changed hands. (For example, under 1600 students might list: France?presentday Canada and central U.S.; Spain?present-day Texas and Florida; England?east coast; Netherlands? present-day New York, lost to the English in 1664; and so on.)

Struggling for Power

L3

Instruct

Introduce: Vocabulary Builder Have students read the Vocabulary Builder term and definition. Point out that Britain prevailed in North America and worldwide in a struggle for power among European nations. Ask students if they can think of examples of recent wars, and who prevailed in these wars.

Teach Explain the reasons for some of the conflicts in North America among European rivals and their outcomes. Ask Why were Europeans in conflict over the Caribbean region? (Sugar production had become big business, and by the 1700s, French and English Caribbean exports surpassed the whole of North American exports to Europe.)

Analyzing the Visuals Point out the locations of European land claims on the map on this page. Ask students why they think England came into conflict with Spain and France, but not Portugal. Have them look at the artifacts and read the captions. Ask What do these items show about life in North America about 1700? (People of different cultures were learning from one another; all people depended on local resources.)

Independent Practice

Have students access Web Code nbp1531 to take the Geography Interactive Audio Guided Tour and answer the map skills questions in the text.

Have students fill in the Outline Map North America in 1763.

Teaching Resources, Unit 1, p. 55

Monitor Progress

Circulate to make sure students are filling in their Outline Maps accurately.

Answers

Map Skills

1. Review locations with students. 2. All are near oceans or waterways such as rivers

and lakes; people depended on waterways for resources and transportation. 3. Samples: Geographic factors prevented the extension of the boundaries; Native Americans prevented the spread of European colonists; the boundaries are only those of about 1700 and reflect the extent of the land claims to that time only.

Chapter 7 Section 3 123

Assess and Reteach

Assess Progress

L3

Have students complete the Section Assessment.

Administer the Section Quiz.

Teaching Resources, Unit 1, p. 44

To further assess student understanding, use

Progress Monitoring Transparencies, 64

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking

L3

Study Guide, p. 142

Adapted Reading and

L1 L2

Note Taking Study Guide, p. 142

Spanish Reading and

L2

Note Taking Study Guide, p. 142

Extend

L4

Remind students that in the struggle for North America, various European and Native American cultures left their

imprints on the different regions. Have

students conduct research on their hometowns to find evidence of European and Native American settlement. Have them present their findings as a fact sheet or a brochure for a guided tour.

Answer

It was fought to determine which country-- France or Britain--would have dominance over North America.

Vocabulary Builder prevail--(pree VAYL) v. to succeed; to triumph

Living Languages A sign in British Columbia--written in both English and the local Indian language-- shows how Native American influence lingers long after the Americas became British.

Struggling for Power

By the 1600s, Spain, France, England, and the Netherlands all had colonies in North America. They began to fight--both in the colonies and around the world--to protect and expand their interests.

Competing for Colonies By the late 1600s, French claims included

present-day Canada as well as much of the present-day central United States. The Spanish had moved north, making claims to present-day Texas and Florida. Meanwhile, the English and Dutch maintained colonies along the East Coast. Native Americans throughout the colonies entered the conflict, hoping to play the Europeans against one another. Competition was also fierce in the Caribbean, as European nations fought to acquire the profitable sugar-producing colonies. By the 1700s, the French and English Caribbean islands, worked by enslaved Africans, had surpassed the whole of North America in exports to Europe.

Bitter Rivalry Turns to War During the 1700s, Britain and France

emerged as powerful rivals. They clashed in Europe, North America, Africa, and Asia. In North America, war between the two powers erupted 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.

During the war, British soldiers and colonial troops launched a series of campaigns against the French in Canada and on the Ohio frontier. At first, France won several victories. Then, in 1759, British troops launched an attack on Quebec, the capital of New France. The British scaled steep cliffs along the river and captured the city. Although the war dragged on until 1763, the British had prevailed in Canada.

The 1763 Treaty of Paris officially ended the worldwide war and ensured British dominance in North America. France was forced to cede Canada and its lands east of the Mississippi River to Britain. It handed the Louisiana Territory over to Spain. However, France regained the rich sugar-producing islands in the Caribbean and the slave-trading outposts in Africa that the British had seized during the war.

Why was the French and Indian War fought?

33

Progress Monitoring Online

For: Self-quiz with vocabulary practice Web Code: nba-1531

Terms, People, and Places 1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Recognize Sequence Use your completed timeline to answer the Focus Question: How did European struggles for power shape the North American continent?

Comprehension and Critical Thinking

3. Make Comparisons Why did New France grow slowly compared with Spanish and English colonies?

4. Identify Central Issues Why did the English colonies have a large degree of self-government?

5. Make Generalizations How did Britain come to dominate North America?

6. Draw Inferences Why did Native American groups side with European powers rather than join together to oppose them?

Writing About History

Quick Write: Write a Thesis Statement Once you have chosen the things you will compare and contrast in your essay, you must write a thesis statement. Your thesis statement should address clearly how the things you are comparing relate similarly or differently to your topic. For example, your thesis statement might focus on how the French and the English took different paths in establishing colonies in the Americas.

Section 3 Assessment

1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2. The five nations struggling for power in North America each left their mark on the region in terms of culture and government, but eventually Britain gained dominance.

3. The wealth of the Spanish colonies and the diverse opportunities of the English

colonies attracted settlers more easily than did the cold climate of New France. 4. England had a tradition of representative assemblies, and therefore, English colonists brought this tradition with them. 5. It established successful colonies and then fought a war to secure them. 6. Sample: They hoped to weaken the European nations by playing them against one another; they were too widespread and diverse to effectively unite.

124 The Beginnings of Our Global Age: Europe and the Americas

Writing About History

Thesis statements for a compare and contrast essay should indicate plainly how the subjects are similar or different.

For additional assessment, have students access Progress Monitoring Online at Web Code nba-1531.

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download