Chapter 2 Section 4 53

Section 4Step-by-Step Instruction

Section Focus QuestionWhat impact did the establish­ment of French and Dutch colo­nies in North America have on Native Americans?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson Focus: The trade with Europe­ans increased tensions between Native Ameri­can groups, and Native Americans suffered from diseases carried by the Europeans.)

Prepare to Read

Build Background Knowledge L2

Tell students that in this section they will learn about exploration of North America by the French and the Dutch. Ask students to recall why other European countries began exploring North America. Then ask them to predict how the decision by more European nations to explore and colonize North America might affect those other European nations and the Native Ameri­cans in North America. Use the Idea Wave strategy (TE, p. T24) to elicit responses. As students read, ask them to monitor the accuracy of their predictions.

Set a Purpose L2

Form students into pairs or groups of n

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 1, Reading Readiness Guide, p. 46

Use the Numbered Heads participation n

strategy (TE, p. T24) to call on students to share one piece of information that they already know and one piece if information they want to know. The stu dents will return to these worksheets later.

Use the information below to teach students this section’s high­use words.

High­Use Word Definition and Sample Sentence

decline, p. 54 v. to lessen in force, health, strength, or value England’s defeat of Spain’s navy in 1588 signaled the decline of Spain’s power.

motive, p. 55 n. inner drive that causes a person to do something Most Spanish soldiers’ motive for coming to the Americans was to gain wealth.

4SECTION4SECTION

Section 4 France and the Netherlands in North America 53

France and the Netherlands in North America

Key Terms and PeopleSamuel de

Champlaincoureur de bois

Jacques Marquettealliance

Settlement of New France“Acting upon the information which has been given us bythose who have returned from New France, respecting thegood quality and fertility of the lands of that country, andthe disposition of the people to accept the knowledgeof God, We have resolved to continue the settlementpreviously undertaken there. . . .”

—Proclamation by the King of France to continuesettling New France, 1608

Why It Matters European countries competed for the besttrade routes and for control of lands in North America. Inthe early 1600s, England, France, and the Netherlands sentexplorers to North America and staked claims to land there.

� Settlement of Quebec in New France, 1608

Section Focus Question: What impact did theestablishment of French and Dutch colonies in NorthAmerica have on Native Americans?

New FranceThe French began to settle colonies in the early 1600s. In

1603, Samuel de Champlain made the first of 11 voyages toexplore and map the lands along the St. Lawrence River. In1608, Champlain established a settlement on the banks ofthe St. Lawrence, which he named Quebec. From this basehe ventured east, in 1609, and explored the large lake on theborder of present-day Vermont and New York that bears hisname. His activities gave the French an influence in theregion that lasted 150 years.

Life in New France New France, as the French colonywas called, developed in quite different ways than NewSpain. As you know, the Spanish sought gold, silver, andother precious minerals. The French, on the other hand,profited from fish and furs. The Spanish forced NativeAmericans into harsh labor. The French traded with NativeAmericans for the animal skins so highly valued in Europe.Beaver skins sent to Europe and made into hats were aprofitable item.

Reading Skill

Combine Main Ideas to Construct Meaning Several main ideas are developed in each section in this textbook. Use the red heads to identify the bigger main ideas. The blue heads introduce text that further develops the main ideas. As you read Section 4, identify the main ideas and the ways in which the information helps you to understand these ideas.

Objectives• Describe how the French colony of New France

spread into the interior of North America.

• Explain how the Dutch established a thriving colony along the Hudson River.

• Explain the influence of these settlements on the Native Americans of the region.

Review and Preview

Students have learned about conflicts in Europe that increased competition for lands in North America. Now students will focus on attempts by France and the Netherlands to explore and colonize North America.

Differentiated Instruction

54 Chapter 2

Teach

New Francep. 53

Instruction L2

Vocabulary Builder n Before teaching this section, preteach the High-Use Words decline and motivate, using the strategy on TE p. T21. Key Terms Have students complete the See It–Remember It chart for the Key Terms in this chapter.Have students read New France using n

the Oral Cloze strategy (TE, p. T22).Ask: n What effect did Samuel de Cham plain’s exploration of the St. Lawrence River have on the area? (It helped France establish influence in the area for the next 150 years.)Have students compare and contrast n

Spanish and French interactions with Native Americans. (The Spanish forced Native Americans into hard labor, but the French traded with them as partners.)To help students better understand the n

concept of alliance, which is important in the understanding of this section, use the Concept Lesson Alliance. Provide students with copies of the Concept Organizer.

Teaching Resources, Unit 1, Concept Lesson, p. 52; Concept Organizer, p. 6

Answers

(a) about 2,000 miles (b) Possible answer: rivalries with the English and Spanish colonies

L3 Advanced Readers L3 Gifted and Talented

Write a Letter Have students learn more about the fur trade in North America and the challenges fur traders faced. Then, have students use what they learned to write a letter from the perspective of a

French fur trader to a government official back in France explaining any problems he may be facing. Have students share their letters with the class.

54 Chapter 2 Europe Looks Outward

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30˚W

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.

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Hudson R

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L.Champlain

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L. Erie L.Ontario

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ishCo

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es

New France

A T L A N T I CO C E A N

Gulf ofMexico

K E YVerrazano, 1524

Cartier, 1534–1536

Champlain, 1608–1616

Marquette and Joliet, 1673

La Salle, 1678–1682

MontrealQuebec

0 km

1,0000 miles

1,000

Albers Conic Equal-Area Projection

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EW

This pattern was set during Champlain’s first days in the Amer-icas. He established the colony’s first settlement—a trading post—inwhat is today Nova Scotia, in 1604. As he continued to explore theregion, he convinced local Indians to bring pelts to the trading postsestablished by the French. Trading posts such as Quebec City andMontreal became busy centers of commerce.

Brave employees of the fur companies paddled large canoes intothe wilderness to find and acquire pelts from Native Americans.Coureurs de bois, the French term for “runners of the woods,” wereindependent traders who lived among the Indians. Many of themmarried Indian women and started families.

Not until the late 1600s did French colonists begin to farm in largenumbers. One reason for this change was that the market for furs inEurope was in decline. Another reason was the disruption thatIndian wars brought to the fur trade. Still another was the3,000 French settlers—including many single young women—thatKing Louis XIV sent to New France in the 1660s. After the newsettlers arrived, the population began to expand. New France hadabout 5,000 colonists by 1672.

French Explorations in North America

Vocabulary Builderdecline (dee KLìN) v. to lessen in force, health, strength, or value

French explorers visited large areas of the North American interior, on foot or by canoe.

(a) Read a Distance Scale Find the route taken by La Salle. About how many miles did he travel from Montreal to the mouth of the Mississippi River?

(b) Make Predictions What kinds of rivalries do you think the French explorations started?

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History Background

Chapter 2 Section 4 55

Instruction (continued)Ask students: n What was the signifi­cance of the exploration by La Salle? (He claimed the entire Mississippi Valley for France.)

Independent PracticeHave students begin to fill in the Study Guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 2, Section 4 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure students understand French interests and the devel opment of New France. If students do not have a good understanding, have them reread the section. Provide assistance as needed.

Answers

Reading Skill Answers will vary, but should show students’ understanding of the main ideas of the paragraphs.

Draw Conclusions Possible answer: The Mississippi River could be used exclu­sively by the French for trade.

They wanted to find a north­west passage.

French Settlement The development of a system for granting land holdings, called the seigneurial system, began to develop in French parts of Canada and Acadia by the middle of the 1600s. Under the system, seigneurs who were granted land plots were obligated to bring in new settlers and provide them with services such as roads

or a mill to use for grinding grain. In exchange, the new inhabitants received large plots of land and had to make pay­ments of dues to the seigneur. In contrast with the Spanish system of encomiendas, the inhabitants of the land had more free dom and greater rights, including the right to will the land to their children.

55

Exploring the Mississippi The same economic and religiousmotives that established New France also inspired its expansion. By1670, French missionary Jacques Marquette had founded twomissions along the Great Lakes, in present-day Michigan.Meanwhile, French traders explored the Great Lakes area looking fornew sources of furs.

In 1673, Father Marquette and Louis Joliet, a French Canadiantrader, paddled their canoes along the shores of Lake Michigan towhat is now Green Bay, Wisconsin. They made their way west untilthey reached the Mississippi River. For the next month they followedthe river downstream, thinking that it might be the long-soughtnorthwest passage. In July, the group reached the Mississippi’s junc-tion with the Arkansas River. Convinced that the Mississippi flowedinto the Gulf of Mexico and not into the Pacific Ocean, they returnedhome.

Although Marquette and Joliet did not find a northwest passage,they provided the French with a water route into the heart of NorthAmerica. The river’s exploration was completed in 1682 by RenéRobert Cavelier, also known as La Salle. Reaching the river’s mouth atthe Gulf of Mexico, La Salle claimed the entire Mississippi Valley forFrance. He named the region Louisiana, in honor of King Louis XIV.

What was the goal of the voyage of Marquette and Joliet on the Mississippi?

Vocabulary Buildermotive (MOH tihv) n. inner drive that causes a person to do something

Combine Main Ideas to Construct MeaningIdentify three main ideas

from the paragraphs following the subheading “Life in New France.” Then, state the big idea of these paragraphs.

Exploring the MississippiThis drawing shows Father Marquette and Louis Joliet traveling the unknown waters of the Mississippi River. Critical Thinking: Draw Conclusions How would settling the Mississippi Valley benefit New France?

Differentiated Instruction

56 Chapter 2

New NetherlandThe Impact on Native Americanspp. 56–57

Instruction L2

Have students read New Netherland n

and The Impact on Native Americans. Remind students to look for details that answer the Section Focus Question.

Have students complete the worksheet n

Dutch Colonization, 1609–1664.

Teaching Resources, Unit 1, Dutch Colonization, 1609–1664, p. 50

Ask: n Why did the English take control of New Amsterdam? (The Dutch colo­nists prevented English settlers from mov ing west.)Discuss with students how competition n

for limited resources can cause conflict. Ask students to identify limited resourc-es discussed in the section and the impact of competition over them. (A decline in fur­bearing animals from trap­ping weakened the Native Americans’ food sup ply; Europeans’ use of land for farming pushed Native American groups into new lands and into conflict with other Native American groups.)

Independent PracticeHave students complete the Study Guide for this section.

Monitor Progress

As students fill in the Notetaking Study n

Guide, circulate to make sure that they understand the impact of European set tlement on Native Americans. Provide assistance as needed.

Tell students to fill in the last column of n

the Reading Readiness Guide. Ask them to evaluate if what they learned is what they had expected to learn.

Have students go back to their Word n

Knowledge Rating Form. Rerate their word knowledge and complete the last column with a definition or example.

Teaching Resources, Unit 1, Reading Readiness Guide, p. 46; Word Knowledge Rating Form, p. 42

Answer

To trade furs with Native Americans.

L1 English Language Learners L1 Gifted and Talented

Writing Advertisements Tell students that colonies advertised in Europe for trad ers and settlers. Ask students to work in pairs or small groups to prepare an advertise-ment that the Dutch East India Company might have used to recruit people to come to North America. Tell students to use the information they know about

North America in the advertisement.Remind students that some prospective

trappers or settlers may not understand the English language or may be illiterate. Tell students that the advertisements should be written simply and clearly with appealing visuals. Have students present their advertisements to the class.

56 Chapter 2 Europe Looks Outward

New NetherlandDutch land claims in North America were based on Henry

Hudson’s exploration of the Hudson River. In 1610, Dutch tradersarrived in the Hudson River valley and began a busy trade withNative Americans. The trade was so profitable that the Dutch WestIndia Company decided to establish a permanent colony in what theDutch called New Netherland.

In 1624, about 300 settlers arrived from the Netherlands. Most ofthem settled at Fort Orange, a fur-trading post that was later renamedAlbany. In 1626, another group settled at the mouth of the HudsonRiver. The colony’s governor, Peter Minuit, purchased the islandfrom nearby Indians. The colonists named their new home NewAmsterdam. The town grew steadily as new colonists arrived. By1653, it had a population of about 800.

New Netherland was a barrier to the English. It kept Englishsettlers from moving westward. In 1664, English forces seized NewNetherland. The new territory was renamed New York, after theking’s brother, the Duke of York.

Why did the Dutch establish settlements along the Hudson River?

Wall Street

Late 1600s Built in 1653, a wall at the lower end of Manhattan protected Dutch settlers from outside attacks. Gradually, the path by the wall became an important place for merchants and traders.1792 The New York Stock Exchange began in lower Manhattan where a group of New York businessmen met daily to buy and sell stocks. Today, Wall Street is part of the thriving commerce of New York City.

Wall Street Today How has the role of Wall Street changed in today’s financial market? Go online to find out more about Wall Street today.

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Chapter 2 Section 4 57

Assess and Reteach

Assess Progress L2

Have students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 1, Section Quiz, p. 56

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 2, Section 4

Reteach L1

If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.

Extend L3

Have students conduct research to find out more about the North American fur trade. Have them make a flow chart depicting the trade, including how the furs were obtained, and by whom, how the furs were traded to Europeans, and where they were then resold. Display their flowcharts in the classroom.

Progress Monitoring Online

Students may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

The French and Dutch settle ments provided new goods through trad ing, such as cloth and iron pots, but also increased tensions among Native Ameri can groups and introduced new diseases that killed many Native Americans.

Section 4 Check Your Progress

By fur trading, then by farming1. (a) The economic activities of New (b)

France centered around furs and fish and trading with Native Americans, while New Spain focused on searching for gold, silver, and precious minerals.

New Amsterdam and Fort Orange2. (a) Their locations along rivers made (b)

transporting people and goods easier.

Answers will vary, but should reflect 3. students’ understanding that European interest in and settlement of North America grew, having significant effects on both the Europeans and the Native Americans.

They were independent traders who 4. lived among the Native Americans. They found and acquired the fur pelts from the Native Americans.

The alliance increased tensions with the 5. Iroquois, rivals of the Huron.

Students’ accounts should present a 6. clear understanding of the impact of these relations on both the French and the Dutch with Native Americans.

Section 4 France and the Netherlands in North America 57

Section 4 Check Your Progress

The Impact on Native AmericansAs you have read, Native Americans provided fur pelts to French

and Dutch traders. The Europeans gave Native Americans manufac-tured goods, such as cloth, iron pots and tools, and guns. Ultimately,however, the fur trade had a grave effect on Native Americans.

The French and the Dutch each made alliances with Native Amer-ican peoples. An alliance is an agreement between parties that bene-fits them both. Long before the Hurons became trading partnerswith the French, the Iroquois and the Hurons were enemies.The Hurons became partners with the French, and the Dutchhad an agreement with the Iroquois. The Iroquois, usingguns from the Dutch, began to attack the Hurons. Theattacks were devastating to the Hurons.

Even worse were the diseases caused by contact withEuropeans. Furthermore, the overtrapping of animalsweakened the food chain on which Native Americansdepended. As the fur-bearing animals disappeared, theNative Americans’ value to the colonists decreased.Instead, Native American land became more valuable tothe colonists.

How did the French and Dutch settlements affect Native Americans?

Looking Back and Ahead England did notstand by as France and Holland carved out colonies inNorth America. As English colonies spread over theAtlantic shores of North America, their competitionwith New France and New Netherland grew.

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Comprehension and Critical Thinking1. (a) Describe How did the colo-

nists in New France support themselves?(b) Compare and Contrast How did the economic activities of New France compare with those of New Spain?

2. (a) Identify Name two Dutch settlements in the Americas.(b) Apply Information How did the geographic location of these settlements contribute to their success?

Reading Skill3. Combine Main Ideas to

Construct Meaning What is the big idea of Section 4? What smaller main ideas work together to support this big idea?

Key TermsAnswer the following questions in complete sentences that show your understanding of the key terms.4. Who were the coureurs de bois,

and how did they contribute to the economic success of New France?

5. What were the consequences of the Dutch alliance with the Iroquois for the Hurons?

Writing6. In Section 2, you read about

Bartolomé de Las Casas’s observa-tions concerning relations between the Spaniards and the Native Americans. Write similar eyewitness accounts of relations between Native Americans and (a) the French and (b) the Dutch in the Americas.

Dutch traders with Iroquois