CHAPTER 7 LOUISIANA’S SPANISH COLONIAL ERA: STABILITY AND SUCCESS Pages 206-235 Focus on Skills Inferring Page 208 Section 1 Louisiana Becomes a Spanish Colony Pages 209-216 Section 2 Spanish Control Pages 217-221 Section 3 Louisiana in the American Revolution Pages 222-225 Section 4 Spanish Louisiana after the American Revolution Pages 226-231 Meeting Expectations The Possessions of John Fitzpatrick Page 232 Chapter Summary Page 233 Activities for Learning Pages 234-235 7 Louisiana’s Spanish Colonial Era: Stability and Success Chapter T206 Ask students • to describe the reasons the Acadians were deported from Nova Scotia. (Comprehension) • why the Acadians were so willing to join the Spaniards in their fight against the British. (Comprehension) Guiding Question 5-4 Lagniappe In 1861, while the owners of Destrehan Plantation were in Europe, the Union Army seized the house and set up a place where newly freed slaves could learn a trade. After the war, the house was returned to its owner. Chapter Preview Terms: treason, Cabildo, surveyor, neutral, militia, siege, French Revolution, right of deposit People: Antonio de Ulloa, Alejandro O’Reilly, Luis de Unzaga y Amezaga, Bernardo de Gálvez, Esteban Rodriguez Miro, Francisco Luis Hector Baron de Carondelet, Etienne de Boré Places: Nova Scotia, Fort Miro Writing Activity Have students write a journal entry describing what their life would have been like as an early Acadian settler in Louisiana. Guiding Questions 4-3, 5-14 M elissa Guilbeau of Iberville Parish has been taught about her heritage by her grandfather, Joe Guilbeau. One of his favorite sayings is “Cajuns were lucky to end up in Louisiana, and Louisiana was lucky to get us too.” Melissa has understood since she was a very young girl that she is a descendant of the Acadian people who came from Nova Scotia when Louisiana was a Spanish colony. Her grandfather took her to see the Acadian Memorial in St. Martinville, where a huge mural shows those Acadian people who came to Louisiana. Melissa learned that local Acadians posed for the portraits of their ancestors of the same name. Focus Write this quotation on the chalkboard: “Cajuns were lucky to end up in Louisiana, and Louisiana was lucky to get us too.” Ask students to explain the meaning of the quotation. Guiding Question 5-4 Ask students to list all the things they know about the Acadians and their influence on the history of Louisiana. Make a class list of their ideas. Guiding Questions 4-2, 4-3, and 5-4 Class Discussion 206 The leader of those early Acadians was Beausoleil Broussard, Melissa’s famous ancestor. It was his son who later became a rifleman with the Attakapas Militia, which helped Spanish General Bernardo Gálvez capture British Florida during the American Revolution. Melissa’s grandfather told her the story of her seventh great-grandfather, Jean-Baptiste Broussard, who joined the Spanish to capture the British Fort New Richmond at what is now Baton Rouge. The battle took place on September 21, 1779. This was less than twenty-five years after the British had deported the Acadians from their homeland in Acadia, and they were very willing to join the Spanish in their war against the British. Louisiana The History of an American State Chapter 7 Above: The Cabildo was built in 1795-1799 as the seat of the Spanish colonial government in New Orleans. Today, it is the Louisiana State Museum. Louisiana’s Spanish Colonial Era: Stability and Success 207 Addressing Learning Styles Lagniappe Research Activity Visual/Spatial Have students go to www.acadi an-cajun.com/quilt.htm to view an Acadian quilt on display in the Acadian Museum in St. Martinville. After studying the meaning of the different sections, ask students to design a quilt depicting events in their lives. Guiding Questions 4-16, 5-12 • Destrehan is the oldest documented plantation in the lower Mississippi Valley. • A Fall Festival is held in November at the Destrehan Plantation to raise money for the River Road Historical Society, which works to preserve the site as well as other historical sites along the River Road. Melissa Gurilbeau knows about many of her ancestors — dating back to the 1700s. Have students trace their family trees back as far as they can. Ask them to share any interesting family stories they find. BLM Assign students Vocabulary Choices from page 85 in the BLM book. Social Studies Skill Locating On a map of North America, have students locate Nova Scotia. Ask them to estimate the distance between Nova Scotia and Louisiana. Remind them that most Acadians were exiled to British coastal colonies and did not move to Louisiana until after the American Revolution. Have students describe hardships people may have encountered moving from Nova Scotia to Louisiana. Guiding Questions 4-18, 5-4, and 5-10 T207 Each Focus on Skills defines a skill, gives the teacher an opportunity to conduct a guided practice on the skill, and finally allows students to apply their understanding by practicing the skill on their own. Focus Before students read “Defining the Skill,” ask students what it means to infer. Ask students • to describe instances when they have made inferences. • if inferences might change the meaning of something. Try This! Student answers will vary; however, they may mention the following: • The people continued to speak French. • The people remained loyal to France. • The people continued their same lifestyle. • The people continued to celebrate the same holidays. • The people ignored the Spanish leaders. The evidence to support or refute their predictions will vary according to what each student writes. It’s Your Turn! Students’ conclusions will vary; however, they may include the following: • Many lost their homes. • Their lives would undergo major change. • They would no longer have close contact with France. • The Indians would no longer be their allies. The evidence will vary depending on the conclusion that each student makes. T208 Focus on Skills Inferring Defining the Skill Inferences are made when main ideas and supporting details are not clearly defined or when information is missing or not available in a text or story. Inferences can also be used to go beyond the literal meaning of the text. When you read, you may want to use some of your own knowledge, beliefs, or experiences to interact with the text. There are a number of ways you can make inferences. These include: • drawing conclusions, • making predictions, • interpreting what you have read, and • making judgments. Try This! The statement that follows makes a general statement about Louisiana after the French and Indian War. After reading the paragraph, record on a separate sheet of paper a prediction of what you think Louisiana was actually like during that period of time. (You will be inferring what you think Louisiana was like.) When France lost most of her land in North America as a result of the French and Indian War, the French colony of Louisiana became a Spanish possession. Louisiana, however, continued to be more of a French colony than a Spanish colony. After you have written your prediction (inference), read pages 213-216 in your textbook and cite evidence to support or refute your idea(s). It’s Your Turn! Drawing conclusions is another method of making inferences. Copy the graphic organizer below on a separate sheet of paper. What conclusions can you draw from the statement in Column 1? Record your conclusions in Column 2. As you read pages 213216, find evidence that supports or refutes (shows to be wrong) each conclusion. Record the evidence in the appropriate column. Drawing Conclusions Conclusions Settlers in Louisiana were unhappy with the outcome of the French and Indian War. 208 __________________________________________ ____________________________________________________________________________________ __________________________________________ ____________________________________________________________________________________ __________________________________________ __________________________________________ Evidence Support __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ Refute __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ 1 Section SECTION 1 LOUISIANA BECOMES A SPANISH COLONY Louisiana Becomes a Spanish Colony INTRODUCE As you read, look for: • the arrival of the Acadians, • the events that led to the French and Indian War and the transfer of Louisiana from France to Spain, • the colonists’ reaction to the transfer, and • vocabulary term treason. In 1762, during the French and Indian War, France transferred Louisiana to Spain. This was done with the secret Treaty of Fountainebleu. France needed money and military aid from Spain. As payment, France gave up Louisiana west of the Mississippi and the “Isle of Orleans.” Figure 18 Timeline: 1750–1800 1764 First Acadians arrived in Louisiana 1762 Louisiana transferred to Spain 1750 1760 1754 French and Indian War began 1768 Colonists rebelled against Ulloa 1769 O’Reilly arrived in colony 1770 1773 Boston Tea Party Section 1 The kings of France and Spain had signed an agreement, the Family Compact of 1757, pledging to support each other in case of conflicts. 1777 Isleños began arriving in Louisiana Gálvez became governor 1779 Spain entered American Revolution 1780 1775 American Revolution began 1763 French and Indian War ended Proclamation of 1763 forbade settlement west of the Appalachians Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Lagniappe 1794 First newspaper in colony published 1795 Pinckney’s Treaty 1790 1800 1789 George Washington elected first U.S. president A. The Acadians B. The Secret Transfer C. Arrival of the Spanish Governor D. The Rebellion E. Arrival of the Military Materials Textbook, pages 209-216 Blackline Masters Colonial Wars, page 86 Washington’s Letter, page 87 The French and Indian War, page 88 Battles of the French and Indian War, page 89 Evangeline and the Acadians, page 90 Teacher CD-ROM Transparencies Online textbook mystatehistory.com Focus 1787 U.S. Constitution written 1783 American Revolution ended with Treaty of Paris Louisiana Becomes a Spanish Colony Outline 209 Ask students to look at the timeline and choose the event that had • the greatest impact on Louisiana. • the greatest impact on the American colonies. Discuss students’ choices. Guiding Questions 4-14, 5-9 TEACH Objectives GLE 11: Explain why humans settled and formed societies in specific regions or why immigrant groups (e.g., Acadians) settled in specific areas of Louisiana. GLE 63: Interpret data presented in a timeline correlating Louisiana, U.S., and world history. GLE 64: Compare and contrast events and ideas from Louisiana’s past and present, explaining political, social, or economic contexts. GLE 65: Analyze the causes, effects, or impact of a given historical event in Louisiana. GLE 66: Analyze how a given historical figure influenced or changed the course of Louisiana’s history. GLE 70: Conduct historical research using a variety of resources and evaluate those resources to answer historical questions related to Louisiana history. GLE 72: Describe leaders who were influential in Louisiana’s development. Reading Strategy Making Predictions After students look at the timeline, ask them to predict what they will study in this chapter. Have them identify any specific information they know about any of the broad topics on the timeline. Guiding Questions 4-7, 5-9 T209 BLM Assign students Colonial Wars from page 86 in the BLM book. Geography Activity It took General Edward Braddock 32 days to travel from Fort Cumberland to Fort Duquesne, a distance of 110 miles. Use a modern map of the area and identify some of the places the British forces would pass through if the voyage were made today. Calculate the mileage between the two locations using modern highways. Estimate the amount of time it would take to travel between the two locations. Addressing Learning Styles Verbal/Linguistic Choose one student to represent General Edward Braddock. Have the class prepare a list of questions to ask the general. Select a panel of students to conduct the actual interview. Using Photos and Illustrations Have students look at the illustration of a battle during the French and Indian War. Ask them to compare the style of fighting with that used in modern warfare, e.g., Iraq. Guiding Question 4-14 Internet Activity Have students go to www.phila printshop.com/frchintx.html to read a short history of the French and Indian War. Ask them to list ten important facts associated with the war. T210 73737373737373737373737373 73737373737373737373737373 Connecting with U.S. History 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 The French and Indian War 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 73737373737373737373737373 7373737373 From 1689 to 1763, France, Spain, and Great Britain fought a series of wars in Europe and in North America. The names of the wars changed, and the official reasons for them changed. Sometimes a war started when a king died and a struggle resulted over who would hold the power. One war was called the “War of Jenkins’s Ear” because the Spanish cut off the ear of a smuggling British sea captain. The key war in this long list was called the Seven Years’ War in Europe and the French and Indian War 210 BLM Assign students Washington’s Letter from page 87 in the BLM book. Social Studies Skill Reading a Map Have students look at Map 23 on page 178 and Map 25 and answer the following: • What country got most of the land after the French and Indian War? (Great Britain) • What happened to the French claims after the French and Indian War? (They had to give them up.) • What happened to Louisiana after the French and Indian War? (It became a Spanish colony.) • How might history have been changed if the French had won the French and Indian War? (Answers will vary.) Guiding Question 4-17 in America. The British colonists called it the French and Indian War because they fought against the French and their Indian allies. Below: During the French and Indian War, British General Edward Braddock was mortally wounded in a battle near present-day Pittsburgh. His continental style of fighting had made his army an easy target for the French and the Indians. His death and the defeat of his army was a terrible blow to the British. BLM Assign students The French and Indian War from page 88 in the BLM book. Class Discussion Ask students to • identify the cause of the French and Indian War. (Knowledge) • describe the location and importance of Fort Louisburg. (Comprehension) • identify why Spain got involved in the French and Indian War. (Knowledge) • list the terms of the Treaty of Paris of 1763. (Knowledge) Guiding Question 4-17 Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Objectives (Cont.) Critical Thinking Social Studies Skill GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. GLE 74: Describe the causes and effects of various migrations into Louisiana. GLE 75: Describe the contributions of ethnic groups significant in Louisiana history. GLE 77: Describe major conflicts in context of Louisiana history (e.g. Rebellion of 1768, the French and Indian War) Ask students who got the better deal — the British getting Florida from Spain or the Spanish getting Cuba from Great Britain. Guiding Question 4-17 Making a Map After researching battles of the French and Indian War, have students locate the sites of those battles on an outline map of the United States. Have them identify the present-day states in which the battlefields are located. BLM Assign students Battles of the French and Indian War from page 89 in the BLM book. Writing Activity Have students write headlines that might have appeared in the newspaper describing various events during the French and Indian War. T211 The arrangement was hidden from Great Britain, because it might have affected the war and its results. If Great Britain had known that Louisiana already belonged to Spain, it might have demanded the colony in the war settlement. It did try to bargain for New Orleans, but failed. The capital of the French colony became the capital of Spanish Louisiana. The new colony would be very expensive for Spain to operate. The military expense alone would be huge; keeping a soldier in Louisiana cost five times as much as in Spain. For its part, Great Britain hoped that operating this expensive colony would further weaken Spain. Even so, Spain wanted the colony. Louisiana would serve as a buffer and keep the British away from the Spanish silver mines in northern Mexico. Spain’s control of the Mississippi River offered even more protection for Mexico. This strategic location made the colony worth the expense to Spain. Using Photos and Illustrations Ask students to describe what is happening in the illustration on this page. Class Discussion Ask students to • describe why the transfer of Louisiana from France to Spain was done secretly. (Comprehension) • list reasons the Spaniards wanted Louisiana. (Knowledge) Guiding Question 4-14 Research Activity Have students research the routes by which the Acadians came to Louisiana, including intervening stops in the American colonies. Guiding Questions 4-15, 5-13 Social Studies Skill Making a Map After students have researched the routes of the Acadians, have them draw those routes on an outline map of the United States. Identify through which present-day states the routes ran. Guiding Questions 4-18, 5-1, 5-13 The Acadians Above: The British doubted the loyalty of the French colonists in Acadia (presentday Nova Scotia). In 1755, during the French and Indian War, the British evicted the Acadians from their land. Many eventually found their way to southern Louisiana. Critical Thinking Ask students why it cost five times as much to keep a soldier in Louisiana as it cost to keep a soldier in Spain. 212 The French and Indian War also brought new colonists to Louisiana. The Acadians were exiles from French Acadia, which had become the British Nova Scotia in 1713. The Acadians were peasants who had come from France to Canada in 1632. In Acadia, their Canadian home, they were hard-working trappers and farmers. The land, their families, and their Catholic faith defined their lives. Even though Canada changed governments several times, the Acadians continued to farm and live their simple lives. They ignored the clashes in Europe that spilled over into North America, until the violent conflict pushed its way into their villages. All around them, the French and English struggled for control of land and forts. In 1755, early in the French and Indian War, a British officer claimed these farmers were enemies because they refused to take an oath of allegiance to the Protestant British king. The British evicted the Acadians from their land. They were sent to British colonies on the Atlantic coast and told they must “learn to become good British subjects.” After the tragic events of this journey and the years following, some Acadians made their way to Louisiana. The first group arrived in 1764. The king of France had arranged for the Acadians to go to Louisiana but had not provided supplies to help them get settled. The confusion in the colonial government increased their problems. But the French colonial officials gave the new settlers supplies from the government warehouses and sent them to live in the Attakapa region. The prairies there offered a place to raise livestock, as they had done in their homeland. Other Acadian settlements developed in the colony. More Acadians continued to come to Louisiana after Spain took over the colony. Today Louisiana is home to the descendants of these hardy people. Lagniappe The Acadians arrived in Louisiana in several different groups from 1764 to 1785. Louisiana’s French government gave the first group six months’ worth of supplies — flour, hardtack, hulled rice, salt pork, and beef. The Spanish Louisiana government supplied later groups with corn, an axe, a scythe, a spade, ten hens, a rooster, and a pig. Guiding Question 5-11 The Secret Transfer The French sent a government official to transfer the colony to Spain. When he arrived in 1763, he inspected the colony. In his report to France, he said the government was understaffed and corrupt and the warehouse and the treasury were nearly empty. The French government was almost bankrupt and had sent the colony little other than complaints about its expense. Because France did not send supplies, the colony asked the British at Pensacola to sell them flour. In addition, the poor conditions made keeping order more difficult. More troops were needed, but France sent none. The transfer of Louisiana to Spain was kept secret from the colonists while French officials waited for the arrival of the Spanish. This situation lasted for almost two years. Finally, on September 30, 1764, the French government officially announced the transfer of the colony to Spain. The news had already begun to leak out, and the colonists were very bitter about this betrayal by their country. After they received official word of the transfer, the colonists held a meeting to decide what to do. Delegates from the colony headed to France to ask the French government to keep the colony. The group’s leader was a wealthy merchant, Jean Milhet. He spent almost two years in Paris urging France to keep Louisiana. The eighty-six-year-old Bienville, who had retired to France, tried to help him speak for the colony. The king did not want to hear from his former colonists, and all the other officials refused to help. Back in the colony, the people struggled along, hoping that a change in government would not come. Arrival of the Spanish Governor The Spanish government sent Antonio de Ulloa (ool YO a) to Louisiana as its governor. Ulloa was a high-ranking and competent naval officer with experience in other Spanish colonies. Unfortunately, he was not a forceful leader but a reserved scientist. His quiet manner and low-key style were not effective with these people who did not accept his authority. Ulloa arrived on March 5, 1766, with only seventy-five soldiers and one ship. The New Orleans weather that day hinted at his unpleasant stay in the colony. A heavy downpour made his entrance less than dignified. The small number of soldiers made a poor show of strength. Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Section 1 Critical Thinking After reading the Lagniappe above to the students, ask them how the treatment Acadians received from each of these governments affected the colony. Guiding Question 4-8 Social Studies Skill Above: King Carlos III of Spain was the cousin of French King Louis XV and came to his aid during the French and Indian War. To keep Louisiana out of the hands of the British, Louis XV gave the colony to Spain in 1762. Louisiana Becomes a Spanish Colony 213 Reading Strategy Connecting Information Have students review what they remember about the Acadians from Chapter 1. Compare their comments to the class list that was made to introduce Chapter 7. Guiding Questions 5-4, 5-10, 5-11, 5-12 T212 Making a Map Have students research places where the Acadians settled. Ask them to locate the settlements on an outline map of Louisiana. Guiding Questions 4-18, 5-1 Class Discussion Ask students to • discuss the reasons for the transfer of Louisiana to Spain. (Comprehension) • describe how the French government let the colony in Louisiana down. (Comprehension) Guiding Question 4-8 Critical Thinking Using Photos and Illustrations Have students go to www.aca dianmemorial.org/english/mural. html to view the Acadian mural in St. Martinville. Ask students to look at the illustration and write (or discuss) their thoughts about the people — their physical stature, expressions, dress, etc. BLM Assign students Evangeline and the Acadians from page 90 in the BLM book. Guiding Question 4-3 Writing Activity Reading Skill Have students write a letter to Jean Milhet, advising him of arguments to present to the French government to encourage them to keep control of Louisiana. Compare and Contrast A number of Louisiana governors are introduced in the chapter. Ask students to begin a chart on which to record information – dates of services and accomplishments – about each governor. Guiding Question 4-9 Ask students to list the leadership traits of Antonio de Ulloa. Have them use the list of traits of a good leader that were previously developed. Evaluate Ulloa’s leadership ability according to the list. Guiding Question 4-9 T213 Using Photos and Illustrations Have students look at the illustration of Antonio de Ulloa. Ask them to describe what the items in the picture represent. Lagniappe Spain sent teachers to introduce the Spanish language and culture to the colony, but the French inhabitants would not send their children to the school. Addressing Learning Styles Verbal/Linguistic Visual/Spatial Have students make an illustrated book that includes ten facts about the French or Spanish colonial periods. Depending upon which foreign language they study, ask them to write the numbers in Spanish or French and beside each number include specific information relating to colonial Louisiana. Guiding Question 4-8 Class Discussion Ask students to • identify why Ulloa did not immediately take control of Louisiana. (Knowledge) • describe what impact the Spanish trade laws had on Louisiana. (Comprehension) • describe how the social behavior of Ulloa and the French governors differed. (Comprehension) Guiding Question 4-13 Critical Thinking Ask students if they knew the United States was going to be placed under the government of a foreign country, what questions would they have. Have them write questions to discuss with the whole class. T214 Above: Antonio de Ulloa was the first Spanish governor of Louisiana. A noted scholar, Ulloa tried to impose Spanish trade rules on the colony. That eventually led to a rebellion in 1768. Lagniappe Ulloa learned to speak French when he was invited to join a group of scientists on a South American expedition led by the French Royal Academy of Science. The group completed a scientific study to measure the length of the equator. 214 Arriving with such a small force was not Ulloa’s intention. He had asked for seven hundred troops, but was instead told the French soldiers in the colony would join his military forces. But the few French troops considered themselves French, not Spanish, subjects. Perhaps because he had so few troops, Ulloa did not have the colony formally transferred to Spain when he arrived. Instead of taking official control, he worked with the French officials to conduct the business of the colony. This confused the colonists and encouraged them to think the transfer to Spain might be temporary. Some of the first changes made were very unpopular. Spain did not believe in helping other nations develop their trade by using Spanish markets. Following orders from Spanish King Carlos III, Ulloa announced that the colony must now follow Spanish trade laws. The colony could trade only with Spanish ports. To the colonists, the Spanish trade laws meant ruin. While they were under French control, the colonists had traded with the French ports in the Caribbean. They had also carried on a busy but illegal trade with the nearby British colonies. The successful merchants resented the loss of this business. The Spanish governor’s social behavior also offended the colonists. The French governors had held ceremonies and provided formal parties in New Orleans. The social life in the city had been led by the governors, and the French colonists expected this lifestyle to continue. They were also insulted when he had a private wedding and did not invite them. Because of these problems, the colonists gave Ulloa little credit for his positive actions. To improve the colonists’ safety, Ulloa toured and inspected the forts. He communicated with the nearby British governor in West Florida to make a positive connection. Ulloa also sought the goodwill of the Indians. He gave them more gifts than the French had given them, even more than the amount the Spanish government had allotted. The Rebellion The people had many concerns about the transfer of the colony to Spain. Would the Spanish culture be forced upon them? Would Spanish become the official language? When they cheered “Long live the king,” must they now say Viva el Rey instead of Vive le Roi? These fears, the strict enforcement of the Spanish trade laws, and Ulloa’s other actions added to the growing complaints. The colonists still considered the colony French because they did not accept the authority of Ulloa. He had Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success never informed the French Superior Council that he officially accepted the transfer of the colony. By October 28, 1768, an armed mob had gathered in New Orleans. The merchants of New Orleans and the members of the Superior Council were its organizers. The leaders made sure that all the colonists were represented to show unity. The Germans came because they wanted to be paid for the produce purchased from their farms. The Acadians came because Ulloa had forced some of them to settle near Natchez, instead of allowing them to join relatives near St. Gabriel. Ulloa could do little to stop the rebellion. He had sent most of the Spanish soldiers to the frontier forts, and only ten were still in New Orleans. The governor took his family and left the city on the only Spanish warship at the dock. After Ulloa left Louisiana, the people tried to justify their actions to the French king. They wrote a lengthy explanation in “The Memorial of the Planters and Merchants of Louisiana.” The people appealed to the king to return Louisiana to the French family. Their pleas were ignored. King Louis XV did not want to offend his ally, King Carlos III of Spain. In addition, the colony had always been an expensive burden. Why would the French king want it now? After this rejection, the leaders of the rebellion knew they would need the protection of a European country. Spain would certainly punish them. So they contacted the British governor at Pensacola and requested help from that government. But King George III was already hearing talk of independence from his own colonies. He would not help these colonists who had shown disrespect to a king. Class Discussion Ask students why • the people in Louisiana continued to think of the colony as French. (Comprehension) • the French did not want to take Louisiana back. (Comprehension) Guiding Question 4-14 Addressing Learning Styles Above: In 1768, the citizens of Lousiana appealed to King Louis XV of France to take back control of the colony. He refused. When Ulloa reached Havana, he sent a report of the rebellion to Spain. The Spanish considered the colonists’ actions to be treason (the crime of trying to overthrow the government of one’s own state or country). The rebellious colony must be regained and controlled. A strong and forceful military leader— Alejandro (Alexander) O’Reilly—was selected for this assignment. O’Reilly had been born in Ireland but had come to Spain when he was young. He became a hired soldier, then a hero. He had once saved the king from a mob, proving his bravery and gaining the king’s favor. Three thousand soldiers and twenty-four ships were sent to enforce the king’s orders. (The total population of New Orleans at that time was less than four thousand.) This mighty fleet arrived in August 1769. When O’Reilly arrived at the fort south of New Orleans, the ringleaders of the rebellion rushed to tell him their side of the story. O’Reilly politely heard their complaints and their explanation that they had opposed Ulloa but not Spain. They said that because Ulloa had not officially accepted the colony for Louisiana Becomes a Spanish Colony Reading Strategy Compare and Contrast Have students prepare a Venn diagram to compare and contrast Ulloa with Alejandro O’Reilly. Guiding Question 4-8 Arrival of the Military Section 1 Verbal/Linguistic Have students role-play the gathering of the armed mob in New Orleans. Have the selected students express the viewpoint of the group they represent, i.e., Germans, Acadians. Guiding Question 4-8 Remind students to add O’Reilly to their chart of governors. Reading Strategy 215 Making Predictions Ask students, after reading about O’Reilly’s arrival near New Orleans, to predict how successful he will be in commanding the colony of Louisiana. Guiding Question 4-8 Research Activity Writing Activity Critical Thinking Writing Activity Have students write a letter to a friend expressing their apprehension at being changed from a French colony to a Spanish colony. Ask students what advice they would give to Antonio de Ulloa as the new Spanish governor of Louisiana. Have half the students write a letter from a family member in Spain to one of the soldiers under O’Reilly’s command. Have the other students answer the letters. Use the Internet or other references to find information on Alejandro O’Reilly. Guiding Question 4-11 Addressing Learning Styles Verbal/Linguistic Have students debate which leadership style — that of Ulloa or that of O’Reilly — is best. T215 Using Photos and Illustrations Have students look at the portraits of Antonio de Ulloa on page 214 and Alejandro O’Reilly on page 216. Have them compare the appearance, dress, etc., of the two men. Class Discussion Ask students • why the colonists had a misconception about O’Reilly’s intentions. (Knowledge) • to explain how religion united the French and Spanish. (Comprehension) • to explain why the Spanish governor was called “Bloody O’Reilly.” Guiding Question 4-14 ASSESS Check for Understanding 1. To serve as a buffer and keep the British away from the Spanish silver mines in northern Mexico 2. The British considered them enemies after they refused to take an oath of allegiance to the Protestant British king, and, as a result, they evicted them from their homes. 3. They were bitter and felt betrayed. They sent a delegation to France to ask the French government to keep the colony. 4. An ineffective, weak leader 5. They still considered Louisiana to be French, they did not accept Ulloa’s authority, they did not like the strict enforcement of Spanish trade laws, and they were fearful of how they would be treated under the control of Spain. 6. By showing Spain’s military strength T216 Above: In 1769, King Carlos III named Alejandro O’Reilly governor of Louisiana and gave him orders to put down the rebellion. Lagniappe The trial of the rebels lasted two months. As was Spanish custom, the prisoners and witnesses were questioned secretly, and a judge decided and delivered the verdicts. 216 Spain, they were not rebelling against the king. Since O’Reilly listened politely, they thought he accepted their statements. They left the fort and returned to New Orleans, thinking they were safe. O’Reilly headed for New Orleans, to make his next move. He planned his arrival to display the strength and power of Spain. His troops paraded in the Place d’Armes (presentday Jackson Square) while cannons fired. Red and gold flags announced the Spanish presence. The Spanish officials hosted a formal ceremony in the church. A Catholic mass reminded the people of the connection between their religion and the Spanish king’s authority. Speeches by O’Reilly and other officials emphasized Spain’s control. To continue his message, O’Reilly reviewed his troops on the parade grounds. This military procedure showed the skill and number of the Spanish soldiers. Backed by his huge army, O’Reilly asserted the power of Spain. Louisiana was now a Spanish colony and must conduct itself properly. O’Reilly dealt with the rebellious colony as the king expected. After a trial following Spanish laws of the time, the leaders of the rebellion were sentenced to death and others were sent to prison. O’Reilly then pardoned all others who might have been involved and required all colonists to take an oath of allegiance to Spain. Anyone who was not willing to take the oath had to leave the colony. The trial and the death sentences angered the colonists. In fact, the French called the Spanish general “Bloody O’Reilly” for years afterward, and New Orleans schoolchildren even memorized a poem about his evil actions. However, at the time, the Spanish king was concerned that the unrest in the British colonies might spread, and he wanted all Spanish colonies to know that rebellion would not be tolerated. Check for Understanding 1. Why did Spain want the colony? 2. Why were the Acadians driven from their homeland? 3. How did the people in the colony react when they finally learned of the transfer to Spain? 4. What kind of leader was the first Spanish governor? 5. Why did the colonists rebel against Ulloa? 6. How did O’Reilly end the rebellion? 2 Section Spanish Control SECTION 2 SPANISH CONTROL Figure 19 Spanish Colonial Government Outline As you read, look for: ` the Spanish plan for the Louisiana colony, the arrival of the Isleños, and vocabulary terms Cabildo and surveyor. A. Order and Organization B. Louisiana Unzaga C. The Isleños King Carlos III O’Reilly was also charged with removing French power and French law from this now-Spanish colony. He organized the government and the military according to the Spanish colonial policies. Materials Governor of Louisiana Order and Organization O’Reilly used the Spanish colonial law (the law of the Indies) as the model for Louisiana. He replaced the French Superior Council with the Spanish Cabildo. This group functioned as a town council and as a court of law. O’Reilly selected the members of the first Cabildo. Later, in the accepted Spanish custom, the positions were bought. As time went on, this governing body was given more responsibilities. The New Orleans building constructed for its meetings was also called the Cabildo. O’Reilly intended to stop the British smugglers because this was against Spanish colonial law. British traders in the Manchac settlement had customers across the bayou in Louisiana. After France stopped sending goods, these smugglers had been the colonists’ only source of needed supplies. O’Reilly set up trade with merchants from the Spanish colony of Cuba. Continuing his work, O’Reilly visited the interior districts of Louisiana to examine the forts. Then he turned to other problems. Because prices for food were too high, he set the prices that merchants could charge. He also made changes in the French slave laws, abolishing Indian slavery. He improved Indian relations by continuing to give them gifts. O’Reilly then ordered a census to provide the detailed information required by Spain. An official surveyor was appointed to measure and mark off boundary lines to establish land ownership. No complete surveys had been done by the French. Now Louisiana was a true Spanish colony. O’Reilly had been sent by the king as a military commander to get the colony under control. He had indeed ended the rebellion and brought order to the colony. In October 1770, Alejandro O’Reilly set sail for Spain. Before he left, he turned the colony over to its new governor. Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success INTRODUCE Cabildo Section 2 Lagniappe The census commissioned by O’Reilly listed 14,000 persons living in Louisiana. About 3,500 lived in New Orleans. Native Americans were not counted, and the majority of the 14,000 were slaves. Spanish Control 217 Textbook, pages 217-221 Blackline Masters A Louisiana Census, page 91 Teacher CD-ROM Transparencies Online textbook mystatehistory.com Focus Have students review the organization of the U.S. or the Louisiana government. Ask them what is the purpose of having an organizational chart. TEACH Class Discussion Ask students • to name the organization that replaced the French Superior Council. (Knowledge) • to explain how people became members of the Spanish Cabildo. (Comprehension) • who replaced O’Reilly as Louisiana’s governor. (Knowledge) BLM Assign A Louisiana Census from page 91 in the BLM book. Alternative Assessment Lesson Closure Objectives Have the students compare and contrast life in Louisiana under the two Spanish governors — Ulloa and O’Reilly. Guiding Question 4-8 Have students discuss examples in current events that involve disagreement with authority. Discuss how an individual’s point of view influences his/her reaction to authority. Compare these examples to the disagreements between the French colonists and the Spanish government. GLE 12: Describe the causes and effects of cultural diffusion and the effects of cultural diversity in Louisiana. GLE 64: Compare and contrast events and ideas from Louisiana’s past and present, explaining political, social, or economic contexts. GLE 65: Analyze the causes, effects, or impact of a given historical event in Louisiana. GLE 66: Analyze how a given historical figure influenced or changed the course of Louisiana’s history. GLE 70: Conduct historical research using a variety of resources and evaluate those resources to answer historical questions related to Louisiana history. GLE 72: Describe leaders who were influential in Louisiana’s development. Research Activity Have students research the U.S. Census. Compare Louisiana’s population in the cities in the BLM with the population in those cities today. T217 Louisiana Under Unzaga Remind students to add Luis de Unzaga y Amezaga to their chart of governors. Research Activity Have students research the Spanish and French forts that were located in Louisiana. To find a list of French forts, they may go to www. francogene.com/usa/forts.php. Guiding Question 4-11 Class Discussion Ask students how • Unzaga was able to win over the French colonists. (Knowledge) • Unzaga strengthened his position with the French and with the Indians. (Knowledge) Guiding Question 4-13 Below: Hovey Cowles (left, as a leather-armoured Spanish soldier) and Gus Martinez (right, as an ensign) are “interpreters” at Los Adaes SCA. Los Adaes was a Spanish fort built in 1721 to protect Texas from the French. Making Connections Have students review what they remember about the Isleños from Chapter 1. Guiding Question 4-3 Internet Activity Have students go to www.inter surf.com/~rcollins/ilenos.html to find information about the Isleños. Ask them to write down ten new things they learned. Guiding Question 4-3 ASSESS The Isleños The possibility of war made loyal colonists in Louisiana essential. King Carlos III, however, still doubted the loyalty of his new French colonists. The Spanish government looked for a group of loyal Spanish subjects. The new colonists came from the Spanish Canary Islands, which lay off the northwest coast of Africa. They called themselves Isleños, the Spanish word for “islanders.” The Isleños came to Louisiana beginning in 1777. They faced disease, hurricanes, lost ships, and delays in the crossing. Many who left the Canaries never reached New Orleans, but those who did settled throughout the colony. The Isleños had also been brought to Louisiana to join the military. But a soldier’s low pay was not enough to support a family, and the Isleños families were directed to become farmers instead. The Spanish government gave them land, houses, cattle, poultry, farm implements, and food to tide them over. Addressing Learning Styles Verbal/Linguistic Have students represent the three Spanish governors, Ulloa, O’Reilly, and Unzaga. Have other students write questions to determine the position of each of these men regarding controlling the colony of Louisiana. Guiding Question 4-13 Check for Understanding Above: Tommy Benge and Blaine Benge, dressed in the typical fiesta dress of Gran Canaria, receive flowers from Dorothy Benge during the 1998 Isleño Festival. The Benges are descendants of the Molero family, who came to Louisiana from the island of Tenerife, in the Canary Islands. 1. Name three plans O’Reilly had for the colony. 2. How did Unzaga handle trade? 3. Why did Spain send the Isleños to Louisiana? Critical Thinking Ask students why the Spanish wanted the French colonists to be satisfied with their lives under Spanish control. Reading Strategy Luis de Unzaga y Amezaga had been sent with O’Reilly to become the governor once the colony was under control. To maintain order, Unzaga needed to have good relations with the colonists. One of his earliest decisions helped win them over because it improved their economy and their lifestyles. The illegal trade with the British colony of West Florida continued. The actions of Ulloa and O’Reilly had only increased the smuggling. But Unzaga overlooked the Spanish trade laws and allowed British merchants to set up shop in New Orleans. This trade and the sound Spanish coin money improved the colonial economy. Unzaga handled other problems with a mild manner and efficient style. He appointed many French to government positions, making the colonists more willing to be ruled by Spain. He became even more accepted when he married a wealthy French merchant’s daughter. His was among the first of many marriages between Spanish officers and the daughters of the French colonists. The Spanish wanted the colonists to be satisfied with their situation. Otherwise, they might be influenced by the growing tensions in the British colonies. That unrest might explode at any time and spill over into Louisiana. Unzaga strengthened the Louisiana forts by repairing them and bringing in more soldiers. He also sought the loyalty of Indian tribes by continuing to sell them firearms. These warriors would be needed as allies if war broke out with Great Britain. 218 Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success T218 1. O’Reilly wanted to establish a different government, stop the British smugglers, and conduct a census. 2. Unzaga overlooked the Spanish trade laws and permitted some British merchants to set up shop in New Orleans. 3. The Isleños were sent to Louisiana to increase the number of soldiers and loyal colonists. Guiding Question 4-14 Alternative Assessment Section 2 Spanish Control 219 Using Photos and Illustrations Have students look at the two interpreters at Los Adaes. Ask students what interpreters do. Ask if they have ever been to a site with interpreters. Ask the names of such sites that students have visited. Check for Understanding Objectives (Cont.) Lagniappe Lagniappe Critical Thinking GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. GLE 76: Trace and describe the various governments in Louisiana’s history. • A Franciscan friar, Father Francisco Hidalgo, encouraged the building of Los Adaes, which was once the capital of Texas. • Without trade with the French at Natchitoches, the inhabitants of Los Adaes would have starved since the nearest supply fort was 800 miles away. • In 1777, the Spanish Crown wanted to enlist 700 men for military service in Louisiana. Immigrant soldiers had to be between 17 and 36 years of age and at least 5-1/2 feet tall. • Eventually some 2,010 Isleños from the Canary Islands came to Louisiana on eight different ships. Ask students why the Spanish government gave the Isleños land, houses, cattle, poultry, farm implements, and food to keep them in Louisiana. Guiding Question 4-14 Make a set of cards describing events and French colonists’ attitudes about Ulloa, O’Reilly, and Unzaga. Have students complete a classification activity by placing each card under the person it describes. (This assessment could take the form of a chart.) Guiding Question 4-14 Lesson Closure Have students write journal entries explaining under which governor’s administration they would have preferred to live — Ulloa, O’Reilly, or Unzaga. Have them give reasons for their choices. T219 Class Discussion Ask students • who established New Iberia. (Knowledge) • what part flax played in the colony. (Comprehension) Internet Activities Have students go to www.breaux bridgelive.com/bayouteche.html to read the legend of Bayou Teche. (You may want them to do research to locate other interesting stories or places of interest.) Guiding Question 4-11 Have students go to www.city ofnewiberia.com/home.html to find information on the city of New Iberia. Ask them to click on the “Walking Tour” to access photos and information about places of interest in the city. Have them choose one of the places to further research and be prepared to discuss in class. (NOTE: Instead of the Internet, students may use other reference sources to complete this activity.) Guiding Question 4-11 Social Studies Skill Reading a Map Have students look at a world map and locate Malaga, Spain. Have them predict the route immigrants would have followed from Spain to New Iberia. Guiding Question 4-18 Using Photos and Illustrations You may want to go to www.by ways.org/browse/byways/2066/ to access information on the Bayou Teche Byway. This site contains historical information as well as links to photos and places to visit. Guiding Question 4-11 T220 Spotlight New Iberia New Iberia or Neuva Iberia means “new Spain.” In 1779, a Spanish official named Colonel Francisco Bouligny founded this town on Bayou Teche. Today, he is honored with a bronze statue in Bouligny Plaza in the city. Colonists from Malaga, Spain, were brought to the new settlement to grow flax. But when they discovered flax would not grow in Louisiana, they raised Above: The Conrad Rice Mill in New Iberia is the oldest operating rice mill in America. It was founded in 1912 and placed on the National Register of Historic Places in 1981. 220 Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success cattle and grew corn. Soon these early Spanish settlers merged with the French culture. Spanish names in Iberia Parish today include Segura, Sanchaz, and Miguez. But these descendants of the Malagans are more likely to speak Cajun French than Spanish. New Iberia’s most famous house stands on a Spanish land grant on Bayou Teche. This house, known as Shadows-on-the-Teche, is a wonderful example of the Louisiana of yesterday. William Weeks gained title to the land in 1792; his son built the imposing man- sion in 1831. William Weeks Hall (great-grandson of the original owner) restored the white-pillared plantation house to its former grandeur. Today, the National Trust for Historic Preservation guards this American architectural treasure. The Old Spanish Trail (today’s Highway 90) passes in front of the house. Below: Sunlight filtering through the trees inspired the name for the Shadows-on-the-Teche plantation house, built in 1831. Section 2 Spanish Control 221 Addressing Learning Styles Visual/Spatial Ask students to design a house that might have been built in New Iberia. Ask students to make a model of one of the houses in Bayou Teche. Critical Thinking Ask students why the descendants of the Malagans are more likely to speak Cajun French than Spanish. Using Photos and Illustrations Ask students to compare the photo of Shadows-on-the-Teche with the photo of the Ackel-Dranquet House in Natchitoches on p. 189. How are the architectural styles similar? Have students look at other photos in the textbook to compare style and function. Social Studies Skills Making a Map Have students locate the route of the Bayou Teche Byway. On an outline map of Louisiana, ask them to draw the route the byway follows. Place major cities or points of interest on the map. The route of the byway may be found at www. byways.org/browse/byways/2066/ travel.html. (Click on the image to enlarge it.) Group Activity Have students go to www.shad owsontheteche.org/shadows_his tory.html to research Shadows-onthe-Teche. This site provides information, i.e., history, slave occupants of the house, women of the times, the Weeks family, the Civil War period, the gardens. Divide the class into groups and assign one topic to each to research. Have students orally present their findings. Ask them to include a visual as part of the presentation. Guiding Question 4-11 T221 SECTION 3 LOUISIANA IN THE AMERICAN REVOLUTION INTRODUCE Outline A. Spain Supports the American Revolution B. Spain Enters the War C. The War Ends Materials 3 Section Lagniappe New Orleans merchant Oliver Pollock created the dollar sign, “$,” by modifying a Mexican symbol. Textbook, pages 222-225 Blackline Masters Writing a Letter, page 92 Teacher CD-ROM Transparencies Online textbook mystatehistory.com As you read, look for: • Spanish Louisiana’s role in the American Revolution, and • vocabulary terms neutral, militia, and siege. Tensions between Great Britain and its American colonies continued to build. The American Revolution began in April 1775 when “the shot heard round the world” was fired in Lexington, Massachusetts. The colonists resisted the British troops sent to seize their weapons. On July 4, 1776, the American colonies declared their independence from King George III and Great Britain. They intended to be free. Spain Supports the American Revolution Focus Ask students what the word liberty means to them as young Americans. Ask what this word means to young people in other nations. (Use contemporary conflicts such as Afghanistan and Iraq as examples.) One dictionary defines liberty as “immunity from arbitrary exercise of authority; political independence.” Have students agree as a class on a definition of the word liberty. Write it on a poster for a wall display and add comments to it as you discuss this section of the chapter. Louisiana in the American Revolution Above: During the American Revolution, American George Rogers Clark benefitted from the support of the Spanish of Louisiana. Spain was glad to see its old enemy Great Britain in trouble. The Spanish secretly supported the Americans with supplies from New Orleans. As Spain was pushed closer to the war, a strong governor with a strong military background was needed in Louisiana. In 1777, Spain named Bernardo de Gálvez (gal VAZ) as the next colonial governor of Louisiana. The American Revolution required most of his attention, and other officials handled colonial business. Gálvez had to aid the Americans in secret as long as Spain remained officially neutral (not taking sides). The Spanish governor of Louisiana prepared for war and waited for word from his commander in Cuba. From New Orleans, American agent Oliver Pollock directed the secret Spanish assistance to the Continental Congress. An experienced trader throughout the West Indies, Pollock had helped the Spanish in Louisiana set up trade with other Spanish ports. Because of this connection, he was allowed to collect guns, gunpowder, medicine, and cloth for the Americans. Most of these supplies went to help George Rogers Clark win the western front for the Americans. Spain Enters the War In 1779, Spain entered the war. Spain joined France in the war against the British, but it did not become an ally of the Americans as France had. The Spanish would not directly support the Americans because they would not agree to stay between the Atlantic Ocean and the Allegheny Mountains. Also, the Spanish king was reluctant to openly support a rebellion against another monarchy. 222 Soon, Gálvez received orders to force the British from the Mississippi River, Mobile, and Pensacola. He went on the offensive. He wanted to weaken the British before they could seize New Orleans, which was being used as a base for American ships. If the British took New Orleans, they would have access to the Mississippi River and the British forts along the upper river. The British would then have an advantage in the war. To stop the British, Gálvez organized a force of Spanish soldiers and local militia (citizen-soldiers). Men between the ages of sixteen and sixty-five were required to serve in the militia. The Louisiana militia included wealthy merchants and planters from New Orleans, the Isleños, the Acadians, the Germans, rural farmers, and free men of color. Slaves and the Choctaw served as scouts at the front of the line. Gálvez left New Orleans on August 27, 1779, with almost 1,500 men. The heavy summer heat, mosquitoes, and the thick canebrake made traveling miserable. More than half of the men got sick along the way. After marching over a hundred miles, they reached Fort Bute at Manchac. On September 7, 1779, Gálvez and his army captured the British fort. From there, Gálvez took his men upriver. The next British fort, New Richmond, was located at the site of present-day Baton Rouge. Gálvez seized the fort on September 21, and the British commander also surrendered Fort Panmure at Natchez. The Spanish had taken all the British forts along the Mississippi in British West Florida. Gálvez had captured 28 British officers and 550 troops; he had lost one man and had two wounded. Gálvez next began a naval attack to take the British forts on the Gulf of Mexico. His main target was Pensacola, the capital of British West Florida. Before the war, the British commander had been visited by a Spanish officer, who said he came to discuss runaway slaves. Actually, Gálvez had sent him to spy on that fort and the fort at Mobile. Before he could take Pensacola, however, Gálvez first had to capture Mobile. In January 1780, he set out with thirteen ships but was delayed by a hurricane. The previous year, a hurricane had hit and destroyed Gálvez’s supplies as he was preparing to make his land march to capture the British forts. Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Section 3 Remind students to add Bernardo de Galvez to their chart of governors. Multidisciplinary Activity Music Music can audibly paint a picture of historical events, people, and emotions. For example, the British started “Yankee Doodle” as an insult to the patriots. By war’s end, Americans had made the song their own. Discuss the meaning of the stanza and the chorus. Add music to the lyrics and let students sing the lively tune. You may go to www.niehs.nih.gov/kids/lyrics/ya nkee.htm to get the words and hear the music. Other Internet sites with music from the Revolutionary period include: www.halcyondaysmusic. com/colonialmusic/, www.conte plator.com/war.html#amer and users.erols.com/candidus/music. htm. Above: Bernardo de Gálvez was governor of Louisiana during the American Revolution. When Spain entered the war in 1779, Gálvez attacked and defeated British forces along the lower Mississippi River and the Gulf of Mexico. Louisiana in the American Revolution 223 TEACH Class Discussion Ask students • why Spain would be glad to see the colonists go to war with Great Britain. (Comprehension) • who directed the Spanish aid to the British colonists. (Knowledge) • what type of aid the Spanish gave the British colonists. (Knowledge) Guiding Question 4-17 T222 Objectives Objectives (Cont.) Class Discussion GLE 62: Construct a timeline of key events in Louisiana history. GLE 63: Interpret data presented in a timeline correlating Louisiana, U.S. and world history. GLE 64: Compare and contrast events and ideas from Louisiana’s past and present, explaining political, social, or economic contexts. GLE 65: Analyze the causes, effects, or impact of a given historical event in Louisiana. GLE 66: Analyze how a given historical figure influenced or changed the course of Louisiana’s history. GLE 70: Conduct historical research using a variety of resources and evaluate those resources to answer historical questions related to Louisiana history. GLE 72: Describe leaders who were influential in Louisiana’s development. GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. Ask students • how control of the Mississippi River would be a military advantage. (Application) • who served with Gálvez in the local militia. (Knowledge) • to describe how natural occurrences hindered the Spanish attack on the British forts. Guiding Question 4-1 Economic Activity Discuss modern taxes in Louisiana, including state and federal income taxes, taxes for services such as Medicare/Medicaid, sales taxes, and property taxes. Remind students that this is how governments get the money to provide services for their citizens. Point out that much of the unhappiness leading to the American Revolution stemmed from Great Britain’s need to raise money to recover losses from the French and Indian War. Today, if Americans do not like the taxes they have to pay, what can they do about it? (Emphasize the election process.) Guiding Question 4-8 T223 Social Studies Skill Using Photos and Illustrations Creating a Map Have students locate the British forts attacked by Gálvez on an outline map of the United States. (Fort Bute at Manchac, Fort New Richmond, Fort Panmure, Pensacola, Mobile, Fort George) Have students look at the illustration of Gálvez at the siege of Pensacola and describe how the fighting in the picture is different from fighting today. Social Studies Skill Reading a Map Have students look at Map 26 and answer these questions: 1. Describe Gálvez’s plan for capturing British forts in the area. (Move up the Mississippi and take those forts and then take forts in the Gulf of Mexico) 2. In 1779, where did Gálvez begin his journey? Where did he end his journey? (New Orleans; Natchez) 3. Why was there such a long delay between the capture of Mobile and the capture of Pensacola? (There were a number of hurricanes, and Gálvez went to Cuba to get supplies.) Guiding Question 4-17 Making a Map Have students use a modern highway map to identify the route of the Camino Real (Route 90). Then, have them draw the route on an outline map of the United States, identifying major cities along its course. To protect these possessions, the Spanish government improved the Camino Real (“Road of the King”). This road connected Natchitoches, New Orleans, and St. Louis with San Antonio. San Antonio, the capital of Spanish Texas, had become a major horse market. The route from Texas to Louisiana was used by vaqueros (cowboys) to drive over 9,000 head of longhorn cattle to New Orleans. This beef fed the Spanish soldiers during the American Revolution. Today, Highway 90 in Louisiana follows the route of part of this old Spanish trail. Check for Understanding 1. Why did Spain support the American Revolution? 2. How did Spain help the Americans before it entered the war? 3. What was Gálvez ordered to do after Spain entered the war? 4. What were the results of Gálvez’s military actions? 5. What part of present-day Louisiana became part of the Spanish colony after the war? Multidisciplinary Activity Art Have students discuss coats of arms. Gálvez was able to add a battleship and the motto Yo Solo to his coat of arms. Have students design a personal coat of arms and include symbols and/or words that represent personal qualities or honors they have received, e.g., an interest in sports, music, math. Section 3 Above: Historians have called the siege of Pensacola one of the most brilliantly executed battles of the war. Lagniappe In 1785, Gálvez became viceroy of New Spain. In that position, he ordered a survey of the Gulf Coast. The mapmaker named the biggest bay on the Texas coast “Bahia de Galvezton,” a name later changed to Galveston. Louisiana in the American Revolution 225 ASSESS Check for Understanding 1. It was an enemy of Great Britain. 2. It sent supplies from New Orleans. 3. Force the British from the Mississippi River, Mobile, and Pensacola 4. He succeeded in capturing the British forts along the Mississippi and Gulf Coast. 5. West Florida Guiding Question 4-14 Alternative Assessment Have students show on a map the various British forts that were captured by Gálvez. Lesson Closure Internet Activity Have students go to www.enlou .com/people/galvezb-bio.htm to examine a timeline of the life of Bernardo de Gálvez. Have them write down five interesting facts about his life. Guiding Question 4-7 T224 Lagniappe Internet Activity Social Studies Skill Bernardo de Gálvez resigned as governor of New Spain on October 15, 1785, and died a month later at age 38. Have students go to educa tion.nmsu.edu/webquest/wq/cam ino/camino.html to access an activity whereby the class is divided into two groups: one group studies the original El Camino Real and makes a travel brochure, and the other group researches the present El Camino Real and makes a travel brochure. Making a Map Have students research the Treaty of Paris of 1783 and compare its provisions with the Treaty of Paris of 1763. Have them create two maps that show the territorial boundaries set by the two treaties. Guiding Question 4-11 Ask students why they think Gálvez was so successful. (This could be done as a journal entry, or the teacher could go around the room and ask each student to name one reason for Gálvez’s success.) T225 SECTION 4 SPANISH LOUISIANA AFTER THE AMERICAN REVOLUTION 4 Section Spanish Louisiana after the American Revolution INTRODUCE Outline A. Challenges B. Growth C. The French Revolution D. Boundary Disputes E. The Final Spanish Years As you read, look for: • issues with American settlers, • the results of Pinckney’s Treaty, and • vocabulary terms French Revolution and right of deposit. Materials Textbook, pages 226-231 Blackline Masters La Marseillaise, page 93 Teacher CD-ROM Transparencies Online textbook mystatehistory.com Focus Review the differences in the way Native Americans and white settlers viewed land ownership. Class Discussion Ask students to describe the methods used by Miro to make the American colonists loyal Spanish colonists. (Comprehension) Guiding Question 4-13 Multidisciplinary Activity Below: More than eight hundred buildings were destroyed in the Great New Orleans Fire of 1788. This map shows the extent of the fire. Another devastating fire struck in 1794. Above: Esteban Rodriguez Miro was governor of Louisiana from 1785 to 1791. Louisiana prospered under his leadership, and many Americans began to move into the area. The city of Monroe began as Fort Miro, named for this Spanish official. Class Discussion 226 • The New Orleans fire of 1788 occurred on Good Friday (March 21). The fire originated in the home of Army treasurer Don Jose Vicente Nuñez at 619 Chartres Street. • The third floor of the Cabildo was destroyed by fire in May 1988. The building has now been restored. During the restoration process, archaeologists conducted a dig to learn more about Louisiana’s early days. Among the interesting items found were large numbers of clay marbles. Supposedly they were used by adults, not children, while gambling. Challenges Miro faced major problems with the Native Americans. Since the days of the French, the Indians had come to rely on trade with the whites. After losing the British traders, the Indians wanted to trade with the Americans in Georgia and the Carolinas. Fearing that the Indians might become allies of the Americans and pose a threat to Spanish Louisiana, Miro worked hard to continue trade with the Indians. After the war’s end, American settlers pushed toward Spanish territory. The Americans swarmed over the Allegheny Mountains, heading west. If this region filled with the land-hungry Americans, the United States would become a stronger threat to Spain’s North American holdings. Spain tried to block this expansion by encouraging the Indians to stop Americans from taking their lands. The Spanish government wanted more loyal colonists in Spanish Louisiana and sent funds for that purpose. But Miro had to use that money to feed his soldiers. Like the French, the Spanish often did not send enough money to provide for all of the colony’s needs. Like many other Louisiana colonial governors, Miro had to make tough choices. But even without government help, many people moved to Louisiana. The Spanish allowed the Americans to come to Louisiana but expected them to be loyal to Spain. If the Americans took an oath of allegiance, they were given a Spanish land grant. Protestants had to agree not to worship openly, but they Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Social Studies Skill Section 4 Spanish Louisiana after the American Revolution 227 Critical Thinking Ask students how they would have controlled the influx of immigrants into Louisiana after the American Revolution. Addressing Learning Styles Interpersonal Ask the class to develop a list of immigration laws for Louisiana after the American Revolution. Guiding Question 4-3 Remind students to add Esteban Rodriguez Miro to their list of governors. T226 Math The New Orleans fire of 1788 destroyed 856 of 1100 buildings. Have students determine the percentage of buildings destroyed. (78%) Lagniappe Gálvez was promoted to another assignment in colonial Spain, and a new governor was sent to Louisiana. Esteban Rodriguez Miro had to deal with the problems caused by the war. TEACH Ask students why • the Spaniards wanted to maintain trade with the Indians. (Comprehension) • the Spaniards feared the westward movement of Americans. (Comprehension) were not required to change their religion. This was a change in policy; previously, Spain had required all colonists to become Catholics. When Miro realized that many Americans were settling in the colony, he tried to place them in organized communities like Natchez. By mixing the newcomers with established colonists, he hoped to keep them loyal. He also recognized the danger of their presence. They needed to become good Spanish subjects. He sent for Irish priests, hoping these English-speaking clergy would encourage the Americans to become proper Catholics. Then perhaps they would feel loyal to the Catholic king of Spain. Miro faced another crisis in New Orleans. In 1788, a fire destroyed 856 homes and left 1,000 people homeless. The fire damaged more than homes and property. The loss of stored food threatened a famine. The colonial government was also disrupted by the fire. The simple building where the Cabildo met was burned, as were the prison and the police station. Obviously, the prison and the police station had to be replaced first; a new building for the Cabildo was not finished until 1799. New Orleans suffered another fire in 1794. Again many buildings burned, including the recently completed firehouse. Objectives Objectives (Cont.) Group Activity GLE 11: Explain why humans settled and formed societies in specific regions or why immigrant groups (e.g., Acadians) settled in specific areas of Louisiana. GLE 63: Interpret data presented in a timeline correlating Louisiana, U.S. and world history. GLE 64: Compare and contrast events and ideas from Louisiana’s past and present, explaining political, social, or economic contexts. GLE 65: Analyze the causes, effects, or impact of a given historical event in Louisiana. GLE 66: Analyze how a given historical figure influenced or changed the course of Louisiana’s history. GLE 70: Conduct historical research using a variety of resources and evaluate those resources to answer historical questions related to Louisiana history. GLE 72: Describe leaders who were influential in Louisiana’s development. GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. After the devastating fire, Governor Miro set up tents and supplied food and other supplies to people who had lost their homes. Divide the class into groups and ask each group to devise a plan to help people who are displaced because of some natural disaster (flood, hurricane, tornado, tsunami) today. Guiding Question 4-13 Decision Making Divide students into groups or pairs. Tell them that the prison and police station were two of the first buildings replaced after the 1788 fire. Ask them to make a list of the buildings in their town. If a fire destroyed the town, list the order in which they would replace the buildings. Students who live in the same town may work together, or several small groups of students in the same town may work together first and then join the whole group to come to one final list. T227 Miro’s handling of these problems and the willingness of Spain to loosen trade laws improved life in the colony. The population increased, and new settlements were established. The city of Monroe began as Fort Miro, named to honor this Spanish governor. The fort was established in 1790 in North Louisiana to protect the Spanish territory from the British. Using Photos and Illustrations Ask students to predict what Carondelet is holding. What might that tell them about his term as governor? (Have students give their ideas and generate discussion. The paper could be a map, treaty, or newspaper.) The next Spanish governor was a highly energetic leader—Francisco Luis Hector, Baron de Carondelet. Constant action marked his years as governor. Spanish trade laws had been loosened during Governor Miro’s term, but Carondelet (ka RON do LET) went further by allowing free trade with the United States. He also permitted foreign trade ships to enter the port of New Orleans and listed them as Spanish ships on the records. Carondelet had to walk a tightrope because he could not openly violate the Spanish trade policies. But only with this outside trade could the colony’s economy survive. Ask students how • life in Louisiana was improved under Governor Miro. (Comprehension) • Governor Carondelet improved economic conditions in Louisiana. (Comprehension) Guiding Question 4-13 Economic Activity Ask students to tell how the following improved economic conditions in Louisiana: • free trade with the United States • allowing foreign trade ships to enter the port at New Orleans Guiding Question 4-14 The French Revolution Above: Francisco Luis Hector, Baron de Carondelet, became governor of Louisiana in 1791. Governor Carondelet loosened Spanish trade laws to improve the colony’s economy, established the first newspaper in Louisiana, installed the first street lights in New Orleans, and signed treaties with the Indian tribes. Multidisciplinary Activity Music “La Marseillaise,” the French national anthem, was written on April 24, 1792, by Claude-Joseph Rouget de Lisle. The rousing marching song was played at a patriotic banquet in Marseilles. Later, printed copies were given to French revolutionary forces marching toward Paris. Obtain a copy of the song to play for the class. As students listen to the music, ask them to write or draw symbols to express their feelings. 228 The outside world brought more than trade to Louisiana. Reports of the 1789 French Revolution spread across the Atlantic. The new ideas of “The Age of Enlightenment” brought changes. Any government that insisted on absolute control over its citizens was threatened. When those ideas and terrible living conditions kindled the French Revolution, the Spanish government watched nervously. After French King Louis XVI was beheaded, Spain’s King Carlos IV could no longer ignore the threat. In 1793, Spain declared war on France. Even before Spain entered the war, Louisiana’s sympathy for the French Revolution concerned Governor Carondelet. Talk of the revolution captured the interest of the people. The French heritage of many colonists connected them to the people of France. They were also attracted to the ideas of freedom because they had lived far from a king for several generations. In the streets of New Orleans, people sang the anthem of the French Revolution, “La Marseillaise.” In Natchitoches, revolutionary clubs supported the French cause. This increasing interest in the French Revolution brought action from the Spanish governor. Carondelet sought support among the Indian tribes just in case he faced any actual rebellion. He improved his control of New Orleans by establishing a police force and adding street lights. He carefully watched the activities of the people as they moved about the colony so that any mobs supporting the French Revolution could be stopped. Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Social Studies Skill Critical Thinking Reading a Timeline Have students go to www. txdirect.net/users/rrichard/napol eo1.htm to view a timeline of the French Revolution. Ask them to list fifteen important events. Guiding Question 4-7 Ask students why the Spaniards were concerned that the French colonists in Louisiana sympathized with the French Revolution. Guiding Question 4-17 BLM Assign students La Marseillaise from page 93 in the BLM book. T228 Ask students why • some French noblemen came to Louisiana. (Comprehension) • travel on the Mississippi River became an issue. (Comprehension) Growth Class Discussion Remind students to add Francisco Luis Hector, Baron de Carondelet, to their chart of governors. Class Discussion Critical Thinking Ask students how the emphasis on the rights of man changed Louisiana. Guiding Question 4-14 Social Studies Skill Reading a Map Look at Map 27. Ask students what would have happened if a different boundary had been established. Social Studies Skill Using Primary Sources Have students locate a copy of the Pinckney Treaty. (A copy is included on the CD-ROM.) Ask them to summarize the main point of each of the 23 articles of the treaty. Guiding Question 4-14 Lagniappe Other names of the Pinckney Treaty are the Treaty of San Lorenzo and the Treaty of Friendship, Limits, and Navigation. Economic Activity Ask students how the right of deposit affected the economy of western farmers. (They did not have to pay to leave their goods in the warehouses until they could be transported to their final destinations.) Addressing Learning Styles Verbal/Linguistic Have students write a newspaper of events in the colony, much like the articles that might have appeared in Le Moniteur de la Louisiane. T229 The culture as well as the language of the colony continued to be more French than Spanish. The people in New Orleans continued to have formal parties with French wine and French dancing. Their clothing was even more elegant, and they were described as considering their appearance and their entertainment as very important. Men gathered in coffee houses in New Orleans to play cards after mass on Sunday, and many of them had not even attended the church service. This lifestyle offended the strict Spanish priests, who complained about the colonists’ disrespect toward church regulations. The Catholic Church continued to be the official religion and was supported by the government. The French Capuchin priests and Ursuline nuns were allowed to stay in the colony doing their religious work. Earlier, the French government had removed the French Jesuit priests from all of North America. Class Discussion Ask students to • list examples to prove that the culture in Louisiana continued to be more French than Spanish. (Knowledge) • brainstorm cultural features in Louisiana that can be attributed to slaves who came from the Caribbean. Guiding Question 4-3 Addressing Learning Styles Visual/Spatial Ask students to write a dialogue between the two people in the illustration at the bottom of the page. Research Activity Ask students to research the French colony of Saint-Domingue. Ask them to use the Internet or other references to acquire information. (One Internet site they may use is www.carencrohighschoo l.org/la_studies/ParishSeries/Creol e/SaintDomingueJewel.htm. ) Guiding Question 4-11 Lagniappe • Saint-Domingue became a French possession in 1697. • By the end of the 1700s, Saint-Domingue produced about 60 percent of the world’s coffee and about 40 percent of the sugar exported to France and Great Britain. Above: Sugar cane became the leading cash crop in Louisiana after Etienne de Boré succeeded in producing a crop that yielded about 100,000 pounds of sugar in 1795. Right: Free blacks from Saint-Domingue. Skilled workers from the sugar plantations of SaintDomingue emigrated to Louisiana and helped establish the sugar industry. Lagniappe Etienne de Boré was later appointed the first mayor of New Orleans. 230 But it was the Jesuits who are credited with bringing sugar cane to Louisiana. The colony’s economy improved when sugar cane became a profitable crop. Many people contributed to this effort, but Etienne de Boré was the first successful sugar producer. In 1795, he improved an experimental process and manufactured a good quality sugar. Other experienced sugar planters moved into Louisiana from Saint-Domingue (Haiti) after the slave rebellion there. That slave rebellion in Haiti frightened the planters in Louisiana, and they no longer wanted slaves from the West Indies. Because of this fear of rebellion, Carondelet stopped the importation of slaves for a time. Despite progress, Louisiana continued to cost Spain more than it returned. In fact, the expenses were ten times the income Spain gained. At the end of the 1700s, more secret discussions about the colony brought changes. The colony would be traded again by the European powers in control of its destiny. After being returned to France for a brief period, these French-speaking Spanish citizens would become Americans. Once again, the people in the colony of Louisiana knew nothing of the looming changes. Check for Understanding Economy Activity Ask students to research the sugar cane industry in Louisiana. Have them go to www.lsuagcenter .com/Subjects/sugarcane/history .asp and develop a timeline showing the historical development of sugar cane in the state. Guiding Question 4-11 ASSESS Check for Understanding Above: This map shows New Orleans in 1798. The city was a strategic port for both Spain and the young United States. Events set in motion when Spain refused to renew the right of deposit would soon lead to a monumental change for the city. 1. Name three challenges faced by Governor Miro. 2. How did Governor Carondelet handle trade? 3. What are two ways the French Revolution affected Louisiana? 4. Why were western farmers angry about Spain’s control of the Mississippi? 5. Why was the first newspaper in French instead of Spanish? 6. What are two reasons that led to sugar cane becoming an important crop? Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Section 4 Spanish Louisiana after the American Revolution 231 1. The alliance with the Native Americans, numerous American settlers, the lack of money, and rebuilding New Orleans after the fire 2. He allowed free trade with the United States and permitted foreign ships to enter the port of New Orleans. 3. People in Louisiana were influenced by the new ideas of freedom, and some French nobles immigrated to Louisiana. 4. Without access to the Mississippi River, western farmers could not get their crops to market. 5. Le Moniteur de la Louisiane 6. The improvements by Etienne de Bore and the immigration of other experienced sugar planters into Louisiana from Saint-Domingue Guiding Question 4-14 Alternative Assessment T230 Research Activity Class Discussion Ask students to research the life of Etienne de Bore. Have them construct a timeline of the highlights in his life. Students may use Internet sources or other reference materials. (Information may be found on the Internet at www.swlahistory.org/bore.htm.) Guiding Questions 4-6 and 4-11 Ask students • who brought sugar cane to Louisiana. (Knowledge) • why Carondelet stopped the importation of slaves from the West Indies. (Knowledge) Guiding Question 4-14 Have students make a sign depicting the event in Section 4 that had the greatest effect on Louisiana. Have them be prepared to defend their choice. Guiding Question 4-14 Lesson Closure Ask students to predict how the problems Louisiana experienced under the French and Spanish governors might be addressed by the United States when the colony was sold. T231 Research Activity Ask students to research a will from the 1800s. (This could be an ancestor’s will.) Have them make a list of the possessions the person identified in his will. Make a class list of the items that are found. Discuss the importance of the items listed. Addressing Learning Styles Intrapersonal Ask students to make lists of their possessions. Then have them list the items in the order of their importance to them. Reading Skill Compare and Contrast Have students compare their lists with the list from those who lived in the 1800s. Note differences. Answers to Questions 1. A stone for filtering water with a cypress frame (8 pesos); a riding saddle and bridle (7 pesos); and a pair of silver shoe buckles (6 pesos) 2. Answers will vary, but they may mention the field glass, the bottle case with glass bottles, clothing, mousetrap, funnel, strainer, riding saddle and bridle, and shotgun. 3. Answers will vary, but they may mention a stone for filtering water or a pair of silver shoe buckles. Shoes do not contain buckles and water filtering is done in other ways. 4. To filter water 5. Answers will vary, but they were probably for trading. 6. Answers will vary. It may be that the quantity of the scrap iron and nails was large, but it is also likely that metal of any kind was very valuable because there were few sources for it. T232 Meeting Expectations The Possessions of John Fitzpatrick John Fitzpatrick was a British subject who lived in West Florida near Bayou Manchac. The Spanish colonial government allowed him to operate an import and export business. A list of his possessions, which was made at the time of his death, helps us understand what life was like in Spanish colonial Louisiana. Selected items from the inventory are shown on the chart. Item Value in Pesos A used long-sighted field glass and a bottle case with 12 empty glass bottles 4 Two pairs of long trousers, one pair of drawers, and one pair of stockings, all of linen 2 A package of Indian trinkets and two pairs of silk stockings, used 1 A pair of silver shoe buckles 6 A mousetrap, a funnel, and a strainer 1 In the warehouse, a stone for filtering water, with a cypress frame, used 8 A large tin pitcher for storing gunpowder, a large funnel of the same material, and a used cypress chest without keys 2 An English shotgun, with two powder horns and a bag for ammunition 4 Riding saddle and bridle, somewhat used 7 A box containing old scrap iron and nails, used 5 Use the inventory to answer the following questions. 1. List the three items with the highest value. Why do you think they are the most valuable? 2. List two items that would still be used in a household today. 3. List two items that are no longer used. Why are they no longer used? 232 4. What was the purpose of the stone found in the warehouse? 5. Why did this frontier merchant have Indian trinkets? Why do you think they were grouped with the silk stockings? 6. Why was the value of the scrap iron and old nails almost as high as the value of the silver shoe buckles? Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success Addressing Learning Styles Chapter Summary Louisiana Becomes a Spanish Colony • France traded Louisiana to Spain in return for money and military assistance. • The agreement at the end of the French and Indian War gave the Florida Parishes to Great Britain. • The first Acadians arrived in Louisiana during the colony’s transition from France to Spain. • The first Spanish governor did not take control, and the colonists rebelled and forced him from the colony. • The Spanish king sent a strong military leader, O’Reilly, to end the rebellion and punish the leaders. O’Reilly angered the French colonists by executing the leaders. Spanish Control • O’Reilly ended the French Superior Council and set up the Cabildo. • When Governor Unzaga took over, he allowed illegal smuggling so the colony could survive. • Spain wanted loyal Spanish colonists and brought the Isleños from the Canary Islands. Louisiana in the American Revolution • When France joined the war on the side of the American colonies, Spain entered the war. • The governor of Spanish Louisiana, Gálvez, seized the British forts on the east side of the Mississippi and at Mobile and Pensacola. • The American Revolution ended with the Treaty of Paris. Spain was given British West Florida and now controlled both sides of the Mississippi in Louisiana. Spanish Louisiana after the American Revolution • Governor Miro had trouble with American neighbors, Indian trade, and a major fire in New Orleans. Above: Colonel Francisco Bouligny founded the town of New Iberia in 1779. • Despite these difficulties, Spanish Louisiana continued to grow. The strong Spanish governors and the Spanish colonial system benefitted the colony. • The French Revolution stirred unrest in the colony, and Governor Carondelet watched for signs of rebellion among the colonists. However, the colonists continued to speak French and live a French lifestyle. • Western Americans pushed for more access to the port of New Orleans. The issue was settled by Pinckney’s Treaty. • The population grew when people came from Haiti to escape the slave revolt. • The colony’s first newspaper was published. • Sugar cane became a profitable crop when Etienne de Boré improved the manufacturing process. • Despite growth and improvements, the colony still did not support itself. Spain decided Louisiana was too expensive to keep. Chapter Summary 233 Body/Kinesthetic Have students classify the events under each Section heading. Make a copy of the Chapter Summary page. Then write each Section heading on a separate note card. Cut the events under each heading into strips. Place the note cards and a set of events in an envelope. Divide the class into groups. (NOTE: You will need a set of materials for each group.) Ask students to take the materials out of the envelope. Place the note cards on a desk or table. Then place each event strip under the correct section. (NOTE: Instead of cutting the events into strips, you may want to write each on a note card or sentence strip. Have students place each item under the correct heading, or you may have students make a chart instead of physically placing the events under the proper heading.) Guiding Question 4-14 Group Activity Divide the class into groups of four. Ask one person from each group to write a summary for one of the sections in the chapter. Have them include all the events listed under each Section heading in the summary. Then ask them to read one another’s summaries to review the whole chapter. (NOTE: This activity can also be done as a jigsaw.) Guiding Question 4-14 T233 REVIEW 1. Answers will vary. 2. a. Cabildo b. France c. Fort New Richmond d. Isleños e. Right of deposit f. Militia g. Acadians h. Florida Parishes i. Smuggling j. Bernardo de Galvez 3. a. They could not make a profit and to settle the war debts b. Great Britain c. To serve as a buffer between the British colonies and the Spanish colonies to the west and to control the Mississippi River d. Because their actions opposed the Spanish government e. They brought families and established farms. f. Fort New Richmond, Mobile and Pensacola; this kept the British from controlling the Gulf of Mexico. g. He thought the people of the colony might push for freedom, since the French had overthrown the French king. h. Many sugar planters left Haiti because of the slave revolution and came to Louisiana, where they established sugar plantations. i. Louisiana was still not a profitable colony. Activities for Learning A w Review 3. Answer these questions. 1. Identify the key people and places and explain the terms in the Chapter Preview in your own words. 2. Connect each of the following statements with a key person, place, or term. a. You can visit this location of the colonial Spanish government in New Orleans today. b. The ideas of liberty and equality from the American Revolution influenced the revolution in this country in Europe. c. This location is now part of the city of Baton Rouge. d. Descendants of this group live in St. Bernard Parish. e. The western farmers were angry when this permission was revoked by the Spanish. f. This group of citizen soldiers is somewhat like today’s National Guard. g. These people were forced to leave their homes in Nova Scotia. h. This part of present-day Louisiana was part of West Florida. i. The economy survived mainly because the Spanish law against this activity was ignored. j. He is a Spanish hero of the American Revolution. 234 b. What country took control of the Florida Parishes when Spain took the colony? c. What were Spain’s goals for the colony? d. Why did the Spanish king consider the colonists’ rebellion an act of treason? e. What was the effect of the migration of the Isleños to the colony? f. What British forts did Governor Gálvez seize? Why was his success important to the Americans? g. Why was Governor Carondelet concerned about the French Revolution? h. Why did sugar cane become an important crop? i. Why did Spain decide to give up the colony? 4. Create a visual comparing the French colonial period with the Spanish colonial period. Include the strengths and weaknesses of each. Connect With Your World 1. What building in your parish would compare with the Cabildo? Why? Chapter 7 Louisiana’s Spanish Colonial Era: Stability and Success CONNECT With Your World 1. The courthouse because it is the government building 2. One example: Asian immigrants have established Buddhist temples. 3. Answers will vary. 4. Answers will vary. T234 a. Why did France trade Louisiana to Spain? o 2. Name a group of people who have immigrated to Louisiana recently. Why did they come? How have they influenced life in Louisiana? 3. Is your parish part of the Florida Parishes? Was it part of the Spanish colony or British West Florida when the American Revolution began? With Geography 4. List three reasons why the Mississippi River was so important during this time period. 11. What actions of the Spanish governors hurt the economy? Which actions helped the economy? With U.S. History 12. How did the French and Indian War affect the colony of Louisiana? 13. How did Gálvez help the Americans win the Revolution? 14. What effect did the Treaty of Paris have on Louisiana? 5. Why was New Orleans the biggest settlement in the colony? 6. Find Nova Scotia and the Canary Islands on a map. What is the absolute location of each? Which groups came to Louisiana from these locations? With Civics 7. The Spanish colonial government was highly organized and regulated. Give two examples of the benefits of this organization. 8. The king of Spain had the colonists who rebelled tried for treason. What is treason? Why did the Spanish consider their actions treasonous? Why did the colonists say they were not committing treason? With Economics 9. The economy was based on agriculture and trade. What did you learn about the colony that supports this statement? 10. How did concerns about the economy influence the rebellion by the colonists? Extend 1. Select a Spanish governor. Write five interview questions you would ask to learn more about his influence on Louisiana’s development. 2. Look at the headlines in a recent newspaper. Note that each includes a verb expressing an action. Write headlines about three actions of Gálvez during the American Revolution. 3. If you could have observed one event in Spanish Louisiana, which would you choose? List people and actions you would have seen. Describe some details of the scene. 4. Design a museum display celebrating Spanish Louisiana’s role in the American Revolution. 5. Find a web site about the Acadians or the Isleños. List five facts about the group in present-day Louisiana. 6. Find another source of information about Gálvez and the American Revolution. What new information did you find? 7. Learn more about the revolution in Haiti. Why did it happen? Who was the leader? Activities for Learning With U.S. History 12. The French gave Louisiana to Spain. 13. He captured important British forts along the Gulf of Mexico. 14. Louisiana became a Spanish colony. EXTEND 1. Answers will vary. 2. Answers will vary. 3. Answers will vary. 4. Answers will vary. 5. Answers will vary. 6. Answers will vary. 7. Answers will vary. 235 With Geography 4. It was the only way for the western farmers to get their crops to market, it provided a natural barrier for protection, and control of the river meant control of New Orleans, an important port. 5. It was close to the mouth of the Mississippi and the Gulf, providing an important port. 6. Nova Scotia between 43° and 58° N and 59° and 67° W. Canary Islands 28° N and 15°W. Acadians and Isleños groups came to Louisiana from these locations. With Civics 7. People were safer because of the watchmen; disagreements between colonists were handled in the court system. 8. Treason is the attempt to overthrow the government. The Spanish considered the colonists’ actions an attempt to overthrow the government. The colonists thought Ulloa had not officially taken the colony for Spain, and the colony was still under the French government until this formal act took place. With Economics 9. Sugar cane was grown as a cash crop. The colonists traded with the nearby British even though it was not legal. 10. The colonists did not know what kind of economic regulations the new Spanish governor would put in place. They knew they would face economic hardships if trade limitations were established. 11. Strict enforcement of the Spanish trade laws hurt the economy; ignoring illegal trade helped the economy. T235
© Copyright 2024 Paperzz