visitors from far away - mrs. carlson's 3rd...

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Chapter 3Teacher Notes

Chapter 3 Lesson 1

Ideas To Exploreopportunity cost (85)

scarcity (skair seh tee) (83)

People To MeetFrench (80)traders (80)

Places To DiscoverFrance (80)

Words to Welcomebonjour (BOn jzure) French for good day or hello (80)

opportunity (ah por tune uh tee) (84)

Words to Welcome

1600 1650 1700 1750 1800

1620 - the firstFrench reachMichigan.

1658 - SaultSte. Marie isstarted.Ourfirst Europeantown.

1701- theFrenchstart Detroit

1760 -the Frenchlose Michiganto the British.

1763 -Pontiacattacks theBritish forts.

Michigan

Social

Studies

GLCEs

3H3.0.1

3H3.0.3

3H3.0.5

3H3.0.6

3H3.0.10

3G1.0.1

3G4.0.2

3G5.0.1

3G5.0.2

3E1.0.1

3E1.0.3

Visitors From Far Away

3H3.0.5 adapted toand modified theenvironment.3H3.0.6 interactionsbetween Indians andothersare the main GLCEsfor this lesson.

The economicconcepts of scarcityand opportunity costare introduced inconnection with furtrading.

3H3.0.10 time lines ofhistory

Need a time line foryour classroom?Consider this one.See the Hillsdalecatalog or web site.It covers 1618-2003and is about 8 feetlong.

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Lesson Teacher Notes

Visitors from Far AwayThink about this while you read.

How did life change for Michigan’s tribes oncethey started trading furs with the French?

Story illustrated by Don Ellens.

Shhhh! Come to the shore of Lake Michigan.Two Ojibwa children wait near the beach. Theyare Giji and Nabek. They feel the breeze on theirfaces. Both listen. There is only the sound of thewaves. They wait for the splash of canoe paddles.They hide behind the pine branches. They areexcited and curious. Then they hear the paddles.

1

The Warm Up

Ask your class. What wouldyou do if one day a semi-truck stopped in our townand some foreign men beganto sell things you had neverseen before, things no oneyou knew could make.

Would lots of people becurious and come to see whatis for sale? Would peoplewant to buy these products?

Connect this thought tothe fur traders arrival inMichigan.

Try to make the reading ofthis narrative as theatrical aspossible.

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Giji says, “Look! The traders are coming.They are in two big canoes.”

“I can see them, Giji. Look at them. Theirskin is so light. They have hair on their faces.Ha! It looks like they have little bears on theircheeks!”

The canoes head to the beach. Ojibwa menand women are waiting there.

“Bonjour (BOn jzure),” shouts one ofthe traders.

Giji and Nabek did not understand.This is a French greeting. It means ‘Goodday!’

“Brother, listen. The traders talk sostrangely. They speak some of our words,but they say them poorly!”

“Why not, Giji. I hear they come fromfar away. Their home is across a huge lakewhich is bigger than our own,” Nabeksaid, as he pointed to Lake Michigan.

“Father said they come from a placecalled France.”

A fur trader from France.

•France•Britain

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Concerning economicsand history- You maywant to ask your students

1. Who was involved?

2. What wants and needsdid they have?

3. What limited or scarceresources were available?

4. Were any goods orservices provided orexchanged?

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They Brought Exciting Things!The traders are taking many things from

their canoes.

“Look, Giji. Look what they have! Theybrought pretty beads. They have blankets withbright colors!”

“Oh, Nabek! Look at those shiny metalcooking pots. Mother would really like some ofthose. They are so much better for cooking thanour clay ones.”

“The metal pots are nice. Father also needsnew animal traps and bullets,” said Nabek.

“What do mother and father want from thetraders, Nabek?”

“Father said he wants to trade for one oftheir long guns. He wants a nice rifle. He wantsone like the traders use themselves. He will notsettle for the cheap ones they bring to trade.”

“Don’t forget some of the black shootingpowder,” Giji reminded him.

How Did They Do?“Father is handing them some of his furs.

He caught many muskrat, beaver and fox lastwinter. The traders seem pleased.”

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3H3.0.6 interactionsbetween Indians andothers

3H3.0.5 adapted toand modified theenvironment.

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Nabek says, “Mother has her metal pots.She also has two blankets. I see she has sewingneedles. Mother traded her maple sugar andwild rice. Father seems sad. I don’t think fathergot the trader’s nice gun.”

Giji says, “But he has a new hatchet.Father also got bullets, shooting powder and anice blanket. I see he has some new traps.”

Now the traders are getting their canoesready. It is time for them to leave. They areloading the furs. Giji and Nabek watch as theypush away from the shore. The traders sing asthey paddle away. Soon they are out of sight.Giji and Nabek hurry back to their village.

Why Did They Trade?

What did the French traders want from theOjibwa? The French wanted furs. They wantedfurs because they did not have many in France.France did not have many wild animals left.Furs were scarce in France. This brought thetraders across the ocean.

What did the Ojibwa want from thetraders? They wanted things which they couldnot make. The tribes could not make metal potsor metal traps. They could not make blanketswith a lot of colors. They could not make prettyglass beads. The Ojibwa wanted things whichwere scarce here.

A hatchet. Thetribes were notable to make irontools like this. Thisis why they tradedfor them. Iron toolswere scarceamong the tribes.

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3H3.0.1 historianquestions

3H3.0.3 causalrelationships

3E1.0.3 location,natural resources& development

Using a wall map of theworld, you might considershowing the route the furstook to reach France. (1)Mackinac to Ottawa viaLake Huron and variousrivers. (2) Ottawa toMontreal or Québec viathe St. Lawrence. (3) Thenby sailing ship across theAtlantic Ocean to France.

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Each group wanted things which werescarce for them. They traded things which werenot scarce. At that time, the tribes could getmany furs. The French could make things frommetal. They each had a lot of something that theother did not have. This means that scarcitybrought them together. The lack of furs inFrance pushed them away from France. SinceMichigan had beaver, it pulled the French here.

Scarcity still brings people togethertoday. People far away buy iron or lumber fromMichigan. They do this because it is scarcewhere they live.

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3H3.0.6 interactions be-tween Indians and others

3E1.0.1 scarcity,opportunity costs

3H3.0.3 causalrelationships

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4

EnrichmentOptions for Lesson 1

Trading: Then & Now(Worksheet)

The Great Trade(Get Into the Act!) on p 84

How Far Is It?(Map activity 8 fromML-3)

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The Choices We All MakeTheir father said he tried to trade for the

Frenchman’s long gun or rifle. He offered thebest furs for it. The trader said he would trade itif he got ALL the furs! Father could not do that.He had to think about the rest of the family. Hehad to do what would be good for everyone.They needed new traps and blankets. All thefurs were too much to give for any gun.

The father made atough choice. He gave upthe nice rifle. Instead, hegot the things his familymust have. He had theopportunity to trade forthe rifle. He made an-other choice. He tradedfor the blankets and newtraps. He wanted therifle, but it was his sec-ond choice. He gave upgetting it.

People make choiceswhen they buy or trade.When you buy one thing,you give up somethingelse. There is not enoughmoney to buy everythingyou want. You give up an

BEAVERFURS We face

opportunity costs when we make choices.

©1998Dave McConnell

Which doI want?

Get Into the Act!The Great Trade

Involve at least one otherclass. One class can be theFrench and another theNative Americans. Studentsmake or bring items fromhome they can trade. Theseitems do not need to haveanything to do with the furtrade. The idea is to let themtrade among themselves.

Mackinac Island was a greattrading center long ago. Picka trading center for yourschool such as the cafeteria.Students load their tradegoods in backpacks andprepare to travel to the trad-ing center. The NativeAmericans may walk or travelin make-believe canoes. Theymight develop a chant to usewhile they travel. The Frenchwill travel in make-believecanoes. They will pretend topaddle as they go. They couldsing a French voyageur songas they go. This could be anactual song or one the classmakes up.

[continued on opposite page]


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opportunity to buy something else. The Ojibwadid not have enough furs to trade for every-thing. There is a name for the second choice you gaveup. It is called the opportunity cost.

We Cannot Have Everything

If you have only enough money to buy atoy or a CD, you must choose one. The one you donot choose is your opportunity cost. If you buy thetoy, there is a cost to your choice. You lose theopportunity to buy the CD.

People are always choosing one thing overanother. Money is always limited. This is eventrue for rich people. They may choose the fancycar or the swimming pool. If they choose the car,what did they give up? They gave up the swim-ming pool. The pool was the opportunity cost.

Making wise choices is important. If youdo not, your money will be gone and you willnot have much to show for it.

How Many Furs Does It Cost?

Prices may change without notice!

Blanket...................... 3 beaver or 4 deer skins

Gunpowder ............. 1 beaver for each pound

Brass Kettle ............. 1 pound of beaver for each

pound of kettle

60 lead bullets..... 1 beaver or 15 muskrats

Cloth ........................ 1 beaver for each yard (3 Feet)

Earrings ................... 1 small beaver for each set

Hatchet .................... 5 beaver or 10 fox skins

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[continued from page 84]

Once the student traders arriveat the trading center, they areallowed to trade at will. Givethem a set amount of timebefore they must return home.They cannot stay too longbecause they must return before the season gets coldand winter arrives!

This lesson can be extended toinclude class discussion onopportunity costs and trade-offs that took place.

•Were they happy with theirtrades?

•What kind of experiences didthe students have in barteringfor what they wanted?

•Were they shrewd or justhappy to get rid of what theybrought?

ChapterChapterChapterChapterChapterQuestions &

Answers

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Think About It. Write About It!

1. What country was home to the fur traders? 3G4.0.2 (p 80) France

2. Name three things the Ojibwa got from the traders. How did these thingsmake life easier for them? 3H3.0.6, 3E1.0.1 (p 82)

They wanted metal pots or metal traps. These things made it easier to trap theirfood and cook it. Sometimes they traded for guns. The guns helped them whenthey hunted. They wanted blankets with lots of colors. They wanted pretty glassbeads.

3. What was scarce in France? Why did this bring fur traders here? 3E1.0.1 (p 82-83)

Beaver fur was scarce in France. This brought fur traders here so they could getfurs to take home to France.

4. What was scarce for the Ojibwa? Why did they want to trade with the French?3E1.0.1 (p 82-83)

Metal cooking pots, guns and traps were scarce for the Ojibwa. They wanted totrade with the French to get things they could not make.

Brain StretchersHow do you think life will change for the tribes once they start trading furs

with the French? 3H3.0.6

1. They will spend more time hunting and trapping animals for their furs. Before,they only needed enough for themselves. Now, they are supplying furs to muchof Europe!2. They may not have as much time for their families since the men will often beaway hunting animals for furs.3. They may become dependent on the French to supply many of their needs.4. They may become used to having things, like guns, that they cannot make.

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LessonLessonLessonLessonLesson Questions &

Answers

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5. They may be healthier with better ways to keep warm and easier ways to huntby using guns.6. With more trade in furs, more Europeans will come here and build forts.

[Note: Students will probably not mention this, but trading liquor was verydestructive to the tribes. They do not have the biochemical ability to break downalcohol as well as Europeans. The tribes were also exposed to new Europeandiseases that made them sick and killed them.]

Tell how many beaver furs a French trader wanted for a blanket, two yardsof cloth and two sets of earrings. 3H3.0.6 (p 85)The French trader wanted 3 beaver furs for 1 blanket, 2 beaver furs for 2 yards ofcloth, 1 beaver fur for 2 sets of earrings. The total is six furs.

Think Like an EconomistGive an example when you bought something. Tell what you bought and

what your second choice was. What was your opportunity cost? 3E1.0.1

Think like an economist entails class discussion. Write on the board some thingsstudents bought. In a second column list the things they gave up for what theypurchased. The second choice they did not buy is the opportunity cost.

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Answers

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What Was My Opportunity Cost?

I had this much money $

I thought about buying this. It was my second choice:

My opportunity cost was:

Blackline master for Meet Michigan by Hillsdale Educational Publishers

I thought about buying these things:

I bought:

1.

2.

3.

4.

It cost $

It cost $

It cost $

It cost $

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Words to Welcome

2

Michigan

Social

Studies

GLCEs

3H3.0.1

3H3.0.3

3H3.0.6

3H3.0.10

3G1.0.1

3G4.0.2

3E1.0.1

3E1.0.3

3E2.0.1

The main theme for thislesson is 3G4.0.2 groupswho came here and why.

This lesson continues tofocus on the Frenchand why they came toMichigan.

Many of the peopleshown on thevocabulary pages arenot identified, just likethe man at the left. Thiswas done intentionallyas a kind of puzzle forthe students. See whocan read ahead andidentify each personfirst!

Chapter 3 Lesson 2

Ideas To Exploreexplore (88)specialization (spesh el iz a shun) (94)

People To Meetancestors (an ces terz) relatives from long ago(95)Brule´ (broo-LAY) (91)Europeans (YOUR oh pea uns) (88)Iroquois (ear uh koy) (93)missionaries (mish un airies) (90)priests (preests) (90)

Places To DiscoverBritain (brit an) (88)Europe (your up) (88)New France(91)Ottawa River(93)St. Lawrence River (St. stands for Saint which soundslike SAYnt. Lawrence sounds like LOR ents) (90)

Words to Welcomesilk (89)profits (prof its) (88)religious (ree lij us) (90)spices (spy sis) (89)

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Explorers From Far Away

Think about this while you read.

Why did the French want to explorethe Great Lakes?

The French Came FirstThe French were the first

Europeans to come here. Europeansare people who live in Europe. They canbe from countries like Britain orFrance . There are other countries in

Europe too. It was during this time that peoplefrom Europe moved west to explore. They wereoften exploring North America. Someone whoexplores learns about a place which is new to him orher. He or she finds out about its land and people.

Think Like a Historian- Why Did They Come?You already know one reason the French

came here. They came to trade. Furs were scarcein France. They traded with the tribes to get fursto take home.

The French found the land aroundMichigan had many animals with nice fur. Thebeaver was one good example. The Frenchbegan to trade with the tribes for furs. Then theysold the furs in France. The profits they made

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The Warm Up

Ask students if anyonemoved from someplace elseto where they live now. Didthey explore around theirnew home? What did theydiscover? When the Frenchreached Michigan it wasnew to them. They exploredto learn what was here.

3H3.0.1 historian questions

3H3.0.6 interactionsbetween Indians and others

3G4.0.2 groups who camehere and why

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attracted more fur traders. Soldiers came toprotect the traders.

They had no idea North America was solarge. There were no good maps in those days.They thought they could find a water routeacross it. They really wanted to sail to China.They thought it was not too far away. Maybe itwas just west of the Great Lakes.

Why did they want to get to China? Spicesand silk were also scarce in France. They did nothave silk to make fine clothes. China had silkand spices. Those could be bought cheaply inChina and sold in France. This is why the Frenchwanted to find a shortcut to China.

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CHINAFRANCE

The French tried to go to China the long way. They did not knowit was so far. Why did they want to go by water instead of by land?

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3G4.0.2 groups whocame here and why

The trip to Asia by landwas long and difficult.The route called the SilkRoad was used, butthere were robbersalong the way. Oftentimes, taxes and trib-utes had to be paid.

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Niagara Falls

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To find a shortcut, the French explored.They traveled along the St. Lawrence River(SAYnt LOR ents). They used this big river like ahighway. Their first forts and towns were startedalong it. They kept going west. Finally theyfound the Great Lakes. The French explored therivers to find where the water went.

Along with the traders, others came.Missionaries and priests came too. They werereligious people. They did not come to makemoney. They wanted to tell the tribes about theirGod. The priests lived with the tribes. Theylearned their languages and their customs. Theytried hard to be their friends.

The French used theSt. Lawrence River tohead toward Michigan.The water was theirhighway.

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Did a missionary visit yourarea or start a mission nearby?Maybe you can tell your classabout that person or place.

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These are the three reasons the Frenchcame here. They came to find a way to China.They came to trade furs. They came to tell thetribes about their God.

When did they arrive? The French reachedMichigan a long time ago. They began to arrivein the 1600s. The first ones came about 1620.

Learning who came, why they came andwhen they came are good things to know. Theseare some questions historians ask about the past.

Whose Land Is It?Soon the French claimed the land of

Canada and the Great Lakes. They said it nowbelonged to France. They called it New France.Of course, they forgot the tribes were here first.The Europeans thought of themselves asbetter than the tribes. Europeans claimedevery land which was new to them. Takethe land and make it yours. This wastheir thinking at that time.

The First Frenchman Here- We think! Who was the first person from

France to reach Michigan? Who was thefirst to meet the tribes here? He was ayoung man named Brulé (broo-LAY).He lived far from here. His home wasalong the St. Lawrence River. Brulé had

?Is It?Whose Land

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Use this ML-3 Michigandesk map activity withyour students.

Let’s Export Those Furs

Using the desk map,students will be able tolocate places and routesused by the French furtraders. They will beable to show the direc-tion of trade flow. Theywill be able to find theapproximate mileagebetween Montreal andMackinac Island. Theywill be able to name theocean that is crossed toreach France.

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a thrilling life. He joined Native Americans onlong canoe trips. Young Brulé wanted to seewhere the rivers went. Maybe he could findChina!

Brulé reached Michigan about 1620. Hevisited the Upper Peninsula. We do not knowtoo much about what Brulé saw. This is becausehe could not read or write. He did not knowhow to draw good maps.

Can you imagine what it was like forBrule´? Most of the time he was alone with theNative Americans. His trips may have lasted formonths. Did he ever run out of food? Was heever lost? Was he excited by what he saw?

Don’t Go That Way!Brulé had to watch the way he went. He

could not canoe on Lake Ontario or Lake Erie.Why? The French had enemies in this area. The

Find out why theFrench went to theUpper Peninsulafirst.

The shore ofthe UpperPeninsula alongPictured Rocks.Brulé may havegone by here.

YEAR1620

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3H3.0.6interactionsbetween Indiansand others

Get Into the Act!Scarcity and Movement

People move because ofscarcity. The scarcity leads tomovement. To demonstratethis concept two classroomsare involved.

In one class the teacher keepsall the pencils. In the otherclass the teacher keeps all thepaper. If a student in the firstclass needs some paper, he orshe must go to the otherroom to get it. If a student inthe second room needs apencil, that person must go tothe first room to get it.

Continue this activity forabout a week; then discuss it.Ask students what was scarcein their classroom. Ask themwhy they went to the secondclassroom to get what theyneeded.(Because it was notscarce there. People had itthere.)

Help your student discussionmove beyond paper andpencils and talk about whatthings are scarce in the worldtoday and how that createsmovement. This could in-clude resources like oil beingmoved from South Americaor the Mideast to the US. Itcould include iron ore fromMichigan going to China.People have resourcesbrought to them or they goto get them.

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Iroquois tribes lived along those lakes. TheIroquois hated the French. This was because theFrench helped the Huron tribe fight the Iroquois.The Iroquois never forgave them.

The French used the Ottawa River to gowest. Can you find it on a map? This river tookthem to northern Lake Huron. This is why theFrench reached the Upper Peninsula first.

NEW YORK

Niagara Falls

DETROIT

TORONTO

OTTAWAMONTREAL

QUEBEC

CHICAGO

SAULT STE. MARIE

LAK

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LAKE ONTA

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1570 1600 1630 1660 1690

1570 - FiveIroquois tribesunite.

1618-1620Brule is the firstFrench personto reachMichigan.

1621- The firstThanksgivingfeast is held inthe Plymouthcolony.

1671 - Sault Ste. Marie.The French claim a hugearea of land in North America.

3G1.0.1 use cardinaldirections

3G1.0.2 use thematicmaps

Get Into the Act!Be a Geographer- Make aMap!Select a small group ofstudents to map part of theschool using a compass andmeasuring in feet or paces.Students might make theirmap look like an old map oradd some pictures relatingto the area they map.

Extend the lesson bycomparing their maps toactual maps such as thestate highway map or an oldmap pulled from a web site.Do the real maps haveelements the student mapslack? Should studentsconsider adding thoseelements? Why or why not?


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The Fur Trade - Each Person Has One JobThe French used this river for a long time.

They brought things to trade in their canoes.They met the tribes at Mackinac Island. Oncethe trading was done, they put the furs in thecanoes. They paddled back to Montreal inCanada.

One group of men always paddled thecanoes. Another group did the trading with thetribes. There were clerks who counted the furs.The tribes caught the animals. They also got thefurs ready to trade. People in France made thetrade goods. They made the beads, cooking pots,the guns and the traps.

Each group had one job. This made the furtrade work smoothly. You can see people doingthis at work today. Each group learns to do one job.They become very good in doing this one thing.This is called specialization. It helps businessesrun smoothly. It cuts down on waste. It helpsproducts cost less.

With specialization, we depend on eachother. In the fur trade, the clerks would not begood as canoe paddlers. They would not havethe muscles. The paddlers might not be good atcounting the furs. They may not do well withmath. It takes people with different skills tomake a strong team.

Try reading this bookby Kathy-jo Wargin tolearn more about thelife of the fur traders.

SpecializationEach persondoes onejob very well.

5EnrichmentOptions for Lesson 2

Why did the French cometo Michigan? (Worksheet)

Your Trip As Fur Traders ToMichigan – 1744 (Get Into theAct!) on CD

Scarcity and Movement(Get Into the Act!) page 92

Be a Geographer- Make a Map!(Get Into the Act!) page 93

Map Clues for Sailors andExplorers (Map activity 9 fromML-3)

3E2.0.1 specialization & interdependence


Answers

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1. The French came to Michigan for three reasons. Name these three reasons.Which reason did not make them any money? 3G4.0.2 (p 88-91)

1. The French were originally looking for a shorter way to China. Theywanted to go to China to find spices and silk.

2. The French came to Michigan to trade furs. The fur traders made a profitthat attracted more traders.

3. There were Missionaries and priests who came from France. They wantedto tell the tribes about their God. These people did not come to Michigan to makemoney.

2. About which year did the French first reach Michigan? 3H3.0.1 (p 91, 93) 1620

3. Which peninsula did the French visit first? 3H3.0.1 (p 92-93) the UpperPeninsula

4. Scarcity is when there is not much of something. How did scarcity cause theFrench to come to Michigan? 3G4.0.2 (p 88-89)

The French came to Michigan in search of a shorter route to China. They wantedto go to China to find spices and silk which were scarce in France. They came toMichigan to trade furs because beaver furs were scarce in France.

5. Workers specialize when each person has one job to do. Write an example ofspecialization. 3E2.0.1 (p 94)

Among the French fur traders, one group of men would paddle the canoes andanother would keep the records.

Use a Time Line TodayLong ago, the Pilgrims had their first Thanksgiving. What was happening

in Michigan about the same time? 3H3.0.1 (p 93)In the year 1621, the French had been in Michigan about a year or so. Perhaps,they were starting to trade furs with the Native Americans.

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Brain StretchersWhat do you think your ancestors were doing when the French first

reached Michigan? 3H3.0.1

If they were Mexican, they might have been building temples. If they wereEuropean, they might have been fighting in a war. If they were African, perhapsthey were hunting or dancing in their village, etc. (Be open to many possibilities.If you have access to a time line of world history that shows several perspectives,this might be a good time to show it to the class and discuss it.)

Take a Stand!The French claimed Michigan, but the tribes already lived here. Was it right

for the French to do this? Give reasons that support your position. 3H3.0.6 andCDVs

My stand is the French should not have claimed Michigan. I say thisbecause the French could see someone else already lived here. They were notbeing respectful of those people. They acted as if the Native Americans werenot important.

My stand is that it was okay for the French to claim Michigan. That iswhat European countries and kings did in those days. The claim did not meanthe Native Americans had to leave or pay taxes. The claim was really directedtoward other European countries. It said, “We are working here, go find anotherplace for yourself.” Europeans claimed land all over the world. Later, they lostmost of those claims and today those people rule themselves.

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42 degrees North Latitude




85868788 84 83West

Longitude

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West Longitu

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Blackline master map for Meet Michigan

by Hillsdale Educational Publishers

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Chapter 3 Lesson 3

Ideas To Explorereligion (ree lih jun) (97)

People To MeetJacques Marquette (jHAK • mar KETT) (97)

Places To DiscoverFox River of Wisconsin (99)

Mississippi River (miss eh sip ee) (98)

Pere Marquette River (peer • mar KETT) (102)

Wisconsin River (100)

Words to WelcomeCatholic (kath oh lik) (97)

diary (die ah ree) (100)

primary source (pri mary • sorse) (100)

Words to Welcome

A book or diary written by aperson who was there whenan event happened is aprimary source.

Michigan

Social

Studies

GLCEs

3H3.0.1

3H3.0.2

3H3.0.3

3H3.0.6

3H3.0.7

3H3.0.8

3H3.0.10

3G1.0.1

3G4.0.2

This lesson focuses onGLCE 3H3.0.8 actions ofindividuals.

It covers FatherMarquette’s time inMichigan and what hedid here.

Marquette is important asthe founder of the state’stwo oldest Europeansettlements, Sault Ste.Marie and St. Ignace.

The French missionarieswere also importantbecause they left detaileddiaries concerning theircontact with the tribesand their explorations.These are key primarysources.

3H3.0.2 primary sources

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A Brave PriestThink about this while you read.

How did Father Marquette affectMichigan’s history?

Let’s find out about one of the early Frenchpriests. This man came to Michigan a long timeago. He was one of the first French peopleto reach our land. If we could talk to him,he might have said this.

“Bonjour! My name is JacquesMarquette (jHAK mar KETT). I wasborn in 1637 to a good family. Welived in northern France. When Iwas 17, I decided to become a priest.I studied long and hard for thiswork. I had to read many books. Ifinished my training in 1666.”

“I belong to the Catholic church. In thischurch, priests are called ‘Father.’ This is doneout of respect. Some people call me FatherMarquette. When I finished my training, mygreat wish was to go to New France. This wasour name for North America. Priests left Franceto go all over the world. We went to share ourreligion with other people. We told peopleabout our God.”

3

Father MarquettePicture by GeorgeRasmussen.

The Warm Up

Have your students imaginethey are given an assignmentto travel far across the globeto an unknown country. Theywill meet people who speakstrange languages. They willwork with them and try toteach them. Does this soundlike a hard thing to do?

Now you will learn aboutsomeone who did that. Hisname was Father Marquette.

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Think what Father Marquette faced. Itmight be like going to the moon today! His workwould be exciting. It may also be dangerous. Atlast, he reached the Upper Peninsula. Here helearned to speak the languages of the tribes. Helearned how to talk to the Odawa. He learnedhow to talk to the Huron and other tribes.

Michigan’s First Two TownsMarquette started two towns. He built a

little church in each one. That was over 300years ago. He did this in 1668 and 1671. Thefirst was at Sault Ste. Marie. This town is acrossthe river from Canada. St. Ignace was thesecond. They are both in the eastern UpperPeninsula. These are the two oldest towns inMichigan! Father Marquette played a part inour history!

Let Us Explore a Great RiverIn 1672 a fur trader visited the priest. He

asked Marquette to come with him. He wantedto explore a great river. This was the Missis-sippi. Marquette could speak to the tribes on theway. No Europeans had explored this river.They would be the first ones.

It was May 17, 1673. The explorers loadedtheir supplies. Father Marquette said a prayer.They stepped into their canoes. Marquetteprobably wondered where his little boat wouldtake him. The men dipped their paddles into the

Sault Ste. MarieSt. Ignace

YEAR1668

YEAR1671

3H3.0.8 actions of individuals.

3H3.0.10 timelines of history

To keep this event as simple aspossible for 3rd grade students,the fur trader, Louis Jolliet (looee ZHOL ee ay), is not men-tioned by name. Jolliet was bornnear Quebec in 1645 and died in1700. He was well educatedand a good musician. He wasgranted significant landholdingsin New France (Canada). Onreturning from exploring theMississippi River, all of hiscanoes were overturned in arapids near Montreal where helost all of his records. Later, hissister-in-law sued him for theloss of her canoe which he wasusing!

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water and started. They waved to their friends.The view of St. Ignace became smaller. Theypaddled along the north shore of LakeMichigan. Days later they reached Wisconsinand rested at a village of the Menominee tribe.

The Tribes Helped Them The French men paddled up the Fox

River. They stopped at another Indian village.They asked if anyone could help guide them.They wanted to find a way to the Mississippi.

0 500 Miles

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Use these Michigan deskmap activities with yourstudents.

Follow Their Canoes-Marquette and Jolliet

1. The student will be able toindicate the route taken byMarquette and Jolliet toexplore the Mississippi River.

2. The student will be able toname two of the major riversthe explorers passed.

3. The student will be able toname a line of latitude whichwas crossed by the explorers.

Map Clues for Sailors andExplorers

1. Students will learn linesof latitude are horizontal onthe map and lines of longi-tude are vertical.

2. They will learn wheresome of the lines of latitudeand longitude are inMichigan.


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On June 10, the Frenchmen and twoguides left. An amazed crowd of Indianswatched. They paddled through swamps andmany small lakes. Marquette wrote:

“We greatly needed our two guides.... Theyhelped us to carry our canoes to a second river.After this, the guides returned home. We wereleft alone in an unknown country....”

Marquette wrote this down in his diary.The priests were very good about taking notes.Often they wrote down what took place eachday. Marquette’s diary is a primary source. Aprimary source tells what actually happened. It wasrecorded by someone who was there. Primarysources help historians know what happened.Primary sources are the best because the personwas there. He or she wrote down what tookplace. She did it or saw it. He did it or saw it.People wrote about events in diaries, letters orbooks.

Alone In Dangerous Country Now the men went down the Wisconsin

River. Marquette wrote in his diary. The day wasJune 17, 1673. “We safely entered the Missis-sippi... with a joy I cannot express.”

The French explorers kept going. The rivercarried them south. Days passed. They could tell

PrimarySource

I was there!

3H3.0.6 interactions betweenIndians and others


Ask your class why thissection has this heading:“Why alone? Why danger-ous?”

The Wisconsin River ledMarquette to the MississippiRiver. Have your studentsfollow the route using the mapon page 99 while you read thissection.

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the Mississippi did not go to the Pacific Ocean. Itwould need to go west to do that. It was not away to China! The men had followed the riverover 600 miles. They decided to turn back.

Marquette Was Very SickThe trip had been very hard. Now

Marquette was sick. What should they do? Itwas decided. He stayed at an Indian village. Therest of the men headed back. Maybe he couldrest and get better. It did not happen. In spite ofthat, he visited another tribe. His illness grewmuch worse.

Two French friends came to help him backto St. Ignace. The friends paddled hard and fast.Each hour Father Marquette was weaker. Sadly,he did not make it. One night he died along the

3

Picture drawn byTheresa Deeter.

Get Into the Act!

Father Marquette Interview3H3.0.1, 3G4.0.2

Select 3 or 4 students to be news-paper reporters and interviewFather Marquette at some point onhis trip back from exploring theMississippi River.

Discuss what questionshistorians would ask and focus onthose questions.

Select a student to be FatherMarquette or do this yourself. If astudent plays Father Marquette,guide him or her so the person canad-lib and add more details to theanswers.

Examples of questions:

1. Whom did you meet on yourtrip?2. What did you learn on yourtrip?3. Where did you go on your trip?4. Why did you go on this trip?5. When did you take the trip?6. Why did you keep a diary?7. Were you ever scared?8. What was the river like?9. Where did you get your food?10. Did you sleep in the canoe?

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shore of Lake Michigan. The year was 1675. Hisfriends buried him near a river. Now this river iscalled the Pere Marquette in his honor. Marquettewas a brave priest. Many priests worked hard totell the tribes about their religion.

YEAR1675

PereMarquetteRiver

Ludington

Picture drawn byAaron Zenz.

3H3.0.6 interactions betweenIndians and others

3H3.0.8 actions of individuals.

Options for Lesson 3

Words From the Past(Worksheet)

Father Marquette Interview(Get Into the Act!) page 101

Follow Their Canoes-Marquette & Jolliet(Map activity 10 from ML-3)

Enrichment


Answers

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1. Name Michigan’s two oldest European towns. When were they started? Namethe man who started them. 3H3.0.1, 3H3.0.8 (p 98)

Marquette started the first two European towns. He started Sault Ste. Marie in1668 and St. Ignace in 1671.

2. Did Marquette and the French explorers need help from the tribes on their tripto the Mississippi River? Explain your answer. 3H3.0.6 (p 100)

Yes. The tribes provided two guides for Marquette and the French explorers. TheFrench had never been here. They did not know where the rivers would takethem.

3. What primary source did Father Marquette leave behind? How does it help usknow about history? 3H3.0.2 (p 100)

Father Marquette left his diary behind. His diary lets us know about historybecause he wrote down the events of his life in it. This helps us know what lifewas like and where he went. Since Marquette was here at the time, his diary isa primary source.

Brain Stretchers:Make a map. Mark the route Marquette traveled from St. Ignace down the

Mississippi River in 1673. 3G1.0.1, 3G1.0.2 (p 99)Make a time line. Add the dates when three old cities in the United States

were started along with the dates when St. Ignace and Sault Ste. Marie werestarted. Label the cities. 3H3.0.10

Sault Ste. Marie was started in 1668 and St. Ignace in 1671.

Here are some possible additions from around the United States.1634 Green Bay, Wisconsin1649 Annapolis, Massachusetts1659 El Paso, Texas

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1664 Albany, New York1670 Charleston, South Carolina1682 Philadelphia, Pennsylvania

Think Like a Historian: Write three questions you would like to ask Marquette if you could go back

in time to talk with him. 3H3.0.1, 3H3.0.8

Some examples are:What was the most interesting experience you had in Michigan? Were you scaredor lonely when you came to Michigan?How did you learn to speak the languages of the tribes?What kind of food did you eat?Why did you want to come to Michigan?How is Michigan different from France?

How did Father Marquette affect Michigan’s history? 3H3.0.8Father Marquette affected Michigan history by starting the first two Europeantowns here. A city and a river are named after him. He kept diaries that help uslearn more about our history. He shared his religion with the Native Americansand that may have changed lives.

3 Lesson 33 Lesson 33 Lesson 33 Lesson 33 Lesson 3

Teacher NotesTeacher NotesTeacher NotesTeacher NotesTeacher Notes


Answers

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Alabama

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Blackline master map for Meet Michigan


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Chapter 3 Lesson 4

Ideas To Explore

Controlling the fur trade (108)

People To Meet

Antoine Cadillac (ahn TWAHN • KAD el ak) (106)

Marie-Therese Cadillac (ma REE TER ees • KAD el ak) (109)

Pontchartrain (pon shar train) (106)

Alphonse de Tonty (al FONs • day TON tee) (109)

Anne de Tonty (110)

Places To Discover

Detroit (dee TROYt) (105)

Montreal (mon tree all) (109)

Paris (pair ess) a large city in France (106)

Words to Welcome

brandy (bran dee) a strong drink with alcohol (108)

colonies (KOL uh neez) (106)

de troit (the French said- day twaw) (107)

portage (por taj) (109)

servant (105)

settlements (109)

Words to Welcome

Michigan

Social Studies

GLCEs

3H3.0.1,

3H3.0.3, 3H3.0.5

3H3.0.6, 3H3.0.7

3H3.0.8, 3H3.0.10

3G1.0.2, 3G4.0.2

3E1.0.1, 3E1.0.3

One of the main themes ofthis lesson continues to be3H3.0.8 actions ofindividuals.

In 1701, Cadillac foundedwhat became our state’slargest city.

He started Detroit to controlthe fur trade so there are alsostrong ties to GLCEs3G5.0.1 natural resourcesand use &3G5.0.2 adapting to andusing natural resources.

3H3.0.1 historian questionsapply to the entire lesson

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How Detroit Got Its StartThink about this while you read.

How did Cadillac affect thehistory of Michigan?

Today, Detroit is our largest city. About800,000 people live there. It has highways goingnorth, south, eastand west. Each daythese highways arefull of cars. Detroithas businesses of allkinds, but it is acenter for makingcars and trucks.

Long ago itwas only a place bya wide river. It was aplace where NativeAmericans camped.Let us learn how this great city got its start.

Detroit began in the mind of a Frenchman.He began to think about it more than 300 yearsago. In a way it was born in far away France. Itmay have happened this way. Imagine you arethere. Meet a boy who is a servant in a bighouse. The man he works for has an importantjob with the French government.

4

Downtown Detroit.

The Warm Up

Ask your students if theyhave ever thought whytheir town was started.Why did the first settlerswant to move there? Whatpulled them there?

Ask your students if theyhave ever visited down-town Detroit? Some ofthem may have gone to asporting event atComerica Park or FordField.

Ask them what it feltlike to be among the tallbuildings.

3H3.0.3 causal relation-ships

Cadillac’s desire to controlthe fur trade led toMichigan’s largest city.

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“Greetings! It is 1699 and I welcome youto France. My name is Andre (on dray). I am aservant boy in a big house. My master lives nearParis. He is an important man in the govern-ment who helps plan things for the king. Mymaster mostly works with the French colonies(KOL uh neez). His name is Pontchartrain (ponshar train).

“Tonight he is having a special guest fordinner. It is my job to bring wood for the fire-place. The house is made of stone and can becool much of the year. I keep the fire going andthe room cozy warm.

“I just sit on the floor by thefireplace, unless I must go formore wood. No one pays atten-tion to me so I can listen to themen talk. The guest is coming innow. His name is Antoine

Cadillac (ahn TWAHN •KAD el ak) and he is fromNew France. You knowthat is a French colony inNorth America. Yes?

“This man Cadillaclooks like someone of action. I’ll bet he is goodwith a sword! I heard some other servants talkabout Cadillac. They said he sometimes gets into

Cadillac byGeorgeRasmussen

Get Into the Act!Cadillac & Pontchartrain

Work with 3 studentsto reenact this meetingbetween Cadillac andPontchartrain instead ofreading it from the textbook.

Other cities in our state havestreets with French names.Does yours?

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DETROIT

trouble. He can make enemies ofimportant people, but Pontchar-train likes him.

“After dinner the men aretalking of some great plans.Cadillac has a large map spreadon the table. He points and saysthis is the place! Here the lakesnarrow into a river. Hetells Pontchartrain a forthere will control all ofthe rest of the GreatLakes. We can stop ourBritish enemies before they can move into thearea! They will not be able to expand their furtrade.

“Cadillac says, if he can bring settlersand women it will work. The tribes will comeand trade with us, not the English! He wantsmany Indians to come to the fort. It will be atthe narrow place on the river. [The French call anarrow place between two lakes a de `troit.]

“Pontchartrain says, this will probablyupset the men now trading furs. They will needto move to the new fort. Cadillac told him not toworry. He will take care of that. Pontchartrainreminded him about the priests. They may notwant to move to this new fort. Also, they may

4

3H3.0.8 actions ofindividuals

Use this ML-3Michigan desk mapactivity with yourstudents.

Where Do I Build anImportant Fort?Cadillac Starts Detroit

In this activity studentsuse geographic reason-ing along with the mapto find a place thatwould control whoused the Great Lakes.They may decideDetroit is the bestplace or they may pickanother location.

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not like the tribes trading with you. If you tradebrandy to the tribes for furs, they will be veryupset!

“Both men said this new fort was an im-portant project. It would be the key to control-ling the fur trade around the Great Lakes.Pontchartrain said he would convince the king.We must do this, he said.

“Oops, I have spent too much time talking.I must get more wood for the fireplace. I hope tosee you again soon. Maybe I can go to NewFrance someday.”

Cadillac Heads Across the OceanCadillac had already been to Michigan. He

was once in charge of the fort at St. Ignace.While there, he traded in furs. He shipped those

Lake Superior

Lake Michigan

Lake Huron

Lake Erie

Lake Ontario

St. Ignace

Cadillac’smap ofthe GreatLakes.

WW

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3H3.0.3 causal relation-ships.

3G1.0.2 use thematicmaps

Get Into the Act!Historic Encounters

Here is an idea that mightwork for your class. It willhelp students understandhow the Native Ameri-cans felt as the Europeanscame and gradually tookover.

Work with another class-room. They will be theFrench. Your class will bethe Native Americans.

The first step is for acouple of students fromthe French class to pay avisit. They may ask wherethings are found in yourclassroom, which is newto them. The NativeAmericans are friendlyand help them by explain-ing how the classroom islaid out and how thingswork. (Continued in theside-bar on page 109.)

109


furs back to his wife in Canada. Marie-Therese(ma REE TER ees) Cadillac was her name. Sheran the business and sold the furs.

Cadillac liked the extra money from trad-ing furs. However, there was a problem. Furtraders from Britain started to visit Michigan.The British had many settlements along the eastcoast of America. Now they sent traders westtoward Michigan. He wanted to stop the British.He felt this would be good for France. It wouldalso be good for him!

Cadillac’s planhad some new ideas. Hewanted many Indians tomove to Detroit. He alsowanted French familiesto come. He wantedthem to start farms. FewFrench families lived inMichigan and therewere hardly any farms.

Detroit Is Born!On June 4, 1701, Cadillac left Montreal

(mon tree all) with 25 canoes. His second incommand was Alphonse de Tonty. By July 23rd,the group reached the Detroit River. The triptook 49 days and they traveled about 600 miles!On the way they had to cross 30 portages. It wasnot an easy way to travel.

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(Continued from page 108)

Next, a few more Frenchvisit. They may trade thingswith your class. Later, a fewmore French arrive. One ofthem even claims your roomfor the king of France!

The French may takeoverseveral desks and start a city,like Detroit.

Finally, many French visitand there is not enoughroom for everyone to sit.Some of your class will needto sit on the floor or stand.

Afterwards, have your classtalk about what happened.What were their feelings asmore French arrived? Didyour class like to be claimedby the King of France?

To enhance this exercise,your class could make paperhead dresses with feathers.The French could makepaper flags or wear somesort of French hat.

A portage (por taj) is a placeon a river where the water istoo shallow for boats orcanoes. Everything must becarried to the next placewhere the river is deepenough. A portage may alsoneed to be made it the wateris too swift or to go around awaterfall.

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The next day they started building. TheFrench were the first Europeans at Detroit. Now“Detroit” meant more than just French words fora narrow place between two lakes. Later, theFrench found out the British were almost readyto start a fort at Detroit. The British had made atreaty with the Iroquois. This would let theBritish travel to Detroit using Lake Ontario andLake Erie.

The First French Women HereUntil now, no French women had come to

Michigan. It was a rough land. It was a land offur traders and explorers. Women were notthrilled about coming here.

The wives of Cadillac and de Tontydecided to move here. Marie Cadillac and Annede Tonty would come with their children. Thisexcited the tribes. They felt it meant the Frenchwere here to stay. The French would be able toprotect them when needed.

The ladies traveled in canoes. They

What Cadillac’s fortat Detroit may havelooked like.

Acanoe

3

1

Get Into the Act!

A New Center for the FurTrade!

Why were fur traders inother places upset withCadillac? This was becausehe took away their busi-ness. Cadillac was a greatsalesman and persuader.He gave protection to theHurons so they wouldcome live outside the fort atDetroit. Teacher Resource/Timeline of the fur trade:www.whiteoak.org

Make 10 copies of abeaver pelt outline.

Write “D” on 5 pelts and“M” on the other 5 pelts.

Select 9 students to takepart. Set up two students asthe Mackinac traders andone as the Detroit trader.Put them in differentcorners of the room. Onestudent will portrayCadillac as the othertrader in Detroit.

The first five Indians withthe “M” on their pelts go toMackinac one at a time.They should receive moneyor gifts or both for theirpelts.

(Continued on oppositepage)

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brought some of their children.Indians and soldiers did thepaddling. Imagine what that tripmust have been like! When thewomen arrived, the men were reallyexcited. They shouted and shot theirguns in the air! This was October,1701.

Success—But Problems TooIndians did move to Detroit.

The first winter there were 6,000!Cadillac started businesses that made the impor-tant things the town needed. They had a black-smith and a tool maker. The Cadillac familybuilt three houses. They also built two barns, awindmill and a bakery oven. Soon there was achurch called Saint Anne’s.

What did the tribes think about thisnew town? It was not like their villages. Didthey ever think trading furs would cause theEuropeans to build towns? How is life changingfor the tribes?

Cadillac did upset other fur traders. Toomany furs were going to Detroit. This was ruin-ing their business. By 1711, those traders wantedCadillac to leave. They knew how to do it. Theygot the king to give him a new job! Cadillac wasmade the governor of Louisiana. Our two states

4

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Marie Cadillac wasglad to see herhusband at Detroit.Picture drawn byAaron Zenz.

4

Next, send the same 5Indians with the “D” ontheir pelts to Cadillac andthe other trader in Detroit.Cadillac will offer a betterdeal to trade in Detroit.

The Mackinac traderswonder what happened totheir business. Theyshould voice their opinionsand wave to get the Indi-ans to come back to tradewith them. They may leavein disgust or vow to geteven with Cadillac.

3E1.0.3 location, naturalresources & development

3H3.0.7 daily life


3H3.0.6 interactionsbetween Indians andothers��

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have a Cadillac connection! This is where thecity of New Orleans is today.

Even though Cadillac left, Detroit keptgoing. Other French people came. Some of the

early families still have relatives there today.Some streets still have French names. The

streets are along the land of the oldFrench farms. The farms were long

and narrow. They started from theriver. Do you know anyone with

those last names? Maybe theirfamily lived in Detroit longago.

Let’s ReviewAnimals with furs were a great

natural resource here. Furs were scarcein France. This pulled the French to Michi-

gan. The rivers and lakes were their high-ways. The French started Detroit because of its

location. They wanted to use it to guard theGreat Lakes. The French had been in Michiganfor over 100 years. Still, not many French peoplehad moved to Michigan. There were few townshere.

Joseph Campau

Chene Street

Dubois Street

St. Aubin Street

Orleans Street

Riopelle Street

Rivard Street

Beaubien Street

St. Antoine Street

WW

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Detroit

1600 1630 1660 1690 1720

1701- Cadillacstarts Detroit.

1715- FortMichilimackinacis built acrossfrom MackinacIsland

1668- Father Marquettestarts Sault Ste. MarieFirst French town inMichigan.

1618-1620Brule is the firstFrench personto reachMichigan.

The Early Years of the French in Michigan

5

EnrichmentOptions for Lesson 4

Cadillac Comic Strip(Worksheet)

Cadillac & Pontchar-train (Get Into the Act!)page 106

Historic Encounters(Get Into the Act!) page108

A New Center for theFur Trade! (Get Into theAct!) page 110

Let’s Export Those Furs(Map activity 11 fromML-3)

Where Do I Build anImportant Fort?Cadillac Starts Detroit(Map activity 12 fromML-3) mentioned onpage 107



3G5.0.1 naturalresources and use

3E1.0.3 location,natural resources &development



Answers

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1. Who started what became Michigan’s largest city? 3H3.0.1 (p 109-110)Antoine Cadillac started Detroit, which is now Michigan’s largest city.2. Why did he want to start this city? 3H3.0.1, 3G4.0.2 (p 107)Cadillac wanted to start a city here because the two lakes narrowed to a river. Hesaid this was the perfect place to control the Great Lakes. He would be able tostop the British before they could move into the area. They would not be able toexpand their fur trade.3. Who were the first two European women in Michigan? 3H3.0.1 (p 110)Marie Cadillac and Anne de Tonty were the first two European women inMichigan. They were the wives of Antoine Cadillac and Alphonse de Tonty.4. Suppose you were a French fur trader. You worked at Mackinac Island. Oneday you heard about Cadillac’s plans for Detroit. What might you think about it?3E1.0.3 (p 111)If I were a French fur trader who worked at Mackinac Island, I would not behappy to hear about Cadillac’s plan for Detroit. With Cadillac’s big plans forDetroit, more furs would be going there. That would take away from mybusiness.5. How did Cadillac affect Michigan history? 3H3.0.8 (p 112)

Cadillac greatly affected Michigan history when he started Detroit, our largestcity. Some streets there still have French names today.

Make a Time Line TodayThis time line will have three events and their dates. The events are:

3H3.0.101. The French reached Michigan in about 1620. (p 112)2. Father Marquette died in 1672. (p 102)3. Detroit was started in 1701. (p 109)

Think Like a GeographerLook at a map of North America. Which Great Lakes could the French con-

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trol with a fort at Detroit? Could the French have chosen another place to controlmore of the Great Lakes? Please explain. 3G1.0.2, (map on p 108)

The French can control Lake Huron, Lake Michigan and Lake Superior fromDetroit. If they had built a fort at the east end of Lake Erie, they may have beenable to control that lake too. A fort at the east end of Lake Ontario may haveallowed them to control all 5 Great Lakes.

Think Like a HistorianSomeone once wrote, “Detroit was started because an old king of France

wore a beaver hat.” Explain what this means. 3G4.0.2, 3E1.0.3

This statement was made because beavers were scarce in France. The king andother wealthy people felt beaver fur made the best hats. Cadillac started Detroitto control the fur trade from the upper Great Lakes. Cadillac exported the furs toFrance.


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Teacher NotesTeacher NotesTeacher NotesTeacher NotesTeacher Notes


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Words to Welcome

Michigan

Social Studies

GLCEs

3H3.0.1

3H3.0.2

3H3.0.3

3H3.0.6

3H3.0.8

3H3.0.10

3G4.0.2

3P3.1.3

3H3.0.3 causalrelationships is one of themain themes for this lesson.See Pontiac below.

This lesson covers a keyturning point in historyas control moves from theFrench to the British– it isa tug of war over the landthat became Michigan.

GLCE 3H3.0.8 (actions ofindividuals) is also impor-tant in conjunction with theNative American leaderPontiac. His response to theBritish takeover is negative.This leads to a war with theBritish. The war leads to theProclamation of 1763 whichwas an attempt to pacifythe tribes. However, therestrictions of westwardsettlement in the Proclama-tion helped lead to the Warfor Independence. There aremany causal connectionshere.

Chapter 3 Lesson 5

Ideas To Explorecause and effect (124)French and Indian War (116)pursuit of happiness (pur soot) (123)

People To MeetChief Pontiac (PON tee ak) (118)Jean de Sable (jHAN day-SAW-bul) (124)

Places To DiscoverAppalachian Mountains (ah puh LAY shun) (123)Au Sable River (ah SAW bull) (117)Charlevoix (SHAR la voy) (117)Chicago (shi kah go) (124)Fort Michilimackinac (MISH ill eh MACK in aw) (120)Fort St. Joseph (SAYnt • joes if) (122)Haiti (hay tee) (124)Marquette (mar KET) (117)Niles (ni uls) (122)Traverse City (trav erss) (117)

Words to Welcomebaggatiway (bag gat i way) (121)proclamation (prok la may shun) (123)pursue (per SOO) (123)rebellion (ree bell yun) (122)settlers (set lers) (122)tomahawks (TOM ah hawks) (119)

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Trouble Between theBritish and French

Think about this while you read.Why are the French not still in control here?What happened?

In the 1700s the French built six more fortsin Michigan. These forts protected their land.The forts protected them from the tribes. Thetribes were not the greatest worry. The Frenchwere more worried about another enemy. Thisenemy had many soldiers and cannons. Theywere worried about the British!

The British Want New FranceThe French had land in North America.

Their colony was called New France. The Britishhad land here too. Their colonies were along theAtlantic Ocean on the East Coast. These colonies

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The Warm Up

People cannot seem to stopfighting over land. Talkabout places in the newstoday where people arefighting to control land.

Look on a globe to findBritain, France and NorthAmerica. North America isfar from both countries.Isn’t it amazing that Britainand France were fightingover land so far away?

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were hundreds of miles from Michigan. One ofthem was New York. These colonies had manytowns and farms. They had more people thanthe French.

The French and British did not do thingsthe same way. The British brought more of theirpeople. The French did not need many peopleto trade furs. New France was a large land withfew French people. The British and the Frenchhad been enemies for years. So in 1754, theBritish decided to push out the French. Thisbecame the French and Indian War. The Frenchand many Indians fought together against theBritish.

During this warthere were severalbattles, but nonewere in Michigan.Near the end, theFrench lost controlof the St. LawrenceRiver. At that point,they could not sendsupplies to theirsoldiers. Soon after,the war ended andthe British won. If

the French had won, you might speak French!Canada would still belong to France.

Soldiers in theFrench andIndian War.

The French andIndian War1754-1763

•A fight betweenthe French andthe British.

YEAR1754

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3H3.0.10 timelines ofhistory

FYI

In 1750 the populationof New France wasestimated at 55,000,but the population ofNew England wasapproximately 350,000.The economy of NewEngland continued togrow stronger while thatof New France was onlybased on the fur trade. Itwas fairly inevitable thatNew France was facinga British takeover.

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This war cost the British lots of money.They wanted people in America to help pay forit. The Americans did not want to help. This willcause bad feelings over the years.

What the French Left BehindThe French left some things behind for us.

Our largest city, Detroit, has a French name.Other cities have French names too. TraverseCity has a French name. St. Joseph, Marquetteand Charlevoix (SHAR la voy) are French. Someof our rivers are named for the French. TheMarquette and Au Sable are two rivers withFrench names.

A New Flag In MichiganIn 1760, British soldiers

marched into Detroit in reduniforms. They beat drums. TheBritish flag went up the flagpole. Now Michiganbelonged to the British. Of course, they did notbother to ask the tribes who had lived here forso long.

When the French lost, it worried the tribes.The tribes needed many things they could notmake. They depended on the fur trade to getthem. The British did not see the tribes asfriends. After all, the tribes had been fightingthem. The British prices were high. The British

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3G4.0.2 groups thatcame here and why

Ask students whatimportant things thetribes got by trading.How would life changeif they could no longerget them?

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would not trade gunpowder. By now the tribesdepended on it for hunting. The French alwaysgave them gifts. The British would not givethem gifts. The tribes were quite upset.

Chief Pontiac Takes ActionThe Odawa Chief Pontiac (PON tee

ak) thought about what to do. He livedacross the river from Detroit. Pontiac hadhelped the French. Pontiac began towonder. If the tribes beat the British,would the French trade with them again?Pontiac asked many tribes to come to ameeting near Detroit. It was April 27,1763.

Chief Pontiac had a plan. He would ask tomeet with the British in the fort. Pontiac wouldbring many warriors with him. Each man wouldwear a large blanket. Pontiac’s warriors cut thebarrels of their rifles short. The guns would beunder the blankets when they walked into thefort! More Indians would be outside ready torun in and join the fight.

It was time. One morning Pontiac and 11other chiefs with 60 warriors walked into thefort. Something was not right. The soldiers werenot going about business as usual. They werearmed and ready. Somehow the British learnedof the plan!

YEAR1763

Pontiac may havelooked like this.Art by GeorgeRasmussen.


Here is a web site withadditional teacher back-ground on Pontiac and hisrebellion.

http://www.mce.k12tn.net/indians/famous/pontiac.htm

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Pontiac talked briefly and then asked toleave. The British let the Indians go. Maybe theyhoped Pontiac had changed his mind. The 120 orso British inside the fort were in real danger.Pontiac had about 800 warriors outside!

The Attack!Two days later, yells and war cries came

from the woods. Soldiers shouted, “Here theycome!” Indians rushed up to the fort. They triedto chop a hole in the wall with their tomahawks(TOM ah hawks)! The British shot back. ManyIndians died trying to get into the fort at Detroit.

That night the Indians crept up to thewalls. They started fires against the woodenfort. British soldiers raced back and forth. Theycarried buckets of water to pour on the fires.

5

A tomahawk is likea hatchet. It wasused to cut woodand in war as aweapon.

Pontiac’s warriors leavethe fort at Detroit. Theiridea for a surpriseattack did not work.By Frederic Remington,Harpers MagazineApril, 1897.

Ask students to put them-selves in the place of thesoldiers inside the British fortwhen Pontiac attacked.

What sounds would theyhave heard?

What smells would they havesmelled?

Would they have beenscared?

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The battle for Detroit went on forweeks and weeks. Pontiac’s warriorscould not get in the fort. The Britishcould not leave. The British becamedesperate. They did not have manybullets or much food left. They couldnot get any more supplies. Whichside would give in first? Time wasalso against the Indians. It was nowfall. They needed to go hunting andgather food for the winter. Warriorsbegan to leave with their families.

Longest in Our HistoryIt was now late October. Pontiac got a

message from the French. It said France andBritain had made peace. The French would notcome back. Pontiac decided to stop the attack.The fight lasted 153 days. This was the longestNative American battle in our country. Itshowed Pontiac’s skill as a leader.

War Spread Far and WideThe British still had worries. Many of their

forts were attacked. The tribes worked together.Pontiac sent messages urging them to fight. TheBritish lost five forts! Only Fort Detroit and twoothers held out. Then there was sad news for theBritish. The tribes had captured Fort Michili-mackinac (MISH ill eh MACK in aw)! That wasthe fort across from Mackinac Island.

In 1763, MajorGladwin was incharge of the Britishfort at Detroit whenPontiac attacked.

From Archives ofMichigan 13832Ask students if they were

Pontiac’s warriors, howwould they feel after trying toget into the fort for 153 days?

Pontiac’s warriors and alliedtribes were very successful inother areas and captured 8forts in the Great Lakes areaand caused one other to beabandoned.

Here is a web site that mayhelp provide teacher back-ground concerning theEuropean influence onNative Americans inMichigan. It is too hardfor student use. http://www.artsofcitizenship.umich.edu/sos/topics/native/

For more teacher back-ground, Wikipediahas a good account ofPontiac’s Rebellion ontheir web site.

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What Happened at Michilimackinac?One day many Native Americans came

into the fort. They all wanted to trade. SomeBritish were puzzled. The only thing the Indianswanted were tomahawks! One trader wasAlexander Henry. He went to talk to the com-mander of the fort. Two tribes were going toplay a kind of ball game. People were bettingmoney on which tribe would win. Mr. Henrywas worried. He thought there could be trouble.The commander of the fort did not listen to him.This is what Mr. Henry wrote in his diary.

“A Chipeway came to tell me that hisnation was going to play at bag gat i way withanother Indian nation for a large bet. He invitedme to witness the sport. He said the comman-dant was to be there, and would bet on the sideof the Chipeways. I went to the commandantand talked with him a little. I wondered if theIndians might possibly have something evilin mind. The commandant only smiled at mysuspicions.”

The Big GameMany of the soldiers came out to watch the

game. It was a great sight! The British com-mander made his bet on the Ojibwa side. It wasa warm day, but the Indian women seemed to becold. They sat wrapped in blankets near thegate.

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This is a primarysource. Mr. Henrywas there when ithappened.

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Options for Lesson 5

1763: How Would YouFeel? (Worksheet)

Is It Cause and Effect?(Get Into the Act!) page124

Chief Pontiac Rebels andWhat Happens After-wards (Map activity 13from ML-3)

Enrichment

The section from Mr. Henry’s diary may be hard for some 3rd gradestudents to understand. You may want to have them put the statementin their own words.

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Suddenly the ball went over the wall andinto the fort. The players rushed in after it. Asthey ran, they grabbed weapons from under thewomen’s blankets. Few of the soldiers had timeto defend themselves. It was a quick victory forthe tribes. Many soldiers were killed. AlexanderHenry ran into a house and hid. He was reallyscared, but he survived.

Another Fort TakenThe tribes captured Fort St. Joseph. This

happened in May, 1763. The fort was along theSt. Joseph River. The fort was a small one. Thecity of Niles is there today. Most of the soldierswere killed. The commander was taken prisoner.The Indians marched him back to Detroit.

The Fighting Ends but the British Still WorryIt took awhile for all the tribes to make

peace. Not until 1766 did everything calm down.This war is called Pontiac’s Rebellion. Pontiacshowed courage. He tried to help his people.

The British moved back into their forts. Still,they worried about more trouble with the Indi-ans. The tribes were still angry. Settlers were tak-

Students dig at thesite of old Fort St.Joseph. This workhelps us understandwhat happened andhow people livedlong ago.

This rusted keyhole is an example of what theyfound. Photos courtesy Dr. Michael Nassaney atWestern Michigan University.


3H3.0.2 primary sourcesArtifacts can be primrrysources.

It might be interestingto set up an artificialarchaeological “dig” foryour students somewhereon the school grounds.

Bury some fake artifactsfrom the past. Have theoldest items at the bottomand the most recent at thetop. Give a few studentssmall trowels to dig downand see what they can find.Remind them to be carefuland write down where eachitem is found to see if thereare relationships betweenthe items.Check out what students inLittleton, CO did atwww.wickedlocal.comlittleton/archive/x857473761

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The Proclamationof 1763 said don'tmove west!

STOP

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ing their land.So, the Britishpassed a law to

stop settlers go-ing west.

The law was calledthe Proclamation of1763 (prok la mayshun). It said no set-tlers could go past theAppalachian Moun-

tains. Would this keepthe tribes happy?

This law let the tribespursue (per SOO) theirhappiness. They couldhunt where they wanted.They could live where they

wanted.

Pursuit of happi-ness is a core democratic value. It means let people dowhat they want. Let them be happy as long as it does notbother anyone else.

Think Like a HistorianThere are often two sides to each event.

This makes history interesting. Now settlers couldnot move west. The tribes were happy, but the set-tlers were not. The settlers could not pursue their

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Core Democratic Value

3P3.1.3 conflicts overCDVs lead people to differ


WIA

Use this Michigan desk mapactivity with your students.

Chief Pontiac Rebels andWhat Happens Afterwards

1. Students will be ableto locate the Britishforts attacked duringPontiac’s Rebellion.

2. They will be able tolocate the limit ofwestward settlementdictated by theProclamation of 1763.

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ILLINOISILLINOIS

WISCONSINWISCONSIN

INDIANAINDIANA OHIOOHIO

MICHIGAN

MICHIGANMICHIGAN

MICHIGAN

Chicago

PortHuron

Mackinaw

happiness. They wanted to have more land. Theywanted to start farms. They wanted to get awayfrom the crowded towns in the East. The newlaw made the settlers mad at the British. It led toproblems later.

In history, one event can cause another.The first event is the cause. The second event isthe effect. Historians call this “cause and effect.”

Here is an example. The French lost thewar with the British (the cause). The British tookcontrol of Michigan (the effect).

Pontiac led the tribes to attack the British(the cause). The British made the Proclamationof 1763 (the effect). Try to find more examplesas you study Michigan.

The Black Trader In the 1760s a fur trader came to Michigan.

His name was Jean de Sable (jHAN day SAW bul).De Sable was a black man with a French back-ground. He was born in Haiti, an island in theAtlantic Ocean.

Jean de Sable was a friend of ChiefPontiac. He lived near Pontiac’s camp. Hetraded with the tribes. When Pontiac leftMichigan, so did de Sable. In 1779, deSable settled along the shore of LakeMichigan. Over time his settlementbecame a huge city. Today we call itChicago.

First- the cause

Second- the effect

Jean de Sableby Aaron Zenz.

3P3.1.3 conflicts over CDVslead people to differ


3H3.0.3 causal relationships

3G4.0.2 groups who camehere and why

Act It Out!Is It Cause and Effect?Students write true and falsecause and effect examples.Two teams of students go tothe board. Each makes a causeand effect chart. Members ofthe class read possible causeand effect statements.Alternate between team A andteam B. Each team writes thestatements it believes arereally true cause and effect.

Examples:True cause and effectrelationships1. It snows a foot overnight.School is closed the next day.

2. Your mom gets a raise. Yourfamily goes on vacation.

False cause and effectrelationships1. It was a warm, sunny day.The Tigers lost their game.

2. Jenny bought an ice creamcone. Paul passed his mathtest.

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FYI The early years of de Sable’s life are vague. Some historiansbelieve he may not have known Pontiac while he was in Michigan.His last name is often spelled duSable or DuSable.


Answers

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Think like a historian when you answer.

1. The French no longer control Michigan. What happened? 3H3.0.1 (p 116)

The French lost control of Michigan when the British forced them out. Thishappened as a result of the French and Indian War. The Indians and the Frenchfought together against the British. The British won the war.

2. Why did Chief Pontiac attack the fort at Detroit? 3H3.0.1, 3H3.0.6 (p 117-118)

Chief Pontiac attacked the British fort at Detroit because the British did not treatthem well. The British had high prices and in addition they would not tradethings like gunpowder that the tribes now depended on for hunting.

3. What happened at Fort Michilimackinac when the tribes played a game?3H3.0.1, 3H3.0.6, 3H3.0.7 (p 121-122)

The tribes played a game near the fort. Women watching were covered inblankets even though it was a warm day. During the game, the ball was knockedover the wall into the fort. The Native Americans quickly got weapons fromunder the blankets of the women. Few soldiers had time to defend themselves.

4. What did the Proclamation of 1763 say? How did it affect Michigan? 3H3.0.1,3H3.0.6 (p 123)

The Proclamation of 1763 said no settlers could go past the AppalachianMountains. Since Michigan was west of the Appalachian Mountains, this keptsettlers from moving to Michigan.

5. Why did the British come to Michigan? 3H3.0.6 (p 115-116)

The British came to Michigan because they were enemies with the French andthey wanted to take the land the French controlled.

6. Why did Jean de Sable come to Michigan? 3H3.0.6 (p 124) Jean de Sable cameto Michigan to trade furs.

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Make a Time Line TodayMake a time line for this lesson. Label each event and its date. Do research.

Add one more event that took place somewhere else in the world. 3H3.0.10

The idea here is to practice making a time line. All of these events do not need tobe included. Events mentioned in this lesson are:

1754 – 1563 French and Indian War1760 British take over Detroit1763 Pontiac’s Rebellion1763 Fort Michilimackinac captured by Indians1763 Fort St. Joseph captured1763 British Proclamation of 17631760s (no exact date) Jean de Sable

Think Like a HistorianHow did things in far away Europe affect Michigan? 3H3.0.1, 3H3.0.3

(p 116, etc.)

The fighting between the British and the French (the cause) spilled over intoNorth America and this affected Michigan when the French lost (the effect wasthey left). It affected Michigan even more when Pontiac attacked the Michiganforts to drive out the British. (The effect was fighting in Michigan.)

Words In Action!Explain the conflict between the pursuit of happiness for the tribes and for

the settlers who wanted to move west. 3H3.0.6, 3P3.1.3 (p 123-124)

Each group wanted to pursue its own happiness, but both could not do it at thesame time. Either the tribes can keep the settlers out and be happy, or the settlerscan move here and force the tribes out.


1700

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Cause

Effect Effect

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