4-2.4: Summarize the relationship among the Native Americans, Europeans, and Africans, including the French and Indian War, the slave revolts, and the conduct of trade.
Essential Question: How did the relationship between Native Americans, Europeans, and Africans impact settlement?
Learning Tasks/Activities:
Ø The teacher will closely read the interactive essential text with students. During this time it is important to discuss the essential question, to define key vocabulary, to code the text (political, economic, geographic, and social), to discuss the content and to clarify any misconceptions. The teacher and student will interact with the text. The following tasks are to strengthen, to deepen, and to enhance the indicator content and connect to the key concept question. Ø Students will begin the Relationship among the Native Americans, Europeans, and Africans KWL chart. (DOK 1- 2) Ø Students will read closely pages 246 – 251 in the textbook Scott Foresman Social Studies Building a New Nation. They will answer The French and Indian War text discussion questions in small group and/or whole group and/or as notebook responses. (DOK 1-3) Ø Students will view the Discovery Education video clip “18th Century Turning Points in U.S. History: French and Indian War.” They will analyze the video clip using the video analysis sheet. (DOK 2-3) or students will complete the “High Five and Gist” power strategy (DOK 3). Students will take notes of key phrases or words as they watch the video, then complete the gist statement after watching the video and collaborating with others. Ø Students will read Chapter 1 (pages 5-9) in the ABDO eBook Nation is Born: 1754-1820’s. Students will then choose a favorite song of theirs and rewrite the lyrics to be about the French and Indian War (Favorite Song Rewrite). (DOK 2- 3) Ø Students will read “French and Indian War Summary.” Students will then construct a personal response to the questions at the end of the article. (DOK 2-3) Ø Students will revisit the Native Americans, Europeans, and Africans KWL chart. (DOK 1-2) |
It is essential for students to know:
Conflicts and cooperation between the Native American, Europeans, and Africans influenced life in America. At first, Native Americans helped the colonists in Virginia and Plymouth to survive the first years and taught them to plant crops that would grow in the New World such as tobacco and corn. As more settlers came to the New World for land, the Native Americans resisted the new settlers. Many wars were fought between the colonists and the Native Americans. With Robert La Salle’s claim, the French moved into the Ohio River Valley to claim this land for France. The English colonists and their mother country went to war with their traditional enemy, the French and their colonists, to protect their claims. Many Native American tribes fought on the side of the French against the colonies and the British, giving the series of four wars spanning over seventy-four years and fought on three different continents. The last war in this sequence produced their American name – The French and Indian War(s). (In Europe, this final conflict was called the Seven Years War because of the length of time it was fought.) The French established good working relationships with the natives because of their fur trading. Because few French settlers came to the New World and the ones who came did not take much land for families or settlement, the French did not antagonize the Native Americans as the American colonists did. Most of the Native American groups allied with the French hoped that a French victory would limit the expansion of the English colonies to the Appalachian Mountains. With the aid of alliances with the Iroquois Confederation, the Catawba and the Cherokee, the British won the French and Indian War and forced the French to cede control of their North American land claims and many Native Americans lost their longstanding trading partners/military allies and thus found their ways of life greatly disrupted. Plantation owners considered slaves to be their property and they were often sold without warning. Slaves wanted to acquire their freedom from plantation owners. Some enslaved Africans rebelled against the poor living conditions and abusive treatment of some slave owners. However, slave revolts like South Carolina’s Stono Rebellion (the largest in the colonial period in mainland British colonies), were largely unsuccessful. Some were discovered before the revolt could be carried out; others were quickly and brutally put down. The result was harsher regulation and control of the slave populations and the introduction of slave codes. Slave codes were used to regulate and monitor the behavior of slaves in the colonies. The codes included rules such as limited education, purchases, and ability to sell goods. Slaves were also not allowed to travel without their mater’s permission. Such revolts also made the slave owners and the white population more fearful of the enslaved African population because the enslaved population already outnumbered the free population. In order to maintain an oppressive system, some Southerners used violence and intimidation. Although slaves continued to resist their captivity through work slowdowns, feigned illnesses, breaking tools, and running away, few were successful in escaping the bonds of slavery. Some slaves did escape the bonds of slavery by heading north. Still some in the north were able to work to purchase their freedom and the freedom of other slaves. These free Africans were able to find work as artisans or apprentices in the New England colonies. There was some cooperation between slaves and Native Americans. For instance, runaway slaves in South Carolina fled to Florida where they joined Native American tribes. However, there were other Native American tribes that adopted the practice of slavery. |