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WITNESS HISTORYWITNESS HISTORY AUDIO

Wars of EmpireObjectives• Describe the causes and major events of the

French and Indian War.

• Analyze the causes and effects of Pontiac’s Rebellion.

• Summarize how the wars and their outcomes changed the relationship between Britain and the colonies.

Terms and PeopleGeorge WashingtonFrench and Indian WarPontiac’s Rebellion

Proclamation of 1763Albany Plan of Union

Reading Skill: Recognize Sequence As you read, keep track of the sequence of events that led to the French and Indian War.

Why It Matters Conflict between the great European empiresspread to the American colonies throughout the late seventeenth andearly eighteenth centuries. The British and the colonists fought aseries of wars against the French and their American Indian allies.In the process, however, the relationship between the British andtheir colonies became strained. Section Focus Question: How did GreatBritain’s wars with France affect the American colonies?

European Competition and the ColoniesBy the mid-eighteenth century, England, France, Spain, and the

Netherlands were locked in a worldwide struggle for empire. InNorth America, Britain’s greatest rival was France. While Britaincontrolled the 13 colonies on the Atlantic seaboard, France controlleda vast territory that extended from the St. Lawrence River to the Gulfof Mexico.

Between 1689 and 1748, the British and the French fought aseries of wars. Most of the fighting took place in Europe, but somespilled over into North America. Before long, British colonists weredrawn into the war.

American Indians Affect the Balance of Power Each warbetween England and France was followed by a treaty that resolvednothing. Great Britain longed to drive the French from North America,and to accomplish this, the British needed to neutralize the great

� Robert Rogers

Rogers’ RangersThe struggle for territory between England and France in North America broke into open conflict during the French and Indian War. From 1754 to 1763, the region between the Ohio Valley and Canada became a battlefield. To help win the war, England authorized units of Rangers—groups of colonial militiamen who served as scouts and soldiers—to aid English Crown soldiers. Rogers’ Rangers, led by Robert Rogers of New Hampshire, became famous for including Indians and freed slaves in its ranks and for its unusual but highly effective tactics. As Rogers explained, his goals were:

“. . . from time to time, to use my best endeavours to distress the French and their allies, by sacking, burning, and destroying their houses, barns, barracks, canoes, . . . and by killing their cattle . . . and at all times to endeavor to way-lay, attack and destroy their convoys of provisions by land and water, in any part of the country where I could find them.”

—Robert Rogers, 1756

GO oversetThe French build Fort Duquesne.

George Washington’s troops confront the French.

� Rogers’ Rangers

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

• Describe the causes and major events of the French and Indian War.

• Analyze the causes and effects of Pon-tiac’s Rebellion.

• Summarize how the wars and their out-comes changed the relationship between Britain and the colonies.

Prepare to Read

Background KnowledgeRemind students that Britain, Spain, and France were economic and political rivals. Ask students how this rivalry might have affected the ability of British, French, and Spanish colonies to coexist.

Set a Purpose� WITNESS HISTORY Read the selec-

tion aloud, or play the audio.

Witness History Audio CD, Rogers’ Rangers

Ask What were “rangers”? (colo-nists who acted as scouts and soldiers for Britain during its conflicts with France) What tactics did the rang-ers use? (They did not attack directly, but they attacked and destroyed French or their allies’ property and stole or destroyed supplies en route to French soldiers.)

� Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this ques-tion as they read. (Answer appears with Section 4 Assessment answers.)

� Preview Have students preview the Section Objectives and the list of Terms and People.

�

Using the Structured Read Aloud strategy (TE, p. T20), have students read this section. As they read, have students sequence the events that led to the French and Indian War. Reading and Note Taking Study Guide

Use the information below and the following resource to teach stu-

dents the high-use word from this section. Teaching Resources, Vocabulary Builder, p. 11

High-Use Word Definition and Sample Sentence

restrain v. to hold back from actionAfter King John accepted the Magna Carta in 1215, English nobles had the power to restrain the monarch from levying new taxes.

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86 The American Colonies Take Shape

Teach

European Competition and the Colonies

Instruct� Introduce Tell students that the

French and the British were at war in the mid-eighteenth century, compet-ing to build an empire. Ask students to predict how this conflict will affect life in the North American colonies.

� Teach Note that most Native Americans supported the French in this French-British rivalry. Using the Think-Write-Pair-Share strategy (TE, p. T23), have students discuss factors that made this the case. Ask Why did most Native Americans support the French rather than the British? (In general, the Native Americans saw the French as less of a threat. Fewer French people in North America were building perma-nent settlements and taking Native American lands. The French also treated the Native Americans with more respect.) What benefit did the Indians expect to get from supporting the French? (They hoped to weaken the more powerful British and preserve the balance of power between the two countries, which was to the Indians’ advantage.)

� Quick Activity Have students read the Primary Source quotation and discuss how the Native Ameri-can view of land differs from the European view.

Independent PracticeHave students create a graphic organ-izer that compares the way that the French and the British treated Native Americans before the French and Indian War.

Monitor ProgressAs students fill in their sequence charts, circulate to make sure that they have noted the correct sequence of events that led to the French and Indian War. For a completed version of the sequence chart, see Note Taking Transparencies, B-26.

Answer

Both were great European powers that competed with each other.

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Special Needs Students L2

English Language Learners L2

Less Proficient Readers

Organize students in pairs. Have partners create a timeline featuring the major events covered in this section that are connected to the following: the pre-war rivalry between France and Britain, the French and Indian War, and Pontiac’s Rebellion.

Tell students to approach the project by skimming the text below each blue or red heading, identifying its main idea, and writing any dates that are men-tioned. Students can use these notes to plan and draw the timeline.

Remind students that the foundation of a timeline is a line with years marked off at equal intervals. The interval should be appropriate to the period of years covered by the timeline. For example, if the timeline covers only five years, the interval might be one year. If it covers 50 years, the interval might be 10 years. Events entered on the timeline should be labeled. Students may also illustrate some of the events on the timeline with simple drawings or icons.

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French advantage: French support from most of the American Indians in theregion. Native Americans dominated the forest passages between the frontiersof the rival empires.

The Indians benefited from their middle position between the competingempires. The British and French both gave generous gifts, especially of armsand ammunition, to woo the Indians. If one empire won a total victory, the Indi-ans would lose their leverage and receive harsher treatment from the victors.They also were aware that the land they lived on was at stake. In the words ofone Iroquois leader:

“We know our Lands are now become more valuable. The white People think we do not know their value; but we are sensible [aware] that the Land is everlasting, and the few Goods we receive for it are soon worn out that gone. . . . Besides, we are not well used [treated] with respect to the lands still unsold by us. Your people daily settle on these lands, and spoil our hunting. . . . Your horses and cows have eaten the grass our deer used to feed on.”

—Canasatego, Iroquois leader, July 7, 1742

Thus, the Indians recognized the importance of preserving the balance of powerbetween the French and the British.

The Balance Shifts That balance began to tip as the British colonial popula-tion grew. In 1754, the 1,500,000 British colonists greatly outnumbered the70,000 French. The increasingly powerful British often treated the Indiansharshly and did little to stop settlers from taking Indian lands.

Compared to the British, the French were more restrained. Needing Indianallies, the French treated most Native Americans with respect and generosity.The outnumbered French worked with their Indian allies to resist British colo-nial expansion. The French built a string of small forts and trading posts alongthe Great Lakes and down the Ohio and Mississippi rivers. Lightly built andthinly manned, the posts depended upon the Indians for protection. Most Indi-ans accepted these posts because, as one chief explained, “we can drive away theFrench when we please.” That was not true of the British. Yet, while mostNative Americans supported the French, some fought for the British.

Why did the French and British fight frequently during the 1600s and 1700s?

The French and Indian WarOne point of conflict between France and Great Britain was the fertile Ohio

River valley, which was claimed by both countries but was largely unsettled. Todiscourage British colonists from moving into this area, the French built FortDuquesne in what is now western Pennsylvania.

The new fort angered the British governor of Virginia, Robert Dinwiddie. In1754, he sent colonial troops to evict the French. Dinwiddie entrusted the com-mand to a young, ambitious Virginian named George Washington. His troopsattacked and defeated a small French force. But Washington had to surrenderwhen the French counterattacked. His defeat touched off a world war that even-tually spread from America to Europe, Asia, Africa, and the West Indies. InEurope, the war was called the Seven Years’ War. The British colonists calledthe conflict the French and Indian War, after the French and their Indian allies.

Early Battles At first, the British fared poorly in North America. In 1755, acombined British and colonial force did overwhelm two French forts near NovaScotia. Those troops evicted the French settlers, known as Acadians, and gave

Vocabulary Builderrestrain–(rih STRAYN) v. to hold back from action

A young George Washington led British troops against the French in 1754.

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Chapter 3 Section 4 87

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their farms to New Englanders. But the British army suffered a disastrous defeatwhen General Edward Braddock marched into a French and Indian ambush nearFort Duquesne. Braddock died, but Washington led a skillful retreat that savedhalf of that army. Later, Washington recalled the battle in a letter to his mother:

“. . . [We] were attacked by a body of French and Indians, whose number (I am certain) did not exceed 300 men. Ours consisted of about 1,300 well-armed troops, chiefly of the English soldiers, who were struck with such a panic that they behaved with more cowardice than it is possible to conceive. The officers behaved gallantly in order to encourage their men, for which they suffered greatly, there being near 60 killed and wounded—a large proportion out of the number we had!”

—George Washington, 1755

In 1756 and 1757, French General Louis-Joseph de Montcalm destroyed Brit-ish forts on Lake Ontario and Lake George. Meanwhile, Indians raided Britishfrontier settlements in Pennsylvania and Virginia.

The tide of war shifted in 1758 and 1759. The British managed to cut offFrench shipping to the Americas. As a result, many Indians deserted the Frenchin favor of the better-supplied British. This allowed the British to capture FortDuquesne. The British also seized the key French fortress of Louisbourg, whichguarded the entrance to the St. Lawrence River. That victory cleared the wayfor General James Wolfe to attack the stronghold of Quebec in 1759. In a daringgamble, Wolfe’s men used the cover of night to scale a cliff and occupy the Plainsof Abraham, just outside the city walls. Marching out to attack, Montcalm suf-fered defeat and death.

In 1760, the British captured Montreal and forced the French governor generalto surrender the rest of Canada, including the forts around the Great Lakes. TheBritish had succeeded in their major North American goal.

British and French Wage WarThe painting illustrates General Brad-dock’s death after the battle at Fort Duquesne. The map shows the theater of war during the French and Indian War. When did the British win Quebec and Montreal?

The French and Indian War

Instruct� Introduce Explain that in North

America, both France and Britain claimed large amounts of territory, and both particularly valued control of the Ohio Valley. Discuss why the Ohio Valley was so important to both sides. Then, ask students to predict the outcome of this competition.

� Teach Ask What incident launched the French and Indian War? (The British were especially angered when the French built Fort Duquesne in the Ohio Valley and then defeated a British force sent to evict them.) Which side won most of the battles early in the war? (the French) Why did the tide turn in favor of the British? (The Brit-ish blocked French ships from reach-ing North America. With few goods or supplies, many of their Indian allies deserted the French, leaving French forts more open to British attack. The British then defeated the French at Montreal and Quebec, cap-turing Canada.) Have students study the major battles of the war on the map on this page. Discuss where each occurred and which side had the victory.

� Quick Activity Have students study the illustration of George Wash-ington on the previous page and read the Primary Source quotation on this page. Ask students to compare the image of Washington they have from these sources with the view of Wash-ington with which they may be more familiar. Discuss how Washington’s experience in this war may have affected his service in future conflicts.

Independent PracticeAsk students to study the illustration on this page and write an extended caption that provides a background summary of the war and describes the activity, mood, setting, and partici-pants in the illustration.

Monitor ProgressAs students write their captions, circu-late to make sure that they are inter-preting the illustration reasonably.

Answer

Caption Quebec, 1759; Montreal, 1760

The Cajuns The French settlers evicted from Nova Scotia in 1755 by British troops were known as Aca-dians. Some of them returned to France, and others relocated to New England. However, 2,000 to 3,000 made a great journey south to an area in the bayous of Louisiana. Their descendents still live in this region southwest of New Orleans—but the name Acadians long ago evolved into “Cajuns.”

Cajun culture has been infused with elements of other cultures in Louisiana: Spanish, German, and African. However, hundreds of years after leaving

French Canada, the Cajuns maintain a vibrant French-based culture that has given southwestern Louisiana its unique flavor.

As many as 200,000 Cajuns still speak their unique French dialect. Cajun cuisine has spread worldwide. In addition, lively Cajun music, characterized by the use of the accordion, fiddle, mandolin, and guitar, is still played on radio stations and in live performances called fais do-dos. Today, an estimated 500,000 to 700,000 Cajuns still call Louisiana home.

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88 The American Colonies Take Shape

Pontiac’s Rebellion/Aftermath of the War

Instruct� Introduce Remind students that

the Native Americans allied them-selves with the French against the British. Ask students to predict how the Native Americans might react to the British victory.

� Teach Ask How did the Indians’ relationship with the British change? (The victorious British showed their anger toward the Indi-ans by halting delivery of goods to them and by allowing settlers to take even more of their land.) Have stu-dents discuss the goals and outcome of Pontiac’s Rebellion. Then, ask them to read the Primary Source quotation on this page. Ask Why was the Proc-lamation of 1763 doomed to fail? (Keeping settlers east of the Appala-chians was unpopular with people who wanted to move west, and there were too few British troops to enforce it.) Display Color Transparency: Albany Plan of Union. Ask Why was it so difficult for the colonies to unite? (Colonists were used to a cer-tain measure of independence and feared that a union would mean giv-ing up power.) Color Transparencies A-12

� Quick Activity Have students access Web Code ncp-0307 to use the Geography Interactive map and answer the map skills questions.

Independent PracticeHave students complete Outline Map: North America 1754–1763. Teaching Resources, p. 19

Monitor ProgressAs students complete their work-sheets, circulate to make sure that their answers are correct.

Answers

The French were eliminated as a power in North America, with Canada and other French territories falling to the British.

Map Skills

1. Review locations with students.2. They increased to include all territory east

of the Mississippi River and much of Canada.3. France was Britain’s main rival in 1754,

but by 1763, Spain may have become Britain’s main rival.

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Gifted and Talented Students

The Proclamation of 1763 was an important law—and it was big news when it was published in the colonies. Many British colonists hated it. Most Native Americans west of the Appalachians supported it. British leaders thought that the law was a good one, but they could not enforce it.

Have students study the information in the text about the Proclamation. Then, organize students in groups, and have group members use a video recorder to prepare a “You Are There” report, as

though they were journalists reporting the news to the colonists. Students may wish to do additional research on the subject. Reports should last no longer than three or four minutes. Encourage stu-dents to include interviews with various people commenting on how the law will affect them. The interviews could include settlers who want to move west, American Indians of the Ohio Valley, and both colonial and British officials. Have students share their reports with the class.

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Treaty of Paris (1763) Fighting continued in other parts ofthe world. The British also won major victories in India, thePhilippines, West Africa, and the West Indies. In 1763, theTreaty of Paris ended the war triumphantly for the British, whokept Canada, the Great Lakes country, the Ohio River valley,and Florida. They had driven the French from North America.Thereafter, the Mississippi River became the boundary betweenthe British and the Spanish claims in North America.

What was the outcome of the French and Indian War?

Pontiac’s RebellionThe conquest of Canada was dreadful news to Indians of

the interior. No longer could they play the French and theBritish off against each other. Indeed, the British militarycommander Lord Jeffrey Amherst quickly cut off delivery ofgoods to Indians. British settlers flooded onto Indian landsin western Pennsylvania and Virginia.

The Indians affected included Mississauga, Ottawa, Pota-watomi, Ojibwa, Wyandot, Miami, Kickapoo, Mascouten, Del-aware, Shawnee, and Seneca. During the spring of 1763,members of these groups surprised and captured most of theBritish forts in the Ohio River valley and along the GreatLakes. Through the summer and fall, they also raided settle-ments of western Pennsylvania, Maryland, and Virginia. TheBritish called this uprising Pontiac’s Rebellion, after anOttawa chief prominent in the attack on Detroit.

The Indians’ goal was to weaken the British and lure theFrench back into North America. But they failed to capturethe three largest and strongest British posts: Detroit, Nia-gara, and Fort Pitt (formerly Fort Duquesne).

During 1764, the Indian attackers ran short of gunpowder,shot, and guns. Without a European supplier, their rebellionfizzled. At the same time, the British government sought aquick end to the expensive war. The Crown blamed Amherstfor the crisis, recalling him in disgrace. Thomas Gage, thenew commander, recognized that respect for the Indians wouldcost less than military expeditions against them.

The various Indian nations made peace in return for Brit-ish promises to restrain the settlers. The British rebuilt theirforts, but they also tried to enforce the Proclamation of 1763.This document ordered colonial settlers to remain east of theAppalachian Mountains:

“And whereas it is just and reasonable, and essential to our Interest, and to the Security of our Colonies, . . . the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be molested or disturbed in the Possession of such Parts of our Dominions and Territories as . . . are reserved to them, or any of them, as their Hunting Grounds.”

—Proclamation of 1763

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Map Skills The French and Indian War changed the colonial boundaries of North America.1. Locate: (a) Mississippi River, (b) Ohio River,

(c) Appalachian Mountains

2. Regions How did British claims in North America change from 1754 to 1763?

3. Analyze Information Which nation was Britain’s main rival in 1754? How might this have changed in 1763?

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Chapter 3 Section 4 89

Assess and Reteach

Assess Progress� Have students complete the Section

Assessment.

� Administer the Section Quiz. Teaching Resources, p. 23

� To further assess student under-standing, use Progress Monitoring Transparencies, 34.

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

Reading and Note Taking Study Guide

Adapted Reading and Note Taking Study Guide

Spanish Reading and Note Taking Study Guide

ExtendHave each student write an essay evalu-ating the choice most Native Americans made to support the French during the French and Indian War. Ask students to address whether this choice was a wise one, and if siding with the British would have changed any of the out-comes for Native Americans in the short or long term.

Answers

Caption The cartoon indicates that, like the snake, the colonies cannot survive as separate entities; they must unite.

They hoped to weaken the British and lure the French back into North America.

Britain tried to exercise greater control over the colonies, impose new taxes and trade rules to help pay for the war, and protect Native American lands by holding back white settlement. These actions strained the relationship between the colonies and Britain.

Section 4 Assessment

1. Responses should demonstrate an under-standing of how each term led to changes in the relationship between Britain and its North American colonies in the 1760s.

2. The colonists were drawn into these wars, but benefited when areas that had been occupied by the French were opened for western settlement. However, the wars eventually led Britain to pass several laws raising taxes and limiting western settlement, putting a strain on the colonial relationship.

3. Sample: conflict with Native Americans, such as Pontiac’s War

4. Possible response: British colonists con-sidered themselves British citizens, just as French colonists were citizens of France. Therefore, although colonists lived far from their home country, they believed it their duty to support that country.

5. The British, who were present in large numbers, sometimes treated the Native Americans harshly and allowed settlers to take Native American lands. However, the French, with fewer settlers, wanted

the Native Americans as allies. They treated the Native Americans with respect and established only small forts in Native American territories.

6. Sample answer: that they did not have good control over their colonies

For additional assessment, have students access Progress Monitoring Online at Web Code nce-0308.

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Assessment

The British troops, however, were too few to restrain the thousands of colo-nists who pushed westward. Troops burned a few log cabins, but the settlerssimply rebuilt them. It was clear that the boundary set by the proclamationcould not protect the Indians. At the same time, it irritated the colonists, whoresented efforts to limit their expansion.

What did the Indians involved with Pontiac’s Rebellion hope to accomplish?

Aftermath of the WarThe French and Indian War, as well as Pontiac’s Rebellion, revealed the

tensions between the British and their colonists. After investing so muchblood and money to conquer North America, the British wanted greatercontrol over their colonies. They also had a large war debt, plus the expen-sive job of guarding the vast territories taken from the French. The Britishthought that colonists should help pay these costs.

Bickering between the 13 colonies had also complicated the war effort andhad angered the British. With British encouragement, colonial delegates hadmet in 1754 to review the Albany Plan of Union. Drafted by Benjamin Franklin,the plan called on the colonies to unite under British rule and to cooperatewith one another in war. It created an American continental assembly thatwould include delegates from each colony. But, none of the colonies wouldaccept the plan for fear of losing some of their own autonomy. The British alsodropped the plan, fearing that 13 united colonies might be too difficult tomanage.

During the 1760s, the British acted on their own to impose new taxes andnew regulations on colonial trade. Those changes angered colonists whowanted to preserve the sort of loose empire that had, for so long, produced somany benefits at so little cost to them.

What was the effect of the French and Indian War and Pontiac’s Rebellion on the relationship between the colonies and Great Britain?

Progress Monitoring OnlineFor: Self-test with vocabulary practiceWeb Code: nce-0308

Comprehension1. Terms and People How does each

term below help explain how the relationship between Great Britain and its North American colonies began to change in the 1760s? For each term, write a sentence that explains your answer.• French and Indian War• Pontiac’s Rebellion• Proclamation of 1763• Albany Plan of Union

2. Reading Skill: Recognize Sequence Use your completed flowchart to answer the Section Focus Question: How did Great Britain’s wars with France affect the American colonies?

Writing About History3. Quick Write: Support a Solution

Based on what you have read, list supporting information for the following solution: What facts might Britain have used to support the decision to issue the Proclamation of 1763?

Critical Thinking4. Draw Conclusions Why do you

think French and British colonists in the Americas fought in the wars of their home countries?

5. Compare and Contrast How did the French and British differ in their efforts to gain control in North America?

6. Make Inferences What can you infer from the fact that the British were unable to enforce the Proclamation of 1763?

Benjamin Franklin supported the idea of colonial unity and created the “Join, or Die” political cartoon. How is the idea of unity expressed in the political cartoon?

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