4
SE C
CT I O N
S
Section
Step-by-Step Instruction
Settlement of New France
“Acting upon the information which has been given us by
those who have returned from New France, respecting the
good quality and fertility of the lands of that country, and
the disposition of the people to accept the knowledge
of God, We have resolved to continue the settlement
previously undertaken there. . . .
”
—Proclamation by the King of France to continue
settling New France, 1608
�
Settlement of Quebec in
New France, 1608
France and the Netherlands
in North America
Objectives
• Describe how the French colony of New France
spread into the interior of North America.
• Explain how the Dutch established a thriving
colony along the Hudson River.
• Explain the influence of these settlements on
the Native Americans of the region.
Why It Matters European countries competed for the best
trade routes and for control of lands in North America. In
the early 1600s, England, France, and the Netherlands sent
explorers to North America and staked claims to land there.
Section Focus Question: What impact did the
establishment of French and Dutch colonies in North
America have on Native Americans?
New France
Reading Skill
Combine Main Ideas to Construct
Meaning Several main ideas are developed in
each section in this textbook. Use the red heads to
identify the bigger main ideas. The blue heads
introduce text that further develops the main
ideas. As you read Section 4, identify the main
ideas and the ways in which the information helps
you to understand these ideas.
Key Terms and People
Samuel de
Champlain
coureur de bois
4
Jacques Marquette
alliance
The French began to settle colonies in the early 1600s. In
1603, Samuel de Champlain made the first of 11 voyages to
explore and map the lands along the St. Lawrence River. In
1608, Champlain established a settlement on the banks of
the St. Lawrence, which he named Quebec. From this base
he ventured east, in 1609, and explored the large lake on the
border of present-day Vermont and New York that bears his
name. His activities gave the French an influence in the
region that lasted 150 years.
Life in New France New France, as the French colony
was called, developed in quite different ways than New
Spain. As you know, the Spanish sought gold, silver, and
other precious minerals. The French, on the other hand,
profited from fish and furs. The Spanish forced Native
Americans into harsh labor. The French traded with Native
Americans for the animal skins so highly valued in Europe.
Beaver skins sent to Europe and made into hats were a
profitable item.
Section 4 France and the Netherlands in North America 53
Review and Preview
Students have learned about conflicts in
Europe that increased competition for
lands in North America. Now students
will focus on attempts by France and the
Netherlands to explore and colonize
North America.
Section Focus Question
What impact did the establish­
ment of French and Dutch colo­
nies in North America have on
Native Americans?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson Focus: The trade with Europe­
ans increased tensions between Native Ameri­
can groups, and Native Americans suffered
from diseases carried by the Europeans.)
Prepare to Read
Build Background
Knowledge
Tell students that in this section they will
learn about exploration of North America
by the French and the Dutch. Ask students
to recall why other European countries
began exploring North America. Then ask
them to predict how the decision by more
European nations to explore and colonize
North America might affect those other
European nations and the Native Ameri­
cans in North America. Use the Idea Wave
strategy (TE, p. T24) to elicit responses. As
students read, ask them to monitor the
accuracy of their predictions.
Set a Purpose
n
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
decline, p. 54
v. to lessen in force, health, strength, or value
England’s defeat of Spain’s navy in 1588 signaled the decline of
Spain’s power.
motive, p. 55
n. inner drive that causes a person to do something
Most Spanish soldiers’ motive for coming to the Americans was to
gain wealth.
L2
L2
Form students into pairs or groups of
four. Distribute the Reading Readiness
Guide. Ask students to fill in the first
two columns of the chart.
Teaching Resources, Unit 1,
Reading Readiness Guide, p. 46
n
Use the Numbered Heads participation
strategy (TE, p. T24) to call on students
to share one piece of information that
they already know and one piece if
information they want to know. The
stu­dents will return to these worksheets
later.
Chapter 2 Section 4 53
French Explorations
in North America
Teach
New France
St. Lawrence R.
p. 53
L. Erie
w
Cartier, 1534–1536
Champlain, 1608–1616
Co
l
ATLANTIC
OCEAN
Marquette and Joliet, 1673
La Salle, 1678–1682
En
gl
ish
a nsa
sR
KEY
Verrazano, 1524
on
Louisiana
rk
e
n c L.
F r a Ontario
Nova
Scotia
L.
Champlain
ie
s
Ne
Newfoundland
Quebec
Montreal
Hudson R.
L. Huron
n
this section, preteach the High-Use
Words decline and motivate, using the
strategy on TE p. T21.
Key Terms Have students complete the
See It–Remember It chart for the Key
Terms in this chapter.
Have students read New France using
the Oral Cloze strategy (TE, p. T22).
Ask: What effect did Samuel de
Cham­plain’s exploration of the St.
Lawrence River have on the area? (It
helped France establish influence in the area
for the next 150 years.)
Have students compare and contrast
Spanish and French interactions with
Native Americans. (The Spanish forced
Native Americans into hard labor, but the
French traded with them as partners.)
To help students better understand the
concept of alliance, which is important in
the understanding of this section, use
the Concept Lesson Alliance. Provide
students with copies of the Concept
Organizer.
.
n
L. Michigan
R.
ippi
30˚N
Gulf of
Mexico
N
0 km
60˚W
W
E
S
1,000
0 miles
Albers Conic Equal-Area Projection
1,000
30˚W
90˚W
n
Vocabulary Builder Before teaching
A
n
L2
siss
n
Mis
Instruction
uperior
L. S
French explorers visited large
areas of the North American
interior, on foot or by canoe.
(a) Read a Distance Scale
Find the route taken by La
Salle. About how many
miles did he travel from
Montreal to the mouth of
the Mississippi River?
(b) Make Predictions What
kinds of rivalries do you
think the French
explorations started?
Teaching Resources, Unit 1,
Concept Lesson, p. 52; Concept Organizer, p. 6
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Vocabulary Builder
decline (dee KLìN) v. to lessen in
force, health, strength, or value
This pattern was set during Champlain’s first days in the Americas. He established the colony’s first settlement—a trading post—in
what is today Nova Scotia, in 1604. As he continued to explore the
region, he convinced local Indians to bring pelts to the trading posts
established by the French. Trading posts such as Quebec City and
Montreal became busy centers of commerce.
Brave employees of the fur companies paddled large canoes into
the wilderness to find and acquire pelts from Native Americans.
Coureurs de bois, the French term for “runners of the woods,” were
independent traders who lived among the Indians. Many of them
married Indian women and started families.
Not until the late 1600s did French colonists begin to farm in large
numbers. One reason for this change was that the market for furs in
Europe was in decline. Another reason was the disruption that
Indian wars brought to the fur trade. Still another was the
3,000 French settlers—including many single young women—that
King Louis XIV sent to New France in the 1660s. After the new
settlers arrived, the population began to expand. New France had
about 5,000 colonists by 1672.
54 Chapter 2 Europe Looks Outward
Differentiated Instruction
L3
Advanced Readers
L3
Gifted and Talented
Write a Letter Have students learn more
Answers
(a) about 2,000 miles (b)
Possible answer: rivalries with the English
and Spanish colonies
54 Chapter 2
about the fur trade in North America and
the challenges fur traders faced. Then,
have students use what they learned to
write a letter from the perspective of a
French fur trader to a government official
back in France explaining any problems he
may be facing. Have students share their
letters with the class.
Exploring the Mississippi The same economic and religious
motives that established New France also inspired its expansion. By
1670, French missionary Jacques Marquette had founded two
missions along the Great Lakes, in present-day Michigan.
Meanwhile, French traders explored the Great Lakes area looking for
new sources of furs.
In 1673, Father Marquette and Louis Joliet, a French Canadian
trader, paddled their canoes along the shores of Lake Michigan to
what is now Green Bay, Wisconsin. They made their way west until
they reached the Mississippi River. For the next month they followed
the river downstream, thinking that it might be the long-sought
northwest passage. In July, the group reached the Mississippi’s junction with the Arkansas River. Convinced that the Mississippi flowed
into the Gulf of Mexico and not into the Pacific Ocean, they returned
home.
Although Marquette and Joliet did not find a northwest passage,
they provided the French with a water route into the heart of North
America. The river’s exploration was completed in 1682 by René
Robert Cavelier, also known as La Salle. Reaching the river’s mouth at
the Gulf of Mexico, La Salle claimed the entire Mississippi Valley for
France. He named the region Louisiana, in honor of King Louis XIV.
What was the goal of the voyage of Marquette and
Joliet on the Mississippi?
Vocabulary Builder
motive (MOH tihv) n. inner drive
that causes a person to do
something
Instruction (continued)
n
Ask students: What was the signifi­
cance of the exploration by La Salle?
(He claimed the entire Mississippi Valley for
France.)
Independent Practice
Have students begin to fill in the Study
Guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 2,
Section 4 (Adapted Version also available.)
Combine Main Ideas to
Construct Meaning
Identify three main ideas
from the paragraphs following
the subheading “Life in New
France.” Then, state the big idea
of these paragraphs.
Exploring the Mississippi
This drawing shows Father
Marquette and Louis Joliet
traveling the unknown waters of
the Mississippi River. Critical
Thinking: Draw Conclusions
How would settling the Mississippi
Valley benefit New France?
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand French interests and the
devel­opment of New France. If students
do not have a good understanding, have
them reread the section. Provide assistance
as needed.
55
History Background
French Settlement The development of a
system for granting land holdings, called
the seigneurial system, began to develop
in French parts of Canada and Acadia by
the middle of the 1600s. Under the system,
seigneurs who were granted land plots
were obligated to bring in new settlers and
provide them with services such as roads
or a mill to use for grinding grain. In
exchange, the new inhabitants received
large plots of land and had to make pay­
ments of dues to the seigneur. In contrast
with the Spanish system of encomiendas, the
inhabitants of the land had more free­dom
and greater rights, including the right to
will the land to their children.
Answers
Reading Skill Answers will vary,
but should show students’ understanding
of the main ideas of the paragraphs.
Draw Conclusions Possible answer: The
Mississippi River could be used exclu­
sively by the French for trade.
west passage.
They wanted to find a north­
Chapter 2 Section 4 55
New Netherland
The Impact on Native
Americans
Wall Street
Late 1600s Built in 1653, a wall at the lower end
of Manhattan protected Dutch settlers from outside
attacks. Gradually, the path by the wall became an
important place for merchants and traders.
1792 The New York Stock Exchange began in
lower Manhattan where a group of New York
businessmen met daily to buy and sell stocks.
Today, Wall Street is part of the thriving commerce
of New York City.
pp. 56–57
Instruction
n
n
L2
Have students read New Netherland
and The Impact on Native Americans.
Remind students to look for details that
answer the Section Focus Question.
Have students complete the worksheet
Dutch Colonization, 1609–1664.
Wall Street Today How has the role of Wall Street
changed in today’s financial market? Go online to find
out more about Wall Street today.
Teaching Resources, Unit 1,
Dutch Colonization, 1609–1664, p. 50
n Ask: Why did the English take control
of New Amsterdam? (The Dutch colo­
nists prevented English settlers from
mov­ing west.)
n Discuss with students how competition
for limited resources can cause conflict.
Ask students to identify limited resources discussed in the section and the
impact of competition over them. (A
decline in fur-bearing animals from trap­
ping weakened the Native Americans’ food
sup­ply; Europeans’ use of land for farming
pushed Native American groups into new
lands and into conflict with other Native
American groups.)
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New Netherland
Dutch land claims in North America were based on Henry
Hudson’s exploration of the Hudson River. In 1610, Dutch traders
arrived in the Hudson River valley and began a busy trade with
Native Americans. The trade was so profitable that the Dutch West
India Company decided to establish a permanent colony in what the
Dutch called New Netherland.
In 1624, about 300 settlers arrived from the Netherlands. Most of
them settled at Fort Orange, a fur-trading post that was later renamed
Albany. In 1626, another group settled at the mouth of the Hudson
River. The colony’s governor, Peter Minuit, purchased the island
from nearby Indians. The colonists named their new home New
Amsterdam. The town grew steadily as new colonists arrived. By
1653, it had a population of about 800.
New Netherland was a barrier to the English. It kept English
settlers from moving westward. In 1664, English forces seized New
Netherland. The new territory was renamed New York, after the
king’s brother, the Duke of York.
Independent Practice
Have students complete the Study Guide
for this section.
Monitor Progress
n
n
n
As students fill in the Notetaking Study
Guide, circulate to make sure that they
understand the impact of European
set­tlement on Native Americans.
Provide assistance as needed.
Why did the Dutch establish settlements along the
Hudson River?
Tell students to fill in the last column of
the Reading Readiness Guide. Ask them
to evaluate if what they learned is what
they had expected to learn.
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and complete the last
column with a definition or example.
Teaching Resources, Unit 1,
Reading Readiness Guide, p. 46; Word
Knowledge Rating Form, p. 42
Answer
Americans.
To trade furs with Native
56 Chapter 2
56 Chapter 2 Europe Looks Outward
Differentiated Instruction
L1
English Language Learners
L1
Gifted and Talented
Writing Advertisements Tell students that
colonies advertised in Europe for trad­ers
and settlers. Ask students to work in pairs
or small groups to prepare an advertisement that the Dutch East India Company
might have used to recruit people to come
to North America. Tell students to
use the information they know about
North America in the advertisement.
Remind students that some prospective
trappers or settlers may not understand
the English language or may be illiterate.
Tell students that the advertisements
should be written simply and clearly with
appealing visuals. Have students present
their advertisements to the class.
The Impact on Native Americans
Assess and Reteach
As you have read, Native Americans provided fur pelts to French
and Dutch traders. The Europeans gave Native Americans manufactured goods, such as cloth, iron pots and tools, and guns. Ultimately,
however, the fur trade had a grave effect on Native Americans.
The French and the Dutch each made alliances with Native American peoples. An alliance is an agreement between parties that benefits them both. Long before the Hurons became trading partners
with the French, the Iroquois and the Hurons were enemies.
The Hurons became partners with the French, and the Dutch
had an agreement with the Iroquois. The Iroquois, using
guns from the Dutch, began to attack the Hurons. The
attacks were devastating to the Hurons.
Even worse were the diseases caused by contact with
Europeans. Furthermore, the overtrapping of animals
weakened the food chain on which Native Americans
depended. As the fur-bearing animals disappeared, the
Native Americans’ value to the colonists decreased.
Instead, Native American land became more valuable to
the colonists.
Assess Progress
Teaching Resources, Unit 1,
Section Quiz, p. 56
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies,
Chapter 2, Section 4
Reteach
Extend
Looking Back and Ahead England did not
Section 4
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
How did the French and Dutch
settlements affect Native Americans?
stand by as France and Holland carved out colonies in
North America. As English colonies spread over the
Atlantic shores of North America, their competition
with New France and New Netherland grew.
Dutch traders with Iroquois
Check Your Progress
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
L3
Have students conduct research to find out
more about the North American fur trade.
Have them make a flow chart depicting
the trade, including how the furs were
obtained, and by whom, how the furs were
traded to Europeans, and where they were
then resold. Display their flowcharts in the
classroom.
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Comprehension
and Critical Thinking
5. What were the consequences
Reading Skill
of the Dutch alliance with the
3. Combine Main Ideas to
Iroquois for the Hurons?
Construct Meaning What is
1. (a) Describe How did the colothe big idea of Section 4? What
nists in New France support
smaller main ideas work together Writing
themselves?
to support this big idea?
6. In Section 2, you read about
(b) Compare and Contrast How
Bartolomé de Las Casas’s observadid the economic activities of New
tions concerning relations
France compare with those of New Key Terms
between the Spaniards and the
Spain?
Answer the following questions in
Native Americans. Write similar
complete sentences that show your
2. (a) Identify Name two Dutch
eyewitness accounts of relations
understanding of the key terms.
settlements in the Americas.
between Native Americans and
4. Who were the coureurs de bois,
(b) Apply Information How did
(a) the French and (b) the Dutch
and how did they contribute to
the geographic location of these
in the Americas.
the economic success of New
settlements contribute to their
France?
success?
Section 4 France and the Netherlands in North America 57
Section
4 Check Your Progress
1. (a) By fur trading, then by farming
(b)The economic activities of New
France centered around furs and fish
and trading with Native Americans,
while New Spain focused on searching
for gold, silver, and precious minerals.
2. (a) New Amsterdam and Fort Orange
(b)Their locations along rivers made
transporting people and goods easier.
3. Answers will vary, but should reflect
students’ understanding that European
interest in and settlement of North
America grew, having significant effects
on both the Europeans and the Native
Americans.
4. They were independent traders who
lived among the Native Americans.
They found and acquired the fur pelts
from the Native Americans.
5. The alliance increased tensions with the
Iroquois, rivals of the Huron.
Progress Monitoring Online
Students may check their comprehension
of this section by completing the Progress
Monitoring Online graphic organizer
and self-quiz.
6. Students’ accounts should present a
clear understanding of the impact of
these relations on both the French and
the Dutch with Native Americans.
Answer
The French and Dutch
settle­ments provided new goods through
trad­ing, such as cloth and iron pots, but also
increased tensions among Native Ameri­can
groups and introduced new diseases that
killed many Native Americans.
Chapter 2 Section 4 57