CHAPTER 3 Early European Colonies - Mr. Stahl

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Gr7SS-Ch3.QXP54/12/062:00 PMPage 69CHAPTER 3Early European ColoniesWhat’s Chapter 3 About?After the voyages of Giovanni Caboto and Jacques Cartier, Franceand Britain lost interest in exploring North America for many years.They concentrated on fishing cod off the northeast coast.Starting in the early 1600s, this changed. France and Britain beganto establish colonies in North America. The colonies aimed todevelop — and to control — new resources.This chapter is about those colonies — especially about NewFrance. In the lands that became Canada, New France was the firstpermanent European foothold. It’s a fact that lies at the foundationof our country.FOCUSQUESTIONS What purpose did colonies serve? What were the similarities and differences between Frenchand British colonies in North America? What impacts did colonization have on First Nations? What characterized the colony of New France?This view of Québec datesfrom the 1600s. Franceestablished Québec tocontrol territory along theSt. Lawrence River. Howdoes this image reflectthat objective?69

Gr7SS-Ch3.QXP54/12/062:00 PMPage 70Our Canada: Origins Peoples PerspectivesCHAPTER TASKOutline a PlayPastLives TheatreHomeCasting Dept.Audition Teamsponsored by Friends of History SocietySet DesignContact UsEnter our World Enter our AdventurePastLives is a theatre company that specializesin historical plays. The company is preparing aplay about life in New France between 1608 and1700 for the coming theatre season.The play will focus on these three points: The purpose of New France as a colony. The influence of the French government andthe Catholic Church on the daily life of thepeople of New France. The impact of the development of NewFrance on First Nations.We need your talents! Please contact one of the following PastLivesdepartments with a proposal for the play.a) Casting Department: Describe the types of people that you feelshould be represented in the play, based on the three points.Describe the relationships among these people, so we can createcharacters and scenes.b) Set Design: Sketch a series of venues, or places, where action inthe play could take place. Propose at least one sketch for eachpoint. Include an oral or written explanation of the purpose of eachvenue as a way to develop each point.c) Audition Team: Do you think you would like to take part in thisplay? Send us a tape of yourself, describing the occupation of theperson you would play and why. Explain your choice by providingbackground information on the three points.Perhaps you’ll be joining our artistic team this coming season!SUBMIT PROPOSAL70

Gr7SS-Ch3.QXP54/12/062:00 PMPage 71Early European ColoniesFrance and Britain EstablishColonies in North AmericaGETREADYThis section presents information that answers thefirst focus question of this chapter:purpose ofEuropeancoloniesWhat purpose did colonies serve?As you work through this section, think about whatmotivated European countries to establish colonies.Try a graphic organizer like this to help you selectkey information.W h a t ’s a C o l o n y ?Colonies and imperialism go together. Imperialism is a policy — anofficial objective of a country — to dominate other regions of theworld. A colony is a region of the world dominated in this way — byanother country. The country sometimes sends colonists — orsettlers — to live in the region as a way to establish control over it.Colonies supplied European countries with raw resources, whichEuropean countries then made into manufactured goods. Europeancountries sold the manufactured goods around the world — and backto their colonies — for a profit.European countries made the economic rules that their coloniesfollowed. They set the price of raw resources low and the price ofmanufactured goods high. These rules established an economicsystem — known as mercantilism — designed to make Europeancountries rich.colony: a region claimed andgoverned by a country fromanother part of the worldmercantilism: a regulatedeconomic system that madea country rich from itscoloniesM e rc a n t i l i s m European ColonySupplies cheap raw resources,such as beaver peltsEuropean CountryProfit for European CountryCreates and sells expensivemanufactured goods,such as beaver felt hats71

Gr7SS-Ch3.QXP54/12/062:00 PMPage 72Our Canada: Origins Peoples PerspectivesWhat’s a Monopoly?monopoly: the completecontrol of a resource bya single companycharter: a set of rules andprivileges granted to acompany by a king or queenEurope’s rulers and merchants set up monopolies to lay claim landand resources in North America, and to establish colonies.Under a monopoly, a ruler gave a merchant, or a group ofmerchants, a special economic opportunity. Only that merchant —no others — could make money from the colony. In exchange, themerchant promised to create a permanent settlement to exploituseful resources. The Crown stated the rules and rights of thisarrangement in a charter, so monopolies were often called “chartercompanies.”How Did French and BritishImperialism Differ?As France and Britain pursued domination of North America through colonization,differences between their styles of imperialism emerged. British colonists wanted land for farms. French colonists wanted resources, suchas furs. This shaped the way Britain and France viewed the peoples who alreadylived in North America: First Nations. British colonists generally saw First Nationspeoples as obstacles — people who had the land they wanted. French colonistsgenerally saw them as partners — people who could help them tap resources. Both France and Britain viewed non-Christian peoples, such as First Nationspeoples, as “inferior.” In North America, the British pushed First Nations peoplesaside as it established colonies. The French took steps to convert First Nationspeoples to its religion, Catholicism.RESPONDIn what way do the British and French styles of imperialism in NorthAmerica express different ideas of citizenship — of who belongs anddoesn’t belong?1. In what way did First Nations belong to the society establishedby France? In what way did they not belong?2. What characterized British relations with First Nations?3. In your opinion, which style of imperialism might have had thebiggest impacts on First Nations, the French or the British? Why?72

Gr7SS-Ch3.QXP54/12/062:00 PMPage 73Early European ColoniesHistory HappensSeventeenth Century EditionThe “newspaper” from the past for today’s reader.Hat Craze Hits Europe!— by Beatrix Chronos, your time-roving reporterPARIS — A new supply of beaver pelts from New Francehas assured men and women of fashion that they can continue to purchase that most essential wardrobe item: thebeaver felt hat.The demand for beaver hats has skyrocketed in the lastfew years. A decline in pelts from Russia, where trappinghas made the beaver almost extinct, had worried trendsetters across Europe. The hats have become a symbol ofstatus.“I never leave home without mine,” remarked a welldressed gent, who wished to remain anonymous. “Youonly have to look at my hat to see how important I am.”The most expensive hats are made of pure beaver feltand have very wide brims. The brims don’t do anythinguseful — except demonstrate how much the owner canafford to pay. Some hats have such wide brims, such as thetricorne, that many now wear them with their brims permanently pinned up.Beaver felt comes from the soft underfur of the beaver.To make it, the underfur is removed from the skin and,with chemicals, pressed together. Beaver felt is soft, shinyand waterproof.“Beware of imitations!” one fashion expert warns.“Cheap felt contains only 20 or 30 percent beaver fur. Therest is rabbit or seal fur — or even mole fur! If you wanta good hat, you have to pay the price. Think of it as aninvestment. I know people who have willed hats to theirchildren. I’ve heard you can even buy property with hats.Didn’t somebody buy Nantucket Island for thirty poundsand two beaver hats just lately?”Rumours that the supplies may be reduced, or even cutentirely, because of wars with the Haudenosaunee, havehat manufacturers and the fashion-conscious worried.Everyone hopes the Crown will resolve this threat soon, sothe beaver pelts keep coming.This jaunty gentleman struck a fashionable pose forour painter-in-the-street. Nice hat!73

Gr7SS-Ch3.QXP54/12/062:00 PMPage 74Our Canada: Origins Peoples PerspectivesH i s t o ry H a p p e n sSeventeenth Century EditionMany styles to choose from!Health Concerns AiredPARIS — Some hat manufacturers have complained of —well — being as mad as hatters. Almost all hatters developtrouble with twitching, talking and thinking. “Maybe it’sprimary source: anoriginal piece ofinformation, suchas a document orimagethe mercury,” one speculated in a lucid moment. “We usemercury to treat the beaver fur so it makes good felt.”Hat manufacturers have assured customers that beaverfelt hats pose no risk to public health. “I wouldn’t eatyour hat, though,” one remarked. RESPOND1. A European fashion — beaver felt hats — spurred the developmentof New France. What role does fashion play in our lives and economytoday? Do any fashions today have big impacts, like hats did onNew France?2. A large modern company hires people in a foreign country to produceT-shirts for teenagers in Canada. The company pays these labourersmuch less than it would have to pay Canadian labourers. Thecompany makes a huge profit, none of which goes to the labourers inthe foreign country. How would you feel if you were the labourer in the foreign country? How would you feel if you lived in the country making the profit? Would you personally support this arrangement if it allowed you tohave cheaper clothing? What similarities does this arrangement have to colonization? Whatpurpose did colonies serve?3. History Happens is a fictional newspaper that reports on historicalevents for today’s readers. How can you tell that the article “Hat CrazeHits Europe” is not a primary source document? For example, howdoes the “writer” describe herself in her byline, next to her name?What modern phrases and expressions can you find that people fromthe time would not have really used?74

Gr7SS-Ch3.QXP54/12/062:00 PMPage 75Early European ColoniesSimilarities and Differences betweenFrench and British ColoniesGETREADYThis section presents information to answer the focus question:What characterized French and British colonies inNorth America?You will use the information in a question-and-answer challenge.You also need to record examples of similarities and differences among: The French colony of New France The British Thirteen Colonies The British-claimed territory of Rupert’s Land.What kind of graphic organizer will help you select and recordinformation? Check the Skills Centre on pages 388 to 390.The Question-and-Answer ChallengeUse the map, timeline and backgrounders in this section to generategood questions about New France and the colonies that Britainestablished in North America.A “good question” gets at important ideas, rather than isolatedfacts. For the subject of history, good questions make people thinkand evaluate, not just recite names, dates and numbers.Given the objectives of a good question, what characteristics doyou think a good answer would have?Generate one good question that engages each of these ideas: Cause and effect. Geographic challenges and issues. Challenges of coexistence. Demographics. Imperialism. Economic structure. Social structure.Exchange your questions with another person in your class. Doyour best to answer your classmate’s good questions with goodanswers.coexistence: two or morepeoples of diverse culturesliving together peacefully75

Gr7SS-Ch3.QXP54/12/062:00 PMPage 76Our Canada: Origins Peoples PerspectivesTi m e l i n e o f N e w F r a n c 51700NEW FRANCE16451775180076Compagnie des Cent-AssociésFrance founds this company — a fur trade monopoly — toencourage the growth and development of New France.Britain controls QuébecThe Kirke brothers, British adventurers, capture Québecduring a conflict between Britain and France. Britain restoresQuébec to France in 1632.Communauté des HabitantsFrance puts a new group in charge of the fur trade, in aneffort to boost colonization in New France.Britain controls AcadiaAcadia changes hands during a conflict between France andBritain. A treaty returns Acadia to France in 1667.1663Royal Government of New FranceLouis XIV, King of France, dissolves la Communauté desHabitants and takes direct control of New France and the furtrade.1670Hudson’s Bay CompanyBritain founds this fur trade monopoly, with Rupert’s Land asits territory.1713Treaty of Utrecht: Britain gains control of most of AcadiaThe Treaty of Utrecht ends a war between Britain and Francein Europe – the War of the Spanish Succession — and resultsin a permanent exchange of territory in North America.1713–17521763French-Haudenosaunee WarFrance, the Kichesiprini, the Ouendat, the Anishinabe and theInnu fight the Haudenosaunee for control of the fur trade.1654–166717251750Founding of Québec17541756–1763Mi’kmaq-British WarThe Mi’kmaq fight the British conquest of their lands.War in the Ohio ValleyFrance and Britain fight over territory in at the western edgeof the Thirteen Colonies.Seven Years’ WarFrance and Britain fight a global war for supremacy, includingsupremacy in North America.1759Britain captures Québec1763Treaty of Paris: Britain gains control of all of New FranceNew France becomes a British colony under the treaty, whichends the Seven Years’ War.

4/12/062:00 PMPage 77Early European ColoniesFrench and British Colonies inNorth America, around 1700Claimed by FranceNew FranceClaimed by BritainThirteen ColoniesRupert’s LandNWESHudsonBayRT’SNDpissipssiMiAcadiaIESFRSt. ANLa Cwr EGr7SS-Ch3.QXP5River0500 kmGulf of Mexico77

Gr7SS-Ch3.QXP54/12/062:00 PMPage 78Our Canada: Origins Peoples PerspectivesThe Royal Governmentof New FranceKING OF FRANCEGOVERNOR, INTENDANT,BISHOP AND COUNCILOF NEW FRANCENew France Backgrounder EuropeanYear17001760populationPopulation15 00065 000 Religion: The colonists in New France were almost all Frenchand Catholic. Part of what France wanted to do, as it built thecolony of New France in North America, was to convert FirstNations peoples to the Catholic faith. Government: France at first established monopolies in the furtrade with the expectation that New France would flourish.The fur trade flourished, but not the colony. The colony hadfew settlers and continued to rely on supplies from France forsurvival.Fur trade merchants did not see much reason to changethe situation. The fur trade didn’t require many French settlersto succeed: it required partnerships with First Nations trappersand traders.COLONISTSdirection of power,authority anddecision making78In 1663, France abandoned the strategy of usingmerchant monopolies to build the colony. The French Crowntook direct control of New France and governed it like aprovince of France. It took steps to encourage more coloniststo go to New France, and to promote agriculture andindustries in New France, so that the colonists could meet theirown needs. Economy: The fur trade was the primary economic activity ofNew France. Through the fur trade, New France supplied fursto France — especially beaver furs used in the manufacture ofhats. To succeed in the fur trade, New France formedpartnerships with the Ouendat, the Anishinabe and the Innu,among other First Nations.

Gr7SS-Ch3.QXP54/12/062:00 PMPage 79Early European ColoniesThirteen Colonies Backgrounder EuropeanYear17001760populationPopulation250 0002 500 000An Example ofGovernmenti n B r i t a i n ’sThirteen ColoniesMonarch Religion: The colonists in the Thirteen Colonies were mostlyfrom Protestant countries such as Britain, Germany, Swedenand Holland. In some cases, colonists came to North Americaspecifically to practise their version of Protestantism. Ingeneral, the colonists in the Thirteen Colonies did not place ahigh priority on converting First Nations to their religion. Government: In the Thirteen Colonies, each colony had aseparate government. Britain controlled these governments bydirectly appointing their governors, or by creating thechartered companies or group of landholders that then chosegovernors. Elected assemblies also played a role in mostgovernments of the Thirteen Colonies. Economy: The Thirteen Colonies used the land intensely toproduce agricultural products for Britain, for Britain’s coloniesin the Caribbean, and for themselves, including wheat, cattle,corn, tobacco and rice. Unlike New France, the ThirteenColonies did not form partnerships with First Nations. Instead,they saw First Nations as obstacles to their economicprosperity and pushed them off the land.ParliamentBRITAIN’S GOVERNMENTCOLONY’S GOVERNORAND COUNCILELECTED ASSEMBLYdirection of power, authority anddecision makingdescribes an advisory roleCOLONISTS79

Gr7SS-Ch3.QXP54/12/062:00 PMPage 80Our Canada: Origins Peoples PerspectivesRupert’s Land Backgrounder European population: minimal. Religion: Protestant, but religion did not play a large role inthe territory. Government: Rupert’s Land was the monopoly fur tradeterritory of the Hudson’s Bay Company, granted to thecompany in 1670. It had a governor, who was the chief officerof the company. It had no elected assembly. Economy: The Hudson’s Bay Company traded in furs.Unlike New France, it did not develop inland forts or seekpartnerships with First Nations peoples. Instead, it countedon traders coming directly to its forts at Hudson Bay.The Hudson’s Bay Company did not settle its territory withcolonists. The company supplied its forts from Britain, andit also traded with First Nations peoples for food.80

Gr7SS-Ch3.QXP54/12/062:00 PMPage 81Early European ColoniesFOCUSONINQUIRYWould you have survived asa colonist?FOCUS SKILLSRetrieving InformationT h e To p i cThe colonists who came to North America in the 1600sfaced uncertainty and hardship in their newly chosenhome. Many people today identify overcominghardship — the colonists’ struggle and determination —as central to the character and history of Canada.Why? This inquiry aims to give you a sense of thatperspective.In Chapter 2, you used aquestionnaire to retrieve information. In this inquiry, you willretrieve information from books,from the Internet, or from both.Share and discuss your processfor retrieving information.Getting StartedIn small groups, brainstorm what your needs ascolonists would be. Check page 391 of the Skills Centrefor tips on brainstorming.From this list, choose a topic. Be clear about thereasons for your choice. For example, you might choose thetopic that intrigues you most, or you might choosethe topic you consider most crucial for survival.Yo u r G o a lDevelop a process for retrieving information on this topic.Make sure to answer these questions: Where can you get access to the information you need? What keywords will help you find information in anencyclopedia, library, or on the Internet? What strategies will help you develop new keywords? What criteria will help you select relevant information —information generally related to the topic?Finishing UpBased on your research into colonial life, do you think you wouldhave survived as a colonist? Select the most interesting piece ofinformation you found related to that question. Be prepared todiscuss it in class.Would this pewtergoblet have met aneed in New France,or was it a luxury?81

Gr7SS-Ch3.QXP54/12/062:00 PMPage 82Our Canada: Origins Peoples PerspectivesImpacts of Colonization onFirst Nations Peoplesstory: in thisbook, storiesare based onreal historicalevents, andoften on realpeople. Somestories createcharacters, orimagine thethoughts ofreal people,to explorehistoricalevents.GETREADYThis section presents stories that describe the experiences of the Mi’km

The British Thirteen Colonies The British-claimed territory of Rupert’s Land. What kind of graphic organizer will help you select and record information? Check the Skills Centre on pages 388 to 390. GET READY Early European Colonies 75 coexistence: two or more peoples of diverse cultures living together peacefully

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