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SECTION
3
Step-by-Step
Instruction
Page 120 Monday, April 9, 2007 10:44 AM
WITNESS HISTORY
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
Explain why the colony of New France
grew slowly.
■
Analyze the establishment and growth
of the English colonies.
■
Understand why Europeans competed
for power in North America and how
their struggle affected Native Americans.
3
AUDIO
A Piece of the Past
A statue of Samuel de Champlain
holding up an astrolabe overlooks
the Ottawa River in Canada (right).
Champlain’s astrolabe appears
above.
In 1867, a Canadian farmer of English
descent was cutting logs on his property
with his fourteen-year-old son. As they
used their oxen to pull away a large log, a
piece of turf came up to reveal a round,
yellow object. The elaborately engraved
object they found, dated 1603, was an
astrolabe that had belonged to French
explorer Samuel de Champlain. This
astrolabe was a piece of the story of the
European exploration of Canada and the
French-British rivalry that followed.
Focus Question How did European
struggles for power shape the North
American continent?
Struggle for North America
Prepare to Read
Build Background Knowledge
L3
Given what they know about the ancient
societies of North America and North
American geography, ask students how
they predict the colonization of North
America will be different from and similar
to the colonization of Latin America.
Set a Purpose
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio. Ask What is the
significance of a Canadian farmer of
English descent finding a French
astrolabe from 1603 on his land?
(It shows that England and France were
two of the nations involved in the
colonization of North America.)
AUDIO Witness History Audio CD,
A Piece of the Past
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers.)
■
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■
Have students read this
section using the Guided Questioning
strategy (TE, p. T20). As they read,
have students complete the timeline
sequencing events in the struggle for
North America.
Reading and Note Taking
Study Guide, p. 141
Objectives
• Explain why the colony of New France grew
slowly.
• Analyze the establishment and growth of the
English colonies.
• Understand why Europeans competed for power
in North America and how their struggle affected
Native Americans.
Terms, People, and Places
compact
French and Indian War
Treaty of Paris
New France
revenue
Pilgrims
Reading Skill: Recognize Sequence Create a
timeline like the one below to record the sequence
of important events in the struggle for North
America.
Cartier explores
eastern Canada.
1534
1607
In the 1600s, France, the Netherlands, England, and Sweden
joined Spain in settling North America. North America did not
yield vast treasure or offer a water passage to Asia, as they had
hoped. Before long, though, the English and French were turning
large profits. By 1700, France and England controlled large parts
of North America. Their colonies differed from each other and from
those of Spanish America in terms of language, government,
resources, and society.
Building New France
By the early 1500s, French fishing ships were crossing the Atlantic
each year to harvest rich catches of cod off Newfoundland, Canada. Within 200 years, the French had occupied or claimed nearly
half of North America.
Explorers and Missionaries French claims in Canada—which
the French called New France—quietly grew while French rulers
were distracted by wars at home in Europe. In 1534,
Jacques Cartier (zhahk kahr tee AY) began exploring the coastline
of eastern Canada, eventually discovering the St. Lawrence River.
Traveling inland on the river, he claimed much of present-day
eastern Canada for France. Jesuits and other missionaries soon followed the explorers. They advanced into the wilderness, trying with
little success to convert the Native Americans they met to
Christianity.
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 1 p. 47; Teaching Resources, Skills Handbook, p. 3
High-Use Word
prevail, p. 122
120 The Beginnings of Our Global Age: Europe and the Americas
Definition and Sample Sentence
v. to triumph
The school’s football team celebrated after they prevailed against their
archrivals.
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Furs, Trapping, and Fishing French explorers and fur traders gradually traveled inland
with the help of Native American allies, who
sought support against rival Native American
groups. Eventually, France’s American empire
reached from Quebec to the Great Lakes and
down the Mississippi River to Louisiana and the
Gulf of Mexico.
The population of New France, however, grew
slowly. The first permanent French settlement
was not established until 1608, when Samuel de
Champlain established a colony in Quebec.
Wealthy landlords bought huge tracts, or areas
of land, along the St. Lawrence River. They
sought settlers to farm the land, but the harsh
Canadian climate, with its long winters,
attracted few French peasants.
Many who went to New France soon abandoned farming in favor of the more profitable fur
trapping and trading. They faced a hard life in
the wilderness, but the soaring European
demand for fur ensured good prices. Fishing
was another industry that supported settlers,
who exported cod and other fish to Europe.
Teach
BIOGRAPHY
Jacques Cartier
In 1534, Jacques Cartier
(1491–1557) sailed to North
America on behalf of France.
His commission was to find
spices, gold, and a passage to
Asia. Cartier found none of
these things, despite several
attempts, and ended his
career in relative obscurity.
During his own lifetime, no
one guessed the impact that
Cartier’s voyages would have.
In his thousand-mile trek into
Canada’s interior, he staked France’s later claim to a huge
amount of North American territory. His legacy also lives on in
the Canadian place names he coined such as the St. Lawrence
River and the name Canada—derived from an Iroquois word
meaning “village” or “settlement.” Why were Cartier’s
discoveries undervalued at the time?
An Empire Slowly Expands In the late
1600s, the French king Louis XIV set out to strengthen royal power and
boost revenues, or income, from taxes from his overseas empire. He
appointed officials to oversee economic activities in New France. He also
sent soldiers and more settlers—including women—to North America.
Louis, however, who was Catholic, prohibited Protestants from settling
in New France. By the early 1700s, French forts, missions, and trading
posts stretched from Quebec to Louisiana, and the population was growing. Yet the population of New France remained small compared to that
of the English colonies that were expanding along the Atlantic coast.
Why did French settlers abandon farming in favor of
fur trapping and trading?
The English Colonies
In 1497, a Venetian navigator known by the English name John Cabot
found rich fishing grounds off Newfoundland, which he claimed for
England. Later English navigators continued to search for a northwest
passage to Asia, with no success. In the 1600s, England concentrated on
establishing colonies along the Atlantic seaboard—the coast of the
present-day eastern United States.
Establishing the First Colonies The English built their first permanent colony at Jamestown, Virginia, in 1607. Although the colony was
meant to bring wealth and profit, in the early years of the colony many
settlers died of starvation and disease. The rest survived with the help of
friendly Native Americans. The colony finally made headway when the
settlers started to grow and export tobacco, a plant that had been cultivated by Native Americans for thousands of years.
Building New France
L3
Instruct
■
Introduce Ask students to preview the
biography of Jacques Cartier on this
page. Explain that Cartier’s explorations claimed a vast area of what is now
Canada for France. Ask students what
evidence of French colonization still
exists in North America today.
■
Teach Discuss how the colony of New
France evolved during the 1600s. Ask
What was the basis of New France’s
economy and why was it different
from that of Spanish colonies to
the south? (Mostly, people trapped for
fur and caught fish, and traded them
with Europe. New France did not have
civilizations with vast wealth to plunder; settlers used its resources instead.)
■
Quick Activity Display Color Transparency 91: Colonies in the Americas. Use the lesson suggested in the
transparency book to guide a discussion on the location of the various
European colonies in the Americas.
Color Transparencies, 91
Independent Practice
Remind students that French peasants
were reluctant to go to New France, but
that Louis XIV wanted to send more settlers and soldiers anyway. Have small
groups of students take the viewpoint of
either Louis, the reluctant peasants, the
willing settlers, or the soldiers. Ask them
to brainstorm reasons this person or
group felt the way they did. Use the Numbered Heads strategy (TE, p. T23) to have
students present their ideas to the class.
Monitor Progress
As students fill in their timelines, circulate to make sure they understand the
sequence of events that occurred as the
French expanded in North America. For a
completed version of the timeline, see
Note Taking Transparencies, 125
Solutions for All Learners
L4 Advanced Readers
L4 Gifted Students
To challenge students to solve historical problems, ask
them to take part in a tribal council of a woodland
Native American tribe. The council has been convened
to decide the tribe’s response to the growing conflict
between the English and the French in North America.
Organize the class into three groups—the woodland
tribe, the English, and the French. Allow each side to
present its view of the growing conflict between
them, and have them work out a solution to the
conflict. If the French and English cannot resolve their
differences, ask the Native American group to decide
if it will choose to side with one group or the other.
Discuss the benefits and drawbacks of choosing sides
and then examine the actual outcome that occurred.
Answers
They found farming difficult in the cold climate and much less profitable than trapping
and trading.
BIOGRAPHY because he did not find
valuable spices, gold, or a northwest passage
to Asia
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The English Colonies
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In 1620, another group of English settlers landed at Plymouth, Massachusetts. They were Pilgrims, or English Protestants who rejected the
Church of England. They sought religious freedom rather than commercial profit. Before coming ashore, they signed the Mayflower Compact, in
which they set out guidelines for governing their North American colony.
A compact is an agreement among people. Today, we see this document
as an important early step toward self-government.
Many Pilgrims died in the early years of the Plymouth colony. Local
Native Americans, however, taught them to grow corn and helped them
survive in the new land. Soon, a new wave of English Protestant immigrants arrived to establish the Massachusetts Bay Colony.
L3
Instruct
■
■
■
Introduce: Key Terms Ask students
to find the key term compact (in blue)
in the text and explain its meaning.
Point out that the Pilgrims wrote the
Mayflower Compact because they had
landed far north of Virginia in a place
outside the authority of the English
government. What compacts can students think of that people still make
today?
Teach Trace the growth of the English
colonies from the 1600s to the 1700s.
Ask What was the northwest passage, and why were the English
looking for it? (It was a direct route to
Asia that Europeans believed existed;
the English wanted to share in the
lucrative spice trade.) What were two
main reasons why English settlers
started colonies in North America,
and how do these compare to
French motivations? (The English set
up some colonies as commercial ventures
organized for profit; others were established for religious reasons, as havens
from persecution. Similarly, the French
sought financial gain from their overseas
ventures, but they also sought to convert
Native Americans to Christianity.)
The English Colonies Grow In the 1600s and 1700s, the English
A Fanciful View
An English play promised that “. . . gold is
more plentiful there [Virginia] than copper is
with us. . . . and as for rubies and diamonds,
they go forth on holy days and gather them
by the seashore.” Does this photo of the recreation of the Jamestown colony support
the playwright’s views?
established additional colonies. Some, like Virginia and New York, were
commercial ventures, organized for profit. Others, like Massachusetts,
Pennsylvania, and Maryland, were set up as havens for persecuted religious groups. Still others, like Georgia and South Carolina, were gifts
from English kings to loyal supporters.
Settlers in all of the colonies spent the early years just struggling to
survive. They quickly abandoned dreams of finding riches like the Spanish gold and silver. However, over time they learned to create wealth by
using the resources native to their surroundings. In New England, prosperous fishing, timber, and shipbuilding industries grew. In the middle
colonies, farmers grew huge quantities of grain on the abundant land. In
the South, colonists found that cash crops such as rice and tobacco grew
well in the warm climate. They therefore developed a plantation economy
to grow these crops. As in New Spain, the colonists imported African
slaves to clear land and work the plantations. In several colonies, especially in the South, enslaved Africans and their descendants would eventually outnumber people of European descent.
Governing the Colonies Like the rulers of
Spain and France, English monarchs asserted
control over their American colonies. They
appointed royal governors to oversee colonial
affairs and had Parliament pass laws to regulate
colonial trade. Yet, compared with settlers in the
Spanish and French colonies, English colonists
enjoyed a large degree of self-government. Each
colony had its own representative assembly,
elected by propertied men, that advised the governor and made decisions on local issues.
The tradition of consulting representative
assemblies grew out of the English experience.
Beginning in the 1200s, Parliament had begun to
play an important role in English affairs. Slowly,
too, English citizens had gained certain legal and
political rights. England’s American colonists
expected to enjoy the same rights. When colonists
later protested British policies in North America,
they viewed themselves as “freeborn Englishmen”
who were defending their traditional rights.
Analyzing Visuals Direct students’
attention to the photograph of the recreation of Jamestown on this page. Read
aloud the caption, and then have students find details from the photograph
that answer the caption question.
Independent Practice
Have students fill in the Outline Map
Claims in the Americas in the 1700s.
Teaching Resources, Unit 1, p. 54
Monitor Progress
Circulate to make sure students are filling in their Outline Maps accurately.
Administer the Geography Quiz.
For what reasons were the
English colonies established?
Teaching Resources, Unit 1, p. 56
Link to Literature
Answers
as commercial ventures for profit, or as
havens from persecution
Caption No; the stockaded, roughly-constructed
village suggests that settlers led hard lives and
were always worried about being attacked.
Nothing suggests easy wealth or leisure.
Northwest Passage The novel Northwest
Passage, by Kenneth Roberts, tells of nations and
cultures in conflict. It focuses on an American militia
unit fighting in the British army during the French
and Indian War. As the Americans and British fight
alongside each other, they become aware of the
growing differences and distrust that threaten to
divide them.
122 The Beginnings of Our Global Age: Europe and the Americas
Have students read the first few pages of Chapters
10 and 14. Then ask them to answer the following
questions based on their reading: (1) How were the tactics used by Rogers’ Rangers different from those used
by the British regular army? (2) What was the American
attitude toward British military leadership and tactics?
(3) In what ways might the French and Indian War
have helped lead to the American Revolution?
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For: Audio guided tour
Web Code: nbp-1531
European Land Claims in the Americas, About 1700
Struggling for Power
L3
Instruct
INU
IT
KUTCHIN
CR
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X
O
E
DIC
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O LT
W CU
English
Colonies
Equal-Area Projection
0
500
1000 mi
NO
CH
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MA
AN
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M
AC
AP
PUEBLO
NOMADIC
PLAINS
CULTURES
0
Vicero
20˚ N
Europeans used American gold
and silver to make dishes like this
Portuguese platter dating from
the 1500s.
y o
f
Ne
w
Sp
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UA A D
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Guiana
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Analyzing the Visuals Point out the
locations of European land claims on
the map on this page. Ask students
why they think England came into conflict with Spain and France, but not
Portugal. Have them look at the artifacts and read the captions. Ask What
do these items show about life in
North America about 1700? (People
of different cultures were learning from
one another; all people depended on
local resources.)
AR
A
Brazil
A coat of arms from the
time the Dutch briefly
controlled the colony of
New Netherland
(New York) shows the
importance of the beaver
to the colony’s trade.
N
ru
NO
HU MA
NT DI
ER C
S
I
120˚ W
New Encounters
As Europeans explored the
Americas, claiming lands
for their monarchs, they
encountered diverse groups
of Native Americans who
already lived there.
Europeans and Native
Americans both relied on the
resources of the land they
inhabited. Though the groups
often clashed, they
influenced each other in
many ways.
■
A Chippewa beadwork bag
reflects the influence of the
French nuns who taught the
Native Americans how to
embroider.
NA
of
40˚ S
140˚ W
Teach Explain the reasons for some of
the conflicts in North America among
European rivals and their outcomes.
Ask Why were Europeans in conflict over the Caribbean region?
(Sugar production had become big business, and by the 1700s, French and
English Caribbean exports surpassed
the whole of North American exports to
Europe.)
Atlant ic
O cean
S OUT H
AMERICA
H
y
England
France
Spain
Portugal
Netherlands
UTE Native culture
20˚ S
1000 km
NOA
MA
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E
UA
W
n
CA
R
N
Vice
0˚
yalt
500
SH
■
B WA
Canada
D
U LAN
RE D
S
IO
U
UTE
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Pac ific
O cean
EE
HUNTERS
NORTH
A M ER I CA S
40˚ N
Introduce: Vocabulary Builder Have
students read the Vocabulary Builder
term and definition. Point out that Britain prevailed in North America and
worldwide in a struggle for power
among European nations. Ask students
if they can think of examples of recent
wars, and who prevailed in these wars.
I N U I T
KASKA
TLINGIT
■
100˚ W
80˚ W
English settlers made chests
like this one out of native
American oak, using
traditional English patterns.
Independent Practice
60˚ W
40˚ W
Map Skills Within a hundred years or so,
European exploration of the Americas had led to
huge land claims by various countries.
1. Locate (a) Brazil (b) English colonies (c) Peru
(d) New Spain
2. Describe What geographical factor do all of
the European land claims share? Why is this so?
3. Draw Conclusions Why do you think the
boundaries of the European land claims end as
illustrated on the map?
■
Have students access Web Code nbp1531 to take the Geography Interactive Audio Guided Tour and answer
the map skills questions in the text.
■
Have students fill in the Outline Map
North America in 1763.
Teaching Resources, Unit 1, p. 55
Monitor Progress
Circulate to make sure students are filling in their Outline Maps accurately.
Answers
Map Skills
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
For visual and hands-on learners, as well as for students who need help with basic concepts, ask volunteers to chart on the board the changing land claims
in North America. Use these dates as headers for the
tops of columns: 1600s, 1700s, 1763. Have volunteers
reread or scan the text and then list which nations
L2 English Language Learners
controlled which areas during these times, and ask
them to note which lands changed hands. (For example, under 1600 students might list: France–presentday Canada and central U.S.; Spain–present-day
Texas and Florida; England–east coast; Netherlands–
present-day New York, lost to the English in 1664;
and so on.)
1. Review locations with students.
2. All are near oceans or waterways such as rivers
and lakes; people depended on waterways for
resources and transportation.
3. Samples: Geographic factors prevented the
extension of the boundaries; Native Americans
prevented the spread of European colonists;
the boundaries are only those of about 1700
and reflect the extent of the land claims to that
time only.
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Struggling for Power
Assess and Reteach
Assess Progress
■
■
L3
Have students complete the
Section Assessment.
Vocabulary Builder
Administer the Section Quiz.
prevail—(pree VAYL) v. to succeed; to
triumph
Teaching Resources, Unit 1, p. 44
■
By the 1600s, Spain, France, England, and the Netherlands all had colonies in North America. They began to fight—both in the colonies and
around the world—to protect and expand their interests.
To further assess student understanding, use
Progress Monitoring Transparencies, 64
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 142
Living Languages
A sign in British Columbia—written in both
English and the local Indian language—
shows how Native American influence
lingers long after the Americas became
British.
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 142
Spanish Reading and
L2
Note Taking Study Guide, p. 142
Extend
L4
Remind students that in the struggle for
North America, various European and
Native American cultures left their
imprints on the different regions. Have
students conduct research on their hometowns to find evidence of European and
Native American settlement. Have them
present their findings as a fact sheet or a
brochure for a guided tour.
Answer
It was fought to determine which country—
France or Britain—would have dominance over
North America.
Section 3 Assessment
1. Sentences should reflect an understanding of each term, person, or place listed at
the beginning of the section.
2. The five nations struggling for power in
North America each left their mark on
the region in terms of culture and government, but eventually Britain gained
dominance.
3. The wealth of the Spanish colonies and
the diverse opportunities of the English
Competing for Colonies By the late 1600s, French claims included
present-day Canada as well as much of the present-day central United
States. The Spanish had moved north, making claims to present-day
Texas and Florida. Meanwhile, the English and Dutch maintained colonies along the East Coast. Native Americans throughout the colonies
entered the conflict, hoping to play the Europeans against one another.
Competition was also fierce in the Caribbean, as European nations
fought to acquire the profitable sugar-producing colonies. By the 1700s,
the French and English Caribbean islands, worked by enslaved Africans,
had surpassed the whole of North America in exports to Europe.
Bitter Rivalry Turns to War During the 1700s, Britain and France
emerged as powerful rivals. They clashed in Europe, North America,
Africa, and Asia. In North America, war between the two powers erupted
in 1754. Called the French and Indian War, it raged until 1763. It also
turned into a worldwide struggle known as the Seven Years’ War, which
spread to Europe in 1756 and then to India and Africa.
During the war, British soldiers and colonial troops launched a series
of campaigns against the French in Canada and on the Ohio frontier. At
first, France won several victories. Then, in 1759, British troops
launched an attack on Quebec, the capital of New France. The British
scaled steep cliffs along the river and captured the city. Although the war
dragged on until 1763, the British had prevailed in Canada.
The 1763 Treaty of Paris officially ended the worldwide war and
ensured British dominance in North America. France was forced to cede
Canada and its lands east of the Mississippi River to Britain. It handed
the Louisiana Territory over to Spain. However, France regained the rich
sugar-producing islands in the Caribbean and the slave-trading outposts
in Africa that the British had seized during the war.
Why was the French and Indian War fought?
3
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Recognize Sequence
Use your completed timeline to answer
the Focus Question: How did European
struggles for power shape the North
American continent?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: nba-1531
Comprehension and Critical Thinking
3. Make Comparisons Why did New
France grow slowly compared with
Spanish and English colonies?
4. Identify Central Issues Why did the
English colonies have a large degree of
self-government?
5. Make Generalizations How did Britain come to dominate North America?
6. Draw Inferences Why did Native
American groups side with European
powers rather than join together to
oppose them?
colonies attracted settlers more easily
than did the cold climate of New France.
4. England had a tradition of representative
assemblies, and therefore, English colonists brought this tradition with them.
5. It established successful colonies and
then fought a war to secure them.
6. Sample: They hoped to weaken the European nations by playing them against one
another; they were too widespread and
diverse to effectively unite.
124 The Beginnings of Our Global Age: Europe and the Americas
● Writing About History
Quick Write: Write a Thesis Statement
Once you have chosen the things you will
compare and contrast in your essay, you
must write a thesis statement. Your thesis
statement should address clearly how the
things you are comparing relate similarly or
differently to your topic. For example, your
thesis statement might focus on how the
French and the English took different paths
in establishing colonies in the Americas.
● Writing About History
Thesis statements for a compare and contrast essay should indicate plainly how the
subjects are similar or different.
For additional assessment, have students
access Progress Monitoring Online at
Web Code nba-1531.