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rd
3 Grade Michigan Studies SS030305
Unit 3: The History of Michigan Lesson 5
Lesson 5: The British in Michigan
Big Ideas of the Lesson
Competition for the fur trade led to a war between France and Britain.
France lost the war. As a result Britain took control of the Great Lakes region including
Michigan.
American Indians found it was much harder to deal with the British than the French.
Serious conflicts began between the British and the American Indians.
British colonies along the Atlantic Ocean fought and won a war for Independence.
After that war, Michigan became part of the new country called the United States of America.
Lesson Abstract:
In this lesson, students explore how conflicts between the French and British led to the British
taking control of Michigan. Students then examine the impact of the British on native cultures.
Using illustrations, maps, timelines, and other sources, students gather historical evidence about
this time period in Michigan history. Throughout the lesson a focus is placed on the identification of
causes and effects.
Content Expectations
3 - H3.0.5: Use informational text and visual data to compare how American Indians and settlers
in the early history of Michigan adapted to, used, and modified their environment.
3 - H3.0.6: Use a variety of sources to describe interactions that occurred between American
Indians and the first European explorers and settlers in Michigan.
Key Concepts
cause and effect
conflict
Instructional Resources
Equipment/Manipulative
Chart paper
Globe
Overhead projector or document camera/projector
Student journal or notebook
Student Resource
McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009. 105-111,
115-117, 118-1222, 127-132. Or other similar textbook.
Virtual Tour of Fort Michilimackinac. 23 November 2009 <http://vm.mackinacparks.com/>.
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3 Grade Michigan Studies SS030305
Unit 3: The History of Michigan Lesson 5
Teacher Resource
1747 Map of Detroit. . 23 November 2009 <http://www.gpschools.org/ci/ce/mich/det1749.htm>.
“The British.” Michigan History for Kids. Fall 2002.
Egbo, Carol. Supplemental Materials (Unit 3, Lesson 5).Teacher-made material. Michigan
Citizenship Collaborative Curriculum, 2009.
Illustration of Early Detroit. Clarke Historical Library. Central Michigan University. 23 November
2009 <http://clarke.cmich.edu/detroit/history.htm>.
Panagopulos, Janie Lynn. A Place Called Home. Chelsea, MI: Sleeping Bear Press, 2001.
Lesson Sequence
1. Connect back to the previous lesson by asking students to share with a partner their answer to
the question: What will happen next? Then, have students share with the large group. Guide
students in understanding that competition over the fur trade is likely to lead to conflict between
the French and the British.
2. Review the terms ‘cause’ and ‘effect’ which were explored in Lesson 1. Then, using the “Cause
and Effect Organizer” located in the Supplemental Materials (Unit 3, Lesson 5), review the skill
of identifying causes and effects by using this kid-friendly example:
Write the phrase “Mary pushed Rob off the swing” in the ‘EVENT’ section of the
organizer.
Ask students for possible causes of this event. Possible answers include: Mary
wanted the swing. Mary was a bully. Rob had been on the swing too long.
Ask students for possible effects of this event. Possible answers include: Mary will
get into trouble. Rob will hit Mary. Rob will go tell a teacher.
3. Remind students that being able to identify causes and effects is an important skill in
understanding history. Using another copy of the Cause and Effect organizer, or a similar
organizer drawn on chart paper, repeat what was done in Step 2 with this historical example:
Write the phrase “The French were making lots of money in the fur trade” in the
‘EVENT’ section of the organizer.
Ask students for possible causes of t his event. Possible answers include: there was
a scarcity of beaver furs in France; there were lots of beaver in Michigan; people
wanted beaver hats in France.
Ask students for possible effects of this event. Possible answers include: the British
were jealous of the French; the British wanted to take over the fur trade; the British
wanted to make money on the fur trade also.
4. Display the “Timeline” located in the Supplemental Materials (Unit 3, Lesson 5) and read and
discuss each event with students. Pose the following question: What pattern do you see in
these four events? Discuss student responses. Guide students in understanding that each of
these events describes the French building a fort. Use Word Card #28 to briefly discuss the
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3 Grade Michigan Studies SS030305
Unit 3: The History of Michigan Lesson 5
term ‘fort.’ Ask students what they think caused the French to build so many forts in Michigan
in this short time period of about 30 years. Discuss student responses and guide them in
understanding that the forts were built as protection against the British who had become very
interested in taking over the fur trade.
5. Ask a student to go to the wall timeline you created in Lesson 3 and point out the approximate
place on the timeline when the French were building forts. Note that the following website
provides a virtual tour of Fort Michilimackinac: http://vm.mackinacparks.com/ and you may
wish to have students view sections of this fort at this time.
6. Using the map and illustration of “Early Detroit” located in the Supplemental Materials (Unit 3,
Lesson 5), briefly discuss the structure and location of this fort. (Note that pages 105-112 in
Meet Michigan describe in detail the founding of Detroit by Antoine Cadillac and can be used to
supplement this step. Another textbook with a similar section could also be used.)
7. Explain that as France continued to make money on the fur trade, Britain continued to want to
take over the fur trade. Eventually, a war broke out. Note that it is likely that many students
predicted that this would happen in their Michigan journals when they answered the question:
What will happen next? Make sure to draw attention to this fact.
8. Divide students in pairs and give each pair a copy of the “Cause and Effect Organizer” used in
Steps 2 and 3. Guide them in writing “War between France and Britain” in the EVENT section of
the organizer. Partners should work together to identify one cause of the war and write it in the
correct place on the organizer. Give pairs time to work and then have them share their ideas
with the whole class. Note that most causes should relate to competition over the fur trade.
Have pairs put the organizer in their Michigan journal.
9. Explain that the war between France and Britain presented American Indians with several
choices. For example, they could stay out of the war and not help either side. Ask students
what other choices they had. Guide students in understanding that they could help either the
French or the British. Ask students to vote on what choice they think most American Indians
made: stay neutral, help the French, or help the British.
10. Explain that most American Indians decided to side with the French, since they had traded with
them for many years. Many were afraid that the British would take over more of their land if they
won the war.
11. Ask students to predict who won the war, the French or the British, and have them give a
reason for their prediction. Discuss student predictions and reasons in the large group. Then,
explain that France lost the war. Tell students that in fifth grade they will study this war in depth
and learn more about why the French lost. (Note that pages 115-117 in Meet Michigan or a
similar selection in another textbook can be used to go into further detail regarding the war
between France and Britain, if desired.)
12. Ask students to take out the Cause and Effect organizer they began in Step 8 and work with a
partner to predict a possible effect of France losing the war with Britain. Give pairs time to work
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3 Grade Michigan Studies SS030305
Unit 3: The History of Michigan Lesson 5
and then have them share their predictions. Guide students in understanding that as a result of
the war, Britain took over the fur trade and Michigan. Other effects included the taking over of
French forts by the British. Point to where 1760 would be on your wall timeline and explain that
this is the approximate year that Britain took over Michigan.
13. Ask students how they think the British felt about American Indians who sided with the French.
Discuss student responses. Guide students in understanding that after Britain won the war
conflict increased between the British and American Indians for the following reasons:
The British were angry that many American Indians had sided with the French.
The French had, in most cases, shown respect for Native Americans. They learned
their languages, often married American Indian women, and were more interested in
trade than they were in taking over Native American land. The British were different.
They showed little respect for American Indians and were very interested in taking
over their lands.
American Indians had become dependent on European goods. They needed and
wanted these goods. Britain raised the prices on these goods, so it took more furs to
trade for an item.
The French had often given American Indians gifts, but the British refused to do this.
14. Ask students what they think will happen as a result of these factors. Guide students in
understanding that these factors lead to a major conflict between American Indians and the
British. Share the following information regarding this conflict:
Chief Pontiac, an Odawa (Ottawa) leader created an alliance of many tribes.
Under his leadership, American Indians began to attack British forts.
They captured Fort St. Joseph and Fort Michilimackinac.
Chief Pontiac then surrounded the fort at Detroit for five months, trying to force the
British out, but was unable to do so.
Eventually the British regained control of the forts.
(Note that pages 118-122 in Meet Michigan or a similar selection from another textbook can be
used to supplement this information regarding the British and American Indians, if desired.)
15. Explain that Britain controlled Michigan for less than thirty years before another big change took
place. Show students the map of “Britain’s Colonies on the Atlantic Coast” located in the
Supplemental Materials (Unit 3, Lesson 5). Point out the thirteen British colonies and explain
that these colonies were owned and controlled by Britain. Explain that the people living in these
colonies decided they wanted to be independent. In other words, they wanted to be their own
country.
16. Explain that on July 4, 1776 these colonies declared their independence and fought a war
against Britain for their freedom. Show the approximate time on your wall timeline. Eventually
they won the war and became a brand new country called the United States of America. The
former 13 colonies became the first 13 states. This new country took control of most of the land
that the British had controlled in North America, including Michigan. Explain that in fifth grade
they will learn the whole story of the early history of our country. (Note that pages 127-132 of
Meet Michigan, or a similar selection from another textbook, can be used to supplement the
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3 Grade Michigan Studies SS030305
Unit 3: The History of Michigan Lesson 5
discussion of the American Revolution, if desired.) For a literature connection, consider sharing
the book; A Place Called Home by Janie Lynn Panagopulos.
17. As a simple way to review the chronology of the unit so far, make four simple signs labeled:
American Indians, The French, The British, and The Americans. Hand the signs to four
students and have them arrange themselves in the correct order showing who controlled
Michigan at various times up to approximately 1800. Then, using the wall time line point out the
approximate time periods relating to each of the four groups.
Assessment
An assessment has been included in the Supplemental Materials (Unit 3, Lesson 4) in which
students answer multiple choice questions relating to important ideas in the lesson, complete a
cause and effect organizer, and sequence a list of important events.
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