thesis statement for french and indian war

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Honors theses, a historical analysis of the causes of the french and indian war.

Jake Althouse , University of Nebraska - Lincoln Follow

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Date of this version.

Spring 3-12-2021

Althouse, J. 2021. A Historical Analysis of the Causes of the French and Indian War. Undergraduate Honors Thesis. University of Nebraska-Lincoln.

Copyright Jake Althouse 2021.

The current study attempted to answer the following research question: what were the causes of the French and Indian War between Great Britain and France in 1754? To do so, the current study researched secondary sources from a historical perspective, political theories regarding the causes of war, and primary sources from individuals involved in the build-up to conflict. Previous research by historians and political scientists have mainly attributed the causes of the French and Indian War to a security dilemma and the spiral theory of war. The current study does not support this assertion. Instead, the current study asserts that because of asymmetric information, the presence of an indivisible issue, and brinkmanship, bargaining failed and conflict began between Great Britain and France. Britain and France both took offensive measures to strengthen their positions in North America and counter their adversaries' movements prior to the start of the French and Indian War. At the same time, the presence of asymmetric information regarding the enemy’s resolve and strength due to poor intelligence, an indivisible issue in the Ohio region, and the hard-line stances from politicians on both sides hindered effective negotiations to stop the escalating conflict. As a result, given these pre-existing conditions, negotiations between Britain and France were bound to fail and war between Britain and France was destined to break out in North America.

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A Clash of Empires: The French and Indian War

Written by: Timothy J. Shannon, Gettysburg College

By the end of this section, you will:.

• Explain the causes and effects of the Seven Years’ War (the French and Indian War)

Suggested Sequencing

Prior to reading this Narrative, students should read the Albany Plan of Union Narrative. This Narrative should be followed by the Wolfe at Quebec and the Peace of 1763 Narrative.

The French and Indian War was the climactic struggle between Great Britain and France for imperial control of North America. The war began in 1754, when a young Virginia militia officer named George Washington engaged in a skirmish with a party of French soldiers, and it ended six years later when the governor-general of New France surrendered to a British army at Montreal. The conflict was part of a much larger global struggle known as the Seven Years’ War that began in 1756 and ended in 1763 among Britain, France, and several other European nations. Although the French and Indian War was only one of several Anglo-French conflicts in North America, it was exceptional for its scale and its influence on the lives of American Indians and colonists.

Unlike many earlier Anglo-French wars, the French and Indian War originated in North America, in a remote region known as the Ohio country. In the early 1750s, this land became the center of a three-way contest among American Indians, the French, and the British. A loose confederacy of Indian nations dominated by the Delawares, Shawnees, and Senecas populated the Ohio country after migrating from other regions taken over by colonists. There they found a new homeland rich with natural resources, especially the animals that supplied the fur trade. British and French traders competed with each other for this business. The Indians generally preferred British trade goods, which were cheaper and more plentiful, but they had better relations with the French because of New France’s effective missionary work and diplomacy among Indian nations living along the Great Lakes. Regardless of their preference for the French or British, the Ohio Indians shared a common desire to keep European soldiers and settlers out of their territory.

Tensions in the Ohio country heated up in 1753, when the French sent troops to fortify the passage from Lake Erie to the Ohio River. This move was intended to cement the French claim to the region and to open a route through the interior of the continent that would connect the French colonies in Canada and Louisiana. Virginia and Pennsylvania had their own designs on the Ohio country. Fur traders from both colonies were active there, and both claimed the Ohio country by right of their original royal charters. Pennsylvania, which lacked a militia because of its Quaker origins, was slow to mobilize against the French, but Virginia acted more forcefully. Its governor, Robert Dinwiddie, was an investor in the Ohio Company, a group of entrepreneurs who hoped to profit by opening western lands to settlers. When he learned that the French were occupying the Ohio country, he sent twenty-one-year-old militia officer George Washington to drive them out.

In his first mission to the Ohio country in 1753, Washington delivered a diplomatic warning to the French, telling them they were encroaching on British territory. The French officers he met politely rebuffed him, and he was disturbed by the efforts he witnessed among the French to win over the Ohio Indians, including his own guide, an influential Seneca named Tanaghrisson. In spring 1754, Governor Dinwiddie sent Washington back to the Ohio country, this time with an army of two hundred militiamen and orders to defend Virginia’s claim to the Forks of the Ohio (modern Pittsburgh). For a guide, Washington again relied on Tanaghrisson, who led him to a party of French soldiers near the British encampment.

In an ill-advised surprise dawn attack, Washington and his men killed several French soldiers and wounded their commander, Ensign Joseph Coulon de Jumonville. Washington believed he had prevented a French attack on his own men, but Jumonville insisted he had only been on a diplomatic mission, carrying a message from his commander at the French post Fort Duquesne. His protests were cut short when Tanaghrisson stepped forward and killed him with a tomahawk blow to his skull, a move likely intended to force the British into a more aggressive stance against the French.

After Jumonville’s death, a shaken Washington had his men build a stockade that he named Fort Necessity, in anticipation of a counterattack from Fort Duquesne. A superior force of French soldiers and Indian warriors soon surrounded the outnumbered and inexperienced Americans. The French and Indians fired on the garrison from covered positions, demoralizing Washington’s men and exhausting his supplies. Washington decided his only option was to surrender, and he claimed he unwittingly signed articles of capitulation, written in French, that described him as responsible for the “assassination” of Jumonville. This inadvertent admission became the basis for the French declaration of war against Britain.

This engraving by an unknown artist depicts an evening council of George Washington at Fort Necessity. Take a closer look at the details the artist includes. Who is attending the council? What resources are available to Washington and his men?

In 1755, the British returned to the Ohio country, this time with an army of regulars and colonists commanded by General Edward Braddock, whom Washington served as an aide-de-camp. Braddock intended to lay siege to Fort Duquesne and then move north to attack the French at Fort Niagara, which guarded the passage from Canada to the Ohio country. Encumbered by artillery and a supply train, Braddock’s troops slowly cut a road through dense wilderness from Fort Cumberland on the Potomac River toward Fort Duquesne. After crossing the Monongahela River on the morning of July 9, Braddock’s army collided with a French and Indian force that took advantage of high ground and cover provided by the surrounding forest to rain their fire on the British. Braddock suffered a fatal wound and Washington narrowly escaped death himself. The destruction of Braddock’s army left the Ohio country firmly in control of the French. Indians allied with the French launched a devastating war against settlements along the Appalachian frontier from Pennsylvania to Virginia.

This map depicts the events of the French and Indian War. How much did the war affect the relative strength of Great Britain and France in North America? (attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license)

For the next three years, the British struggled to regain their position in the Ohio country. Promoted to colonel of a regiment of Virginia soldiers, Washington worked feverishly to build fortifications and restore security along the frontier. Like many other colonial Americans, he disliked the British policy that gave seniority to British army officers over American officers, regardless of their respective ranks. In 1758, he worked closely with British General John Forbes as Forbes planned a new expedition into the Ohio country. Washington wanted Forbes to follow Braddock’s route west, but Forbes decided instead to cut a new road west from the Susquehanna River. This route favored Pennsylvania’s claim to the Ohio country, and Washington resented Forbes for it.

In November 1758, Forbes’s army forced the French to abandon Fort Duquesne, but Washington took little pleasure in the victory and soon returned to his home at Mount Vernon to resume his civilian life. Over the course of five years, he had learned much about military leadership and frontier warfare, but his ambitions to become a commissioned officer in the British regular army had been thwarted more often than helped by his British superiors. He had also lost several battles in the early part of the war, but nonetheless, he emerged as a war hero with a growing continental reputation.

Shortly after Forbes’s victory, the British built Fort Pitt on the ruins of Fort Duquesne. This act, along with the British occupation of other French posts in the Great Lakes region, angered the Ohio Indians because they had been promised in 1758 that the British would evacuate their homelands after the war was won. The Indians were now entirely dependent on the British for their trade goods, and the roads built by Braddock and Forbes became routes for settlers to move into the region.

Violence erupted in 1763 when Indians throughout the Great Lakes attacked western British posts and settlements. This conflict, named Pontiac’s War after the Ottawa chief who led the siege of Detroit, caused the British to issue the Proclamation of 1763, which prohibited land sales and settlement west of the Appalachians and kept soldiers stationed on the frontier to restore peace between Indians and colonists. That policy compounded the frustrations of colonists such as George Washington, who believed the Crown was denying them access to the lands they had helped conquer and had been promised as a bounty for their war service. Britain had won the French and Indian War and driven the French out of North America, but as a result, its empire suffered internal tensions that were to lead to revolution. Great Britain also amassed a massive war debt during the conflict and expected the colonies to begin paying more taxes as a share of their defense.

Review Questions

1. To provide defense against a French counterattack, George Washington built a fort called

• Fort Necessity
• Fort Ticonderoga
• Fort Duquesne
• Valley Forge

2. Despite its name, the French and Indian War was fought between

• the French and Indians
• the French and the Spanish
• the French and the Dutch along with their respective American Indian allies
• the French and the British along with their respective American Indian allies

3. George Washington had his first experience of military authority when leading a group of soldiers from

• Pennsylvania
• Massachusetts

4. Another name for the French and Indian War is

• King George’s War
• the Glorious Revolution
• the War of Spanish Succession
• the Seven Years’ War

5. What natural resource was so abundant in the Ohio River Valley that the American Indians, the French, and the British all desired it?

• Fur-bearing animals

6. Why did the French send troops to secure the Ohio country in 1753?

• To connect their imperial strongholds in Canada and Louisiana
• To negotiate a treaty with the Indians
• To build forts to protect French settlers
• To clear the land for farming

Free Response Questions

• Explain the extent to which the French and Indian War was an imperial conflict, as well as a frontier conflict.
• Explain how the French and Indian War changed the relationship between the British and the American colonists.

AP Practice Questions

“[30 September 1759] Cold weather is coming on apace, which will make us look round about us and put [on] our winter clothing, and we shall stand in need of good liquors [in order] to keep our spirits on cold winter’s days. And we, being here within stone walls, are not likely to get liquors or clothes at this time of the year; and although we be Englishmen born, we are debarred [denied] Englishmen’s liberty. Therefore we now see what it is to be under martial law and to be with the [British] regulars who are but little better than slaves to their officers. And when I get out of their [power] I shall take care of how I get in again. . . . 31 [October]. And so now our time has come to an end according to enlistment, but we are not yet [allowed to go] home. . . November 1. The regiments was ordered out . . . to hear what the colonel had to say to them as our time was out and we all swore that we would do no more duty here. So it was a day of much confusion with the regiment.”

Massachusetts soldier’s diary, 1759

1. Which of the following best describes the point of view of the soldier based on the excerpt provided?

• He is dedicated to the cause of the British in the war.
• He resents that he has not received the benefits of Englishmen’s liberty.
• He will re-enlist at the first opportunity.
• He is comfortable that he has all the supplies he needs in the face of oncoming cold weather.

2. Which of the following most accurately describes the impact on the colonies of the conflict described?

• The colonies won their economic independence from England.
• The French gained permanent possession of the Ohio River Valley, ending English claims on the region.
• The English needed the colonies to help pay the cost of their defense and so increased taxation.
• The Great Awakening began to spread into the interior of North America.

Primary Sources

George Washington’s Letter to Governor Robert Dinwiddie: http://www.wvculture.org/history/frenchandindian/17560804washington.html

Virginia Gazette Advertisement: http://www.wvculture.org/history/frenchandindian/17550523virginiagazette.html

Suggested Resources

Anderson, Fred. Crucible of War: The Seven Years’ War and the Fate of Empire in British North America, 1754-1766 . New York: Vintage, 2001.

Clary, David A. George Washington’s First War: His Early Military Adventures . New York: Simon and Schuster, 2011.

Preston, David L. Braddock’s Defeat: The Battle of the Monongahela and the Road to Revolution . Oxford: Oxford University Press, 2015.

Shannon, Timothy J. The Seven Years’ War in North America: A Brief History with Documents . Boston: Bedford, 2013.

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The French and Indian War (1754-1763)

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Suggested Essay Topics

Discuss the importance of landscape in crafting battle strategy for both the French and the English.

What was the significance of the Battle of Quebec, both in terms of securing victory for the British and for demoralizing the French forces?

How did the French and Indian War heighten the conflict between Britain and the American colonies?

Discuss the effects of "Pontiac's War" and its implications for further conflict between the British and the Indians.

Why were the British unable to attract and retain Indian allies for much of the war?

What was the significance of the "massacre" at Fort William Henry? How was this event used by the British and the American colonists to justify brutality against the Indians?

Discuss the elements of successful (and unsuccessful) policy among different English leaders: Braddock, Wolfe, the Earl of Loundoun, Pitt. What worked and what didn't work?

Popular pages: The French and Indian War (1754-1763)

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The French and Indian War (1754-1763): Its Consequences

The surrender of Montreal on September 8, 1760, signaled an end to all major military operations between Britain in France in North America during the French and Indian War. Although the guns had fallen silent in Canada and the British colonies, it was still yet to be determined just how or when the Seven Years’ War, still raging throughout the world, would end. What resulted from this global conflict and the French and Indian War shaped the future of North America.

By 1762, the Seven Years’ War, fought in Europe, the Americas, West Africa, India, and the Philippines, had worn the opposing sides in the conflict down. The combatants (Britain, Prussia, and Hanover against France, Spain, Austria, Saxony, Sweden, and Russia) were ready for peace and a return to the status quo . Imperialist members of the British Parliament did not want to yield the territories gained during the war, but the other faction believed that it was necessary to return a number of France’s antebellum holdings in order to maintain a balance of power in Europe. This latter measure would not, however, include France’s North American territories and Spanish Florida.

On February 10, 1763, over two years after the fighting had ended in North America, hostilities officially ceased with the signing of the Treaty of Paris between Britain, France, and Spain. The fate of America’s future had been placed on a new trajectory, and as famously asserted by 19 th century historian, Francis Parkman, “half the continent had changed hands at the scratch of a pen.” France’s North American empire had vanished.

The treaty granted Britain Canada and all of France’s claims east of the Mississippi River. This did not, however, include New Orleans, which France was allowed to retain. British subjects were guaranteed free rights of navigation on the Mississippi as well. In Nova Scotia, Fortress Louisbourg remained in Britain’s hands. A colonial provincial expeditionary force had captured the stronghold in 1745 during King George’s War, and much to their chagrin, it was returned to the French as a provision of the Treaty of Aix-la-Chappelle (1748). That would not be the case this time around. In the Caribbean, the islands of Saint Vincent, Dominica, Tobago, Grenada, and the Grenadines would remain in British hands. Another bug acquisition for His Majesty’s North American empire came from Spain in the form of Florida. In return, Havana was given back to the Spanish. This gave Britain total control of the Atlantic Seaboard from Newfoundland all the way down to the Mississippi Delta.

The loss of Canada, economically, did not greatly harm France. It had proved to be a money hole that cost the country more to maintain than it actually returned in profit. The sugar islands in the West Indies were much more lucrative, and to France’s pleasure, Britain returned Martinique and Guadeloupe. Although His Most Christian Majesty’s influence in North America had receded, France did retain a tiny foothold in Newfoundland for fishing. Britain allowed the French to keep its rights to cod in the Grand Banks, as well as the islands of Saint Pierre and Miquelon off the southern coast.

The inhabitants of the British colonies in North America were jubilant upon hearing the results of the Treaty of Paris. For nearly a century they had lived in fear of the French colonists and their Native American allies to the north and west. Now France’s influence on the continent had been expelled and they could hope to live out their lives in peace and autonomously without relying on Britain’s protection.

The consequences of the French and Indian War would do more to drive a wedge in between Britain and her colonists more so than any other event up to that point in history. During the Seven Years’ War, Britain’s national debt nearly doubled, and the colonies would shoulder a good portion of the burden of paying it off.  In the years that followed, taxes were imposed on necessities that the colonists considered part of everyday life—tea, molasses, paper products, etc.... Though proud Englishmen, the colonists viewed themselves as partners in the British Empire, not subjects . King George III did not see it this way. These measures were met with various degrees of opposition and served as the kindling that would eventually contribute to igniting the fires of revolution.

That tinder that would eventually be lit the following decade also came in the form of the land west of the Appalachian Mountains, which had been heavily fought over during the war. As British traders moved westward over the mountains, disputes erupted between them and the Native Americans (previously allied with French) who inhabited the region. Overpriced goods did not appeal to the Native Americans, and almost immediately tensions arose. For many in the British military and the colonies, this land had been conquered and rested within His Majesty’s dominion. Therefore, the territory west of the Appalachians was not viewed as shared or Native land—it was rightfully open for British trade and settlement. The Native Americans did not respond accordingly.

What transpired next has gone down in history as Pontiac’s Rebellion (1763-1764) and involved members of the Seneca, Ottawa, Huron, Delaware, and Miami tribes. The various uprisings and uncoordinated attacks against British forts, outposts, and settlements in the Ohio River Valley and

along the Great Lakes that occurred, ravaged the frontier. Although a handful of forts fell, two key strongholds, Forts Detroit and Pitt, did not capitulate. In an attempt to quell the rebellion against British authority, the Proclamation of 1763 was issued. The French settlements north of New York and New England were consolidated into the colony of Quebec, and Florida was divided into two separate colonies. Any land that did not fall within the boundaries of these colonies, which would be governed by English Law, was granted to the Native Americans. Pontiac’s Rebellion eventually came to an end.

The Royal Proclamation of 1763 further alienated the British colonists. Many sought to settle the west, and even Pennsylvania and Virginia had already claimed lands in the region. The proclamation prohibited the colonies from further issuing any grants. Only representatives of the Crown could negotiate land purchases with the Native Americans. Just as France had boxed the colonies into a stretch along the east coast, now George III was doing the same.

The French and Indian War had initially been a major success for the thirteen colonies, but its consequences soured the victory. Taxes imposed to pay for a massive national debt, a constant struggle with Native Americans over borders and territories, and the prohibition of expansion to the west fueled an ever-increasing “American” identity. As the years following the French and Indian War drug on, the colonists—already 3,000 miles away from Britain—grew further and further apart from the mother country.      

Further Reading:

• Crucible of War: The Seven Years' War and the Fate of Empire in British North America, 1754 - 1766 : Fred Anderson
• Bloody Mohawk: The French and Indian War & American Revolution on New York's Frontier : Richard J. Berleth
• The French and Indian War: Deciding the Fate of North America : Walter R. Borneman
• The Long Fuse: How England Lost the American Colonies 1760-1785 : Don Cook
• A Few Acres Of Snow: The Saga Of The French And Indian Wars : Robert Leckie
• Braddock's Defeat: The Battle of the Monongahela and the Road to Revolution : David Preston

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French and Indian War

By: History.com Editors

Updated: August 29, 2023 | Original: November 9, 2009

Also known as the Seven Years’ War, the French and Indian war marked another chapter in the long imperial struggle between Britain and France. When France’s expansion into the Ohio River valley brought repeated conflict with the claims of the British colonies, a series of battles led to the official British declaration of war in 1756. Boosted by the financing of future Prime Minister William Pitt, the British turned the tide with victories at Louisbourg, Fort Frontenac and the French-Canadian stronghold of Quebec. At the 1763 peace conference, the British received the territories of Canada from France and Florida from Spain, opening the Mississippi Valley to westward expansion.

Why Did the French and Indian War Start?

The Seven Years’ War (called the French and Indian War in the colonies) lasted from 1756 to 1763, forming a chapter in the imperial struggle between Britain and France called the Second Hundred Years’ War. 

In the early 1750s, France’s expansion into the Ohio River valley repeatedly brought it into conflict with the claims of the British colonies, especially Virginia. In 1754, the French built Fort Duquesne where the Allegheny and Monongahela Rivers joined to form the Ohio River (in today’s Pittsburgh), making it a strategically important stronghold that the British repeatedly attacked.

During 1754 and 1755, the French won a string of victories, defeating in quick succession the young George Washington , Gen. Edward Braddock and Braddock’s successor, Governor William Shirley of Massachusetts.

In 1755, Governor Shirley, fearing that the French settlers in Nova Scotia (Acadia) would side with France in any military confrontation, expelled hundreds of them to other British colonies; many of the exiles suffered cruelly. Throughout this period, the British military effort was hampered by lack of interest at home, rivalries among the American colonies and France’s greater success in winning the support of the Indians. 

In 1756 the British formally declared war (marking the official beginning of the Seven Years’ War), but their new commander in America, Lord Loudoun, faced the same problems as his predecessors and met with little success against the French and their Indian allies.

The tide turned in 1757 because William Pitt, the new British leader, saw the colonial conflicts as the key to building a vast British empire. Borrowing heavily to finance the war, he paid Prussia to fight in Europe and reimbursed the colonies for raising troops in North America. 

British Victory in Canada

In July 1758, the British won their first great victory at Louisbourg, near the mouth of the St. Lawrence River. A month later, they took Fort Frontenac at the western end of the river. 

In November 1758, General John Forbes captured Fort Duquesne for the British after the French destroyed and abandoned it, and Fort Pitt—named after William Pitt—was built on the site, giving the British a key stronghold. 

The British then closed in on Quebec, where Gen. James Wolfe won a spectacular victory in the Battle of Quebec on the Plains of Abraham in September of 1759 (though both he and the French commander, the Marquis de Montcalm, were fatally wounded). 

With the fall of Montreal in September 1760, the French lost their last foothold in Canada. Soon, Spain joined France against England, and for the rest of the war Britain concentrated on seizing French and Spanish territories in other parts of the world.

The Treaty of Paris Ends the War

The French and Indian War ended with the signing of the Treaty of Paris in February 1763. The British received Canada from France and Florida from Spain, but permitted France to keep its West Indian sugar islands and gave Louisiana to Spain. The arrangement strengthened the American colonies significantly by removing their European rivals to the north and south and opening the Mississippi Valley to westward expansion.

Impact of the Seven Years’ War on the American Revolution

The British crown borrowed heavily from British and Dutch bankers to bankroll the war, doubling British national debt. King George II argued that since the French and Indian War benefited the colonists by securing their borders, they should contribute to paying down the war debt.

To defend his newly won territory from future attacks, King George II also decided to install permanent British army units in the Americas, which required additional sources of revenue.

In 1765, parliament passed the Stamp Act to help pay down the war debt and finance the British army’s presence in the Americas. It was the first internal tax directly levied on American colonists by parliament and was met with strong resistance. 

It was followed by the unpopular Townshend Acts and Tea Act , which further incensed colonists who believed there should be no taxation without representation. Britain’s increasingly militaristic response to colonial unrest would ultimately lead to the American Revolution .

Fifteen years after the Treaty of Paris, French bitterness over the loss of most of their colonial empire contributed to their intervention on the side of the colonists in the Revolutionary War.

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French and Indian War, the American Revolution, and the War of 1812 Essay

Thesis Statement: The American history has been characterized by many years of war through military struggles, before and after its independence, which includes the French and Indian War, the American Revolution, and the War of 1812.

The French Indian war was a struggle between the French and the Britons since 1754 to 1763. In the 1750s, the French and Britons rose against each other in Europe although the war extended to North America.

The British colonists were pursuing the French’s Northern American territory and conger fur trade in the region extending from Virginia up to Nova Scotia. In return, the French Governor-General, Roland-Michel Barrin de La Galissonière , commanded a military expedition in the region to mark their territory, evaluate the British powers and most importantly, astound the Indians through military show off (Cave, 2004).

The British military struggled against the French military as well as the Native Americans, who were afraid that they would lose their land to the Britons. The unrest concluded in 1759 after James Wolfe, British Major general seized Quebec. In the course of the war, a peace treaty was signed in 1763 where the Britons acquired most of the territory that belonged to the French.

Consequently, the Britons avenged against the French by colonists taxation. The war modified the social, political as well as economic interactions that existed among the European nations i.e. Spain, France and Great Britain, as well as the colonies and the Native Americans. Great Britain and France faced heavy financial costs which affected their economic growth (Cave, 2004).

On the other hand, the American Revolution was a political turmoil in the late eighteenth century where 13 North American colonies united to secede from British Empire to comprise the United States of America. It was as a result of social-political as well as intellectual changes better known as the American enlightenment.

Its importance in the American history cannot be underestimated since it led to the formation of the United States. Like the French and Indian War, it happened over a period of seven years, which was initiated by the thirteen colonies disregarding orders from Parliament of Great Britain to rule them from abroad with no representation in America. In 1774, the colonies had created provincial congress as autonomous states.

As a result, the British reacted by commanding their military to re-inflict direct rule (Wallenfeldt, 2009). The new states united to guard their self governance and control the British forces in 1775 and reject British monarchy or aristocracy. On October 1781, the Revolutionary War came to an end as Americans won and became a sovereign nation while the British surrendered under the Treaty of Paris signed in 1783.

Therefore, the result of the struggle was formation of democratically voted delegate administration to serve the interests of the majority population. Issues of national governance were handled to create a federal government through U.S constitution ratification in seventeen eighty eight and United States Bill of Rights in 1791, which offered natural rights and personal liberties to the citizens (Wallenfeldt, 2009).

The War of 1812- 1815 was the initial military struggle between the USA and Great British forces after the U.S its gained independence. It was announced by America in June 1812 since they wanted to expand northwest, trade barriers as a result of France unrest with Britain, British aid to American- Indian tribes to oppose American expansion among other reasons.

Until 1814, British forces were only defending their interests and repelled various invasions from American military in the Canadian border. Following the American revolutionary war, the British did not leave the American land surrounding great lakes, while imposing trade barrier and supporting Indians to resist expansion.

Therefore like the previous wars, the War of 1812 was due to socio-economic and political reasons. The American victory in 1814 led to the amendment of the American foreign policy, its recognition as a world power and its confirmation of independence through signing the Treaty of Ghent (Wallenfeldt, 2009).

In conclusion, French and Indian War, the American Revolution, and the War of 1812 were due to socio-economic and political reasons particularly the issue of land. All the three wars were fought within the American boundaries and notably, the Great Britain was involved in all the three wars. The wars are significant in establishment of a liberal republicanism in the U.S characterized by democracy, which formed the basis of a political tradition apparent today.

Cave, A. A. (2004). The French and Indian War . Westport, CT: Greenwood Publishing Group.

Wallenfeldt , J. (2009). The American Revolutionary War and the War of 1812: People, Politics, and Power . New York: The Rosen Publishing Group.

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IvyPanda. (2018, September 11). French and Indian War, the American Revolution, and the War of 1812. https://ivypanda.com/essays/french-and-indian-war-the-american-revolution-and-the-war-of-1812/

"French and Indian War, the American Revolution, and the War of 1812." IvyPanda , 11 Sept. 2018, ivypanda.com/essays/french-and-indian-war-the-american-revolution-and-the-war-of-1812/.

IvyPanda . (2018) 'French and Indian War, the American Revolution, and the War of 1812'. 11 September.

IvyPanda . 2018. "French and Indian War, the American Revolution, and the War of 1812." September 11, 2018. https://ivypanda.com/essays/french-and-indian-war-the-american-revolution-and-the-war-of-1812/.

1. IvyPanda . "French and Indian War, the American Revolution, and the War of 1812." September 11, 2018. https://ivypanda.com/essays/french-and-indian-war-the-american-revolution-and-the-war-of-1812/.

Bibliography

IvyPanda . "French and Indian War, the American Revolution, and the War of 1812." September 11, 2018. https://ivypanda.com/essays/french-and-indian-war-the-american-revolution-and-the-war-of-1812/.

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History Resources

The French and Indian War

By christopher gill, unit objective.

This unit is part of Gilder Lehrman’s series of Common Core State Standards–based teaching resources. These units were developed to enable students to understand, summarize, and analyze original texts of historical significance. Through a step-by-step process, students will acquire the skills to analyze any primary or secondary source material.

In this unit students will develop a thorough knowledge of the French and Indian War through several primary documents. These documents will teach the students about specific aspects of the French and Indian War and the complex nature of this major event in colonial and indigenous history. Students will demonstrate learning by combining prior knowledge and primary sources to dig deeper and discover more relevant information related to the coalitions and contentions that led to the violence of the French and Indian War.

This unit focuses on the conflict that took place in North America from 1754 to 1763 between the French and English and their respective powerful Native American allies. It is sometimes also referred to as the Seven Years’ War, but will be identified as the French and Indian War for this unit. The French and Indian War officially ended with the signing of the Treaty of Paris in 1763.

This activity can be used in most US history classrooms. I would recommend that this lesson/unit in its current form be used in seventh through twelfth grades. The primary document analysis template ( In His Own Words ), reading and analysis template ( Document Analysis & Learning ), and document comparison template ( Making Connections & Detecting Differences ) can be used across many grade levels, from elementary to AP classes, if adapted with different documents or appropriate curriculum-level activities.

This activity should take between three and five class periods depending on the time allotted by the teacher for pre-activity curriculum-based learning, document analysis, and possible follow-up activities. If classroom time is an issue, various aspects of this unit can be used independently.

This lesson could work well in several different units of American history or civics. Themes related to the French and Indian War include: American Indian history, the age of exploration, European and Native American relations, colonial and Native American relations, colonization, the thirteen colonies, imperialism, land ownership, the Seven Years’ War, English and French colonial conflict, the Iroquois Confederacy, early conflicts between the colonies and England, causes of the American Revolution, differences between European and American Indian societies and cultures, and several other related topics. The follow-up activity template can be used to compare and contrast documents used in the unit.

Introduction

The age of exploration and the ensuing colonization of the Western Hemisphere brought long-standing conflicts into new and unfamiliar lands for European imperial nations. Whether peaceful or hostile, European contact directly changed the lives of the indigenous populations in the Americas forever.

Throughout the French and Indian War during the mid-eighteenth century, powerful indigenous nations fought against and allied with European powers for specific military, economic, political, and social purposes. For each faction, there were multiple motivations at play during these conflicts. Some of the major motivations behind the French and Indian War included, but were not limited to, protection of ancestral lands, acquisition of new territory and imperial power, and self-preservation. This unit will use primary documents to help students understand the complicated nature of defeating adversaries and building coalitions on the frontier during the French and Indian War.

The documents and graphic organizers presented in this unit should be used as enrichment pieces to teach students about the French and Indian War. The primary sources will help students understand the viewpoints of some of the major players during the French and Indian War. They will show the historical circumstances that helped shape or destroy native and European alliances as well as the brutal and confusing nature of wilderness warfare during this period. These documents alone cannot fully tell the story of the causes, events, and aftermath of the entire war, but should serve as glimpses into the realities of the time.

• Primary Document Analysis:  Canassatego – In His Own Words
• Graphic Organizer:  Document Analysis and Learning
• Analyzing a Political Cartoon:  Benjamin Franklin – "Join or Die"
• Primary Document Analysis:  Robert Moses – In His Own Words
• Primary Document Analysis:  Minavavana – In His Own Words
• Graphic Organizer:  Making Connections – Document to Document
• Graphic Organizer:  Detecting Differences – Document to Document
• Smartboard, ELMO, or overhead projector

The students will use the Primary Document Analysis activities to locate and cite specific vocabulary words.

Students will be using close-reading strategies to analyze excerpts from two speeches by Canassatego, chief of the Onondaga Nation and a diplomat for the Iroquois Confederacy. Students will demonstrate their understanding by "graffiting"/annotating the text; completing primary document analysis templates; participating in in-depth analysis of rhetoric and discourse, cooperative learning, and document-based questioning; and creating and responding to higher-order questions based on the text.

Sample questions:

• How do Chief Canassatego and his people feel about the land? Cite specific evidence from the document that helps support your answer.  
• According to Chief Canassatego, what happens to the goods they are given for the land they sell? Cite specific evidence from the document that helps support your answer.
• How does this document portray the relationship between the Iroquois people and the colonists? Cite specific evidence from the document that helps support your answer.
• According to Chief Canassatego, what are the major problems that his people face? Cite specific evidence from the document that helps support your answer.
• How does Canassatego feel about the alliance between the tribes of the Iroquois Confederacy? Cite specific evidence from the document that helps support your answer.
• What advice does Canassatego give to the colonists? Cite specific evidence from the document that helps support your answer.
• Did the colonists eventually follow Chief Canassatego’s advice? Give specific evidence from your knowledge of American history.

The teacher will tell students that they will be analyzing a primary source by Canassatego, chief of the Onondaga Nation and a diplomat for the Iroquois Confederacy. Discuss with the students the importance of critically analyzing the specific words and sentiments expressed directly in the document.

The teacher should also tell students that this document is a representation of the relationships between the Iroquois Nation and the colonists, specifically in Pennsylvania. Chief Canassatego’s speeches took place several years before the French and Indian War but show the direct relationships and sometimes turbulent alliances among the Iroquois Confederation, the colonists in Pennsylvania, and the British Crown.

• Primary Document Analysis:  Canassatego – In His Own Words . Source: Carl Van Doren,  Indian Treaties Printed by Benjamin Franklin, 1736–1762  (Philadelphia: Historical Society of Pennsylvania, 1938). First three paragraphs from "The Treaty Held with the Indians of the Six Nations, at Philadelphia, in July, 1742," p. 27; the last paragraph from "A Treaty with the Indians of the Six Nations, June 1744," p. 78. This book reprinting several pamphlets published by Benjamin Franklin can be found online at the Internet Archive at  http://archive.org/details/indiantreatiespr00vand .
• Analyzing a Political Cartoon:  Benjamin Franklin – "Join or Die"  Source:  Pennsylvania Gazette , May 9, 1754, Library of Congress Prints and Photographs Division.
• The teacher will have to be sure the students are appropriately prepared for this unit/lesson. Students should have a good understanding of pre-Columbian indigenous history, the age of exploration, wars of European colonialism around the world, cultural diffusion, imperialism, and other topics relevant to world and US history.
• The teacher will hand out Canassatego – In His Own Words .  Make certain students understand that the text has been excerpted from two different speeches for this lesson. Explain the purpose and use of ellipses.
• Teacher will "share read" the Canassatego document with the class. In a shared read, the teacher will introduce the text to the students by beginning to read the document aloud. After a few sentences, the teacher will ask the students to join in reading the remainder of the document in unison. The teacher will continue reading along with the students and use the proper pronunciation and intonation as a model. The share-reading exercise ensures that students will become more familiar with the articulation and discourse of the document and helps English language learners and struggling readers. Share reading will also help students hear, see, and read aloud the major sentiments and the point of view presented in the document prior to their close-reading exercise.
• The teacher will pair students based on ability level for a Think, Pair, Share using Canassatego – In His Own Words. The student pairings can be assigned by the teacher based on the needs of the students and their levels.  Each student in the pairing will focus on half of the document, which can be assigned by the teacher or selected by the students.
• Students will "close read" their portion of the text and fill in the organizers with relevant ideas, vocabulary, quotations, and meanings.  The teacher should stress the importance of critically analyzing the specific words and sentiments expressed directly in the document.
• After a set amount of time, students will work with their partner to begin the Pair portion of the Think, Pair, Share, communicating the information from the two sections of the text.
• After a set amount of time, each student will present to the class at least one piece of information their partner shared with them during the Pair portion of the Think, Pair, Share. This information should be displayed  on the Smartboard, ELMO, or overhead projector.
• The teacher should pose several higher-order questions (see examples in the Objective section of this lesson) to encourage a classroom discussion based on the text.
• The teacher will hand out Graphic Organizer: Document Analysis and Learning and, in pairs, the students will fill in the organizer using specific evidence from the document.

Extension (optional)

Students will use what they learned from Canassatego – In His Own Words to fill in the graphic organizer Document Analysis and Learning for homework, if it was not completed in class. Students will receive a copy of Benjamin Franklin – "Join or Die" to complete as homework. They should be informed they will need to use their homework for the next lesson.

Students will be using Benjamin Franklin’s "Join or Die" political cartoon and the diary of Robert Moses, a member of the New Hampshire militia during the French and Indian War, in this lesson. Students will demonstrate their understanding by "graffiting"/annotating the text; completing primary document analysis templates; participating in in-depth analysis of rhetoric and discourse, cooperative learning, and document-based questioning; and creating and responding to higher-order questions based on the text.

• What are some of the major symbols in Benjamin Franklin’s "Join or Die" cartoon and what do you think they mean? Cite specific evidence from the text that helps support your answer.
• Is the "Join or Die" political cartoon related to the words of Chief Canassatego? If so, how? Cite specific evidence from the text that helps support your answer.
• According to Robert Moses’s diary, what is it like fighting in the French and Indian War? Cite specific evidence from the text that helps support your answer.
• According to Robert Moses’s diary, what role are Native Americans playing in the French and Indian War? Cite specific evidence from the text that helps support your answer.
• When you read Robert Moses’s diary, what images pop into your head? Why? Cite specific evidence from the text that helps support your answer.
• If you compare Benjamin Franklin’ "Join or Die" and the excerpts from Robert Moses’s diary, are there any direct connections? Are there any differences? Cite specific evidence from the text that helps support your answer.
• What do you think the most interesting lines in the diary are? What did you find compelling about those lines? Cite specific evidence from the text that supports your answer.

The second lesson will connect Benjamin Franklin’s political cartoon "Join or Die" with excerpts from Robert Moses’s diary. These two documents have the common theme of colonial unity embedded within them. It may take the students time to find this thread because overall there are more differences than similarities between the documents.

There are several other major reasons to use Robert Moses’s diary: it describes the chaos and brutal nature of the French and Indian War as well as the role that Native American allies played for both the English and the French during the war.

The teacher should discuss with the students the importance of critically analyzing the specific words and sentiments expressed directly in the document.

• Primary Document Analysis:  Robert Moses – In His Own Words . Source:  Robert Moses, Diary, July 12–September 15, 1755. . The Gilder Lehrman Institute of American History,  GLC04944 . The full text of the diary is provided as a pdf for the teacher’s reference.

Procedure (Instruction and Assessment)

• The teacher and students will review the homework from the first day’s lesson, Analyzing a Political Cartoon: Benjamin Franklin – "Join or Die," or complete the analysis in class if it was not assigned as homework.  Students and teacher should present their answers on the Smartboard, ELMO, or overhead projector.
• The teacher will hand out Robert Moses – In His Own Words .  Make certain that students understand that the original text has been excerpted for this lesson. Explain the purpose and use of ellipses. Punctuation has been added and spelling has been modernized in these excerpts.
• Teacher will "share read" the Robert Moses document with the class.
• The teacher will pair students based on ability level for a Think, Pair, Share based on Robert Moses Diary – In His Own Words . Each student in the pairing will focus on half of the document, which can be assigned by the teacher or selected by the students.
• Students will "close read" and fill in the graphic organizers with relevant ideas, vocabulary, quotations, and meanings from their specifically assigned half of the document on their own.  The teacher should stress the importance of critically analyzing the specific words and sentiments expressed directly in the document.
• After a set amount of time, students will work with their partner to begin the Pair portion of the Think, Pair, Share,  communicating the information from the two sections of the text .
• After a set amount of time, each student will present at least one piece of information their partner shared with them during the Pair portion of the Think, Pair, Share.  Students and teacher should be able to present their answers on the Smartboard, ELMO, or overhead projector.

Students will be using a statement made by Chippewa ( Anishinaabeg  or  Ojibwe ) chief Minavavana ( Mihnehwehna  or  Minweweh ), an ally of the French. Students will demonstrate their understanding by "graffiting"/annotating the text; completing primary document analysis templates; participating in in-depth analysis of rhetoric and discourse, cooperative learning, and document-based questioning; and creating and responding to higher order questions based on the text.

• How does Minavavana feel about the English defeating the French? What does the English victory mean to Minavavana? Cite specific examples from the text that support your answer.
• According to Minavavana, what must his warriors do even though the war may have ended? Cite specific evidence from the text that helps support your answer.
• According to Chief Minavavana, what are the two ways the "spirits of the slain" can be satisfied? Cite specific evidence from the text that will help support your answer.
• What does Chief Minavavana think of the king of England? The king of France? Cite specific evidence from the text that will help support your answer.
• How does Minavavana feel about the English fur trader Alexander Henry? Why do you think he feels this way? Cite specific evidence from the text that will support your answer.

In this lesson, students will explore the changing nature of the relationship between indigenous people and their European allies. In this document, Chippewa/Ojibwe Chief Minavavana reminds a visiting English trader, Alexander Henry, that his people may have defeated the French but will never defeat Minavavana’s people. The document shows the nature of the war, the allegiance that the Chippewa/Ojibwe people had with the French, the military culture of the Chippewa/Ojibwe people, the relationship between indigenous nations and fur traders, and the expansion of the English into French territory as the war came to an end.

• Primary Document Analysis:  Minavavana – In His Own Words . Source: Alexander Henry,  Travels and Adventures in Canada and the Indian Territories, between the Years 1760 and 1776  (New York: I. Riley, 1809), 44–45. Complete publication is available on Google Books at  http://books.google.com/books?id=WjnGWp-zufAC&source=gbs_navlinks_s .
•  Graphic Organizer:  Document Analysis and Learning
• The teacher will hand out Minavavana – In His Own Words. Make certain that students understand that the original text has been excerpted for this lesson. Explain the purpose and use of ellipses.
• The teacher will "share read" the Minavavana document with the class.
• The teacher will pair students based on ability level for a Think, Pair, Share based on Minavavana – In His Own Words.  Each student in the pairing will focus on half of the document, which can be assigned by the teacher or selected by the students.
• Students will "close read" and fill in the graphic organizers with relevant ideas, vocabulary, quotations, and meanings from their half of the document on their own.  The teacher should stress the importance of critically analyzing the specific words and sentiments expressed directly in the document.
• After a set amount of time, students will work with their partner to begin the Pair portion of the Think, Pair, Share, communicating the information from their own half of the document.
• After a set amount of time, each student will present at least one piece of information their partner shared with them during the Pair portion of the Think, Pair, Share.  Students and teacher should present their answers on the Smartboard, ELMO, or overhead projector.
• The teacher should pose several higher-order questions to encourage a classroom discussion based on the text.
• The teacher will hand out Graphic Organizer: Document Analysis and Learning and, in pairs, the students will fill in the organizer using specific evidence from the document. This can be done in class or as homework.

Follow-Up Activities

• Students will analyze and compare the documents presented in the unit. Students will use  Making Connections – Document to Document  and  Detecting Differences – Document to Document .
• Students will research and create a project where they must find and research at least four primary documents that are related to American Indian tribes and the American Revolution.
• Students will research and create a project where they must find and research at least four primary documents that show a direct correlation between the end of the French and Indian War and the beginning of turmoil between the colonies and England.
• Students will create a thesis statement for a DBQ essay and will use all of the documents from this unit to prove their thesis in a detailed DBQ essay.

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Home — Essay Samples — History — French and Indian War — The French and Indian War

The French and Indian War

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Updated: 22 November, 2023

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Works Cited

• Elderfield, J. (1976). The "Wild Beasts": Fauvism and Its Affinities. Museum of Modern Art.
• Flam, J. (1990). Matisse on art. Phaidon Press.
• Freeman, J. (2015). The Fauve Landscape. Yale University Press.
• Gowing, L. (1957). Matisse. Penguin Books.
• Harrison, C., & Wood, P. (Eds.). (2003). Art in Theory 1900-2000: An Anthology of Changing Ideas. Blackwell Publishing.
• Hofmann, W. (1988). Fauvism. Benedikt Taschen Verlag.
• Klein, M. (1991). Fauvism. Harry N. Abrams.
• Nerdinger, S. (Ed.). (2016). Matisse-Bonnard: Long Live Painting! Hatje Cantz Verlag.
• Rewald, J. (1978). Post-Impressionism: From Van Gogh to Gauguin. The Metropolitan Museum of Art.
• Shanes, E. (2001). Henri Matisse: The Oasis of Matisse. Harry N. Abrams.

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The French and Indian War Essay

The French and Indian War was a conflict in North America in which Great Britain fought France and their Native American allies. It lasted from 1756 until 1763, so it was also known as the Seven Years War. At the peace conference in 1763, the British received Canada from France and Florida from Spain, but permitted France to keep its West Indian sugar islands and gave Louisiana to Spain. The treaty strengthened the American colonies significantly by removing their European rivals to the north and south and opening the Mississippi Valley to westward expansion. The war began as disputes over land between British colonists, officials, and the Iroquois Confederacy who were against the French and their Native American allies. The Iroquois …show more content…

In July 1758, the British won their first major victory at Louisbourg, near the mouth of the St. Lawrence River. Within a month, they took Fort Frontenac at the western end of the river. Then they arrived at Quebec, where General James Wolfe won another important victory in the Plains of Abraham in September 1759. However, both he and the French commander, the Marquis de Montcalm, died soon after the battle. When the British captured Montreal in September 1760, the French lost their last foothold in Canada . Soon, Spain decided to help France fight against England, and throughout the rest of the war Britain focused on capturing French and Spanish territories in other places throughout the world. The cost of funding the war was so massive that the ensuing debt nearly destroyed the British government. This debt caused most of the grievances between the British and the colonists, eventually leading to the Revolutionary War. This resource loss had a massive impact on Britain. The outcome of the war never truly made up for the resources the British had to use to win, so they had to find another way to make up for the lost funds. This was achieved by taxing the colonies on many types of goods. The first thing Britain wanted to do was stop illegal smuggling. They attempted to do this through the Sugar Act. The Sugar Act, created by George Grenville, actually lowered the tax on

How the French and Indian War Lead to the American Revolution

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The American Revolutionary War Essay

After 1778 the British shifted their attention to the southern colonies, which brought them initial prosperity when they recaptured Georgia and South Carolina for the Crown in 1779 and 1780. In 1781 British forces endeavored to subjugate Virginia, but a French naval victory just outside Chesapeake Bay led to a Franco-American siege at Yorktown and the capture of over 7,000 British soldiers. The defeat broke Britain's will to perpetuate the war. Constrained fighting perpetuated throughout 1782, while tranquility negotiations commenced. In 1783, the Treaty of Paris pacified the war and apperceived the sovereignty of the United States over the territory bounded roughly by what is now Canada to the north, Florida to the south, and the Mississippi River to the west A wider international tranquility was acceded, in which several territories were exchanged. The expensive war drove France into massive debt, which would contribute to the outbreak of a Revolution there as well.

The French and Indian War Led to the Revolutionary War Essay

The French and Indian War, which happened between 1754 and 1763 was a stepping-stone for what would become known as the Revolutionary War. The French and Indian War was originally a dispute over the Ohio River Valley. The French considered it their territory, where as the English considered it theirs. While it was a territorial dispute between the countries, the war took place in the colonies. The colonist fought bravely beside the British, whereas the Indians sided with the French. At the beginning all the countries wanted was to claim the Ohio River Valley as their own; however, the outcome of the war was very different. By fighting for that territory, the French sacrificed not only Quebec, but also all claim on land in the New World.

Compare and Contrast He American and British Views Regarding the French and Indian War.

The French and Indian War, was a war fought between France and Britain. The war was the product of an imperial struggle, a clash between the French and English over colonial territory and wealth. Great Britain claimed that the French provoked war by building forts along the Ohio River Valley. Virginia’s governor sent a militia to the French and Native American allies. The war started out badly for Great Britain, about 2,000 British and colonial troops were defeated by the French and Native Americans. For the first three years of the war, the outnumbered French dominated the battlefield, soundly defeating the English in battles at Fort Oswego and Ticonderoga. The British then began to make peace with important Indian allies, and under the

French and Indian War Essay

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The Seven Years War, or sometimes referred to as the French and Indian war, took place in the year 1754 and finally came to a conclusion in 1763, just prior to the American Revolution. The French and Indian war is often a war that’s importance is overlooked throughout the history of America. The French and Indian war set the stage for the George Washington to become the most important American figure in history. The events and battles of the Seven Years War would lead the colonist to helping the British defeat the French and their counterparts, the Native Americans. What took place during the Seven Years War would affect the colonist forever. The war would ultimately change the focus and mindset of the colonist. The colonist would begin to

Causes of the American Revolution Essay

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The French and Indian War was between the French and Indians, against the American colonies and English. This seven year war lasted from 1754-1763. During this time the French

French And Indian Wars: The French And Indian War

The French and Indian wars is the general name for a series of wars and conflicts between Great Britain and France during a period of 75 years. The fought over the possession of North America for territorial expansion in general, and for the rich fur trade around the Hudson Bay region specifically.

French And Indian War Dbq Essay

The French and Indian war changed the relationship between Britain and the American colonies by restoring England’s power over the colonies, creating trade restrictions between America and other nations, and forming new thoughts of revolution in the colonists.

The Causes And Effect Of The French And Indian War

The French and Indian war was cause by many resulted tension in North America. French and British imperials and colonist sought to extend each country’s sphere of influence in frontier regions. Their origin in the trade with Native Americans, sparke the French and Indian war. “French claimed territory surrounding the Great Lake. They were hoping to succeed from the furs trade with the Indians. And the war began with French and their Indians allies Indians allies, “(the majority of peoples in the Northeast and upper Midwest”) attacking British frontier settlements. The Seven year’s War did not began good for the British. So the governor from British order General Edward Braddock 's to go to the colonies as the

How Did The French And Indian War Affect Colonial America

The French and Indian war was fought between Great Britain and France from 1754 to 1763. Also known as the Seven Year’s War, this confrontation eventually erupted into an all out worldwide conflict. Its effects were not only immediate but long term. Although the colonies were not directly tied to the war, it greatly impacted them as well as modern America.

French and Indian War Effects Essay

From a British economic standpoint, the French and Indian War, in addition to the Seven Years War, plunged them further and further into a seemingly endless mountain of debt. Profits and taxes were insufficient to keep the country afloat: “[the] revenue…is small and inconsiderable…” (Document F). This caused Britain to heavily tax its own citizens. The British citizens saw no justice in this, as they centered on the fact that their tax money was paying for American wars and military. The military

How Did The French And Indian War Affect American Colonies

In 1754, a war between the french and the english broke out in hopes of dissolving the fight over land in North America. The French and Indian war, was a war that was fought in both North America and England, and both sides had Native Americans fighting for them but against each other. This war changed the relationship between Britain and its American colonies by tightening its grip on the colonies politically, imposing different taxis on the colonies economically, and thus changing the colonists ideology about the british government.

Similarities Between The French And Indian War

The French and Indian War lasted from 1756 until 1763 and was a conflict between France (who was allied with many Native American groups; hence the title of the war) and Great Britain. While the French and Indian war began in 1774, the rivalry between France and Great Britain dates back to circa 1202. Between those two dates (approximately 572 years) the two countries were at war for a sum total of roughly 181 years, which means that the two superpowers were at war we each other for almost 1/3 of that time period. That having been said, when France 's expansion into the Ohio River region led to possible conflicts with British colonies, the British had no reservations when calling a declaration of war on France.

French And Indian War Essay

The economic control of the Colonies had lessened from British control after the war between the French and the Indians. First of all, Freedom of Press was being devoured by the British in an attempt to decrease their own debt. Document H shows emblems of death which most likely meant death to Freedom of Press, and other Freedoms the colonists wanted to be granted to them but couldn't because of things such as the Stamp Act. The Stamp Act was the first non-importation of British goods. English soldiers were not receiving the treatment that they felt was their right as explained in Document D. The British treated the colonists as though they were not worth the good food and liquor, and many colonists didn't want to fight for a country who was supposed to be their ally. Document F explained the British point of view after the war ended, and said how there was not a sufficient source of money being brought in. The British brought in many different types of taxation after that period in time. One of the many was known as the Townsend Act, which was a tax on colonial imports of lead, glass, paint, paper, and tea; resulting in second nonimportation act. The war by the French and the Indians drastically modified the economic power of the British over the

French And Indian War Essays

The French and Indian War, a colonial manifestation of the same forces and tensions that erupted in the European Seven Years' War, was, quite simply, a war about imperialism. The French and the English were competing for land and trading rights in North America; these strivings resulted in a great deal of disputed land, particularly that of the rich Ohio Valley. Each nation saw this territory as vital in its effort to increase its own power and wealth while simultaneously limiting the strength of its rival. Although the war itself therefore stemmed from a fairly simple motivation, its consequences were far- reaching. The English victory in the war decided the colonial fate of North America, and yet at the same time sowed the seeds of the eventual colonial revolution. After the war, the British ended their century-long policy of salutary neglect, attempting to keep the colonials under a more watchful eye. The British also raised taxes in an effort to pay for the war. Both of these postwar policies resulted in massive colonial discontent and added to the budding nationalism that eventually exploded in the Revolutionary War.

Related Topics

• George Washington
• British Empire
• American Revolution
• United States

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Marshall, Rosalie Dempsy. "On being West Indian in post-war metropolitan France : perspectives from French West Indian literature." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3334/.

Lee, Hyun Wu. "Living With the Redcoats: Anglo-American Response to the Quartering Acts, 1756-1776." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32111.

Berry, Jefferson. "The Schemes of Public Parties: William Allen, Benjamin Franklin and The College of Philadelphia, 1756." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/106604.

Pawlikowski, Melissah J. "The Plight and the Bounty: Squatters, War Profiteers, and the Transforming Hand of Sovereignty in Indian Country, 1750-1774." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397265724.

Hawkins, Philip C. "Creek Schism: Seminole Genesis Revisited." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002851.

Wallace, Jessica Lynn. ""Building Forts in Their Heart": Anglo-Cherokee Relations on the Mid-Eighteenth-Century Southern Frontier." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404334391.

Flint, Cameron. ""To secure to themselves and their countrymen an agreeable and happy retreat" the continuity of Scottish Highland mercenary traditions and North American outmigration /." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1159302958.

Kasecamp, Emily Hager PhD. "COMPANY, COLONY, AND CROWN: THE OHIO COMPANY OF VIRGINIA, EMPIRE BUILDING, AND THE SEVEN YEARS’ WAR, 1747-1763." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1574777293217054.

Keeler, Kyle B. KEELER. ""The earth is a tomb and man a fleeting vapour": The Roots of Climate Change in Early American Literature." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent152327594367199.

Bostrom, Alexander W. "The establishment of the French war machine in the First World War." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:fb1cc315-b900-48ca-a24d-b4e6e45b72b7.

Milligan, Jennifer E. "French women writers of the inter-war period." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319011.

Mary, Sylvain. "Les Antilles, de la colonie au département. Enjeux, stratégies et échelles de l’action de l’État (1944-début des années 1980)." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL158.

Davis, AE. "The Empire at war: British and Indian perceptions of empire in the First World War." Thesis, Honours thesis, University of Tasmania, 2008. https://eprints.utas.edu.au/9195/1/The_Empire_at_War%2C_complete_copy.doc.

Varley, Karine Nathalie. "French commemoration of the Franco-Prussian War, 1870-1914." Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405878.

Maddison, Charles. "French inter-war monetary policy : understanding the Gold Bloc /." San Domenico : European university institute, 1997. http://catalogue.bnf.fr/ark:/12148/cb37166200r.

Guenot, Emmanuelle C. "Borders, Nationalism, and Representations: Imagined French India in the Era of Decolonisation, 1947–1962." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13639.

Cromley, Gordon A. "Using Digital and Historical Gazetteers to Geocode French Airborne Operations during the French Indochina War." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1417696951.

Feeley, Stephen D. "Tuscarora trails: Indian migrations, war, and constructions of colonial frontiers." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1539623324.

Tolley, Rebecca. "Appalachian Mountains: American Indian Wars, Arabella Reynolds, Cora Weiss, War Correspondents: Mexican-American War, Isabella Edmondson." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5663.

Swallow, Andrew Bolton. "The Great War : images of reality in the French novel." Thesis, University of Hull, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305000.

Villeneuve, Lisa. "Dwelling space in post-war French fiction (Camus, Sollers, Perec)." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487146.

Dine, Philip Douglas. "French literary images of the Algerian war : an ideological analysis." Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/3544.

Mossman, Iain J. "Constructions of the Algerian War Appelés in French cultural memory." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/47129/.

Talbert, Joseph Allen. "The French experience of pandemic influenza during the Great War /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202678775664.

Reggio, David. "The ethic, phenomenology and diagnostic of post-war French psychiatry." Thesis, Goldsmiths College (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436327.

Kegel, Terry. "Linguistic tug-of-war French and German in Alsace, 1945 /." Diss., Connect to the thesis, 2004. http://thesis.haverford.edu/85/01/2003KegelT%5Flinguistics.pdf.

Harder, Anton. "Defining independence in Cold War Asia : Sino-Indian relations, 1949-1962." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3414/.

Usbeck, Frank. "Fighting Like Indians. The "Indian Scout Syndrome" in American and German War Reports of World War II." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-195491.

Usbeck, Frank. "Fighting Like Indians. The "Indian Scout Syndrome" in American and German War Reports of World War II." Universitätsverlag Winter, 2012. https://tud.qucosa.de/id/qucosa%3A29199.

Harris, Jason T. "Combat, supply, and the influence of logistics during the Civil War in Indian Territory /." Read online, 2008. http://library.uco.edu/UCOthesis/HarrisJT2008.pdf.

Farrugia, Peter. "French anti-war thought, 1919-1939 : contrasted to its British counterpart." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314916.

Brydon, James. "Writing World War Two in French Literarure from Existentialism to Postmodernism." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516993.

Djiar, Kahina Amal. "War on the Casbah : housing, culture and French colonialism in Algiers." Thesis, University of Westminster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442111.

Jetté, Melinda M. "Ordinary lives : three generations of a French-Indian family in Oregon, 1827-1931." Master's thesis, Université Laval, 1996. http://hdl.handle.net/20.500.11794/28426.

de, la Garza Andrew. "Mughals at War: Babur, Akbar and the Indian Military Revolution, 1500 - 1605." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274894811.

Cumming, Gordon. "French and British aid to Africa : a comparative study." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321886.

Jackson, Peter Darron. "French military intelligence and Nazi Germany, 1936-1939." Thesis, University of Cambridge, 1995. https://www.repository.cam.ac.uk/handle/1810/273043.

Evans, Martin. "The French Resistance to the Algerian war : an oral history of motivation." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238788.

Papin, Elodie. "Public spaces in post-war housing areas : A Swedish and French comparison." Thesis, KTH, Urbana och regionala studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-170618.

Clure, Graham Thomas. "European Illusions: Political Economy and War From Rousseau to the French Revolution." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845495.

Hartley, Brandon. "War and Tolerance: Catholic Polemic in Lyon During the French Religious Wars." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195996.

Clerc, Catherine. "The French press representation of Algeria : January 1992 to November 1995." Thesis, Keele University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343168.

Rehm, Braxton D. "French nuclear strategy in an age of terrorism." Thesis, Monterey, Calif. : Naval Postgraduate School, 2006. http://bosun.nps.edu/uhtbin/hyperion.exe/06Dec%5FRehm.pdf.

Hutton, Claude. "A policy of neglect : British diplomacy towards French Indo-China, 1943-1945." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296927.

Day, John Frederick. "British Admiralty control and naval power in the Indian Ocean (1793-1815)." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3919.

Davidson, Melissa. "For God, King, and Country: The Canadian Churches and the Great War, 1914-1918." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38718.

Dominguez, Edgar M. "Modernization of the Indian Air Force : security implications for South Asia /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FDominguez.pdf.

Ng, Kenny. "Entente rivalry in the Near East during the Great War, Anglo-French war aims from Salonica to Basra, 1914-1918." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/MQ51432.pdf.

Braganca, M. "Representations of Germans in French Novels in the aftermath of World War Two." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527663.

Brothers, Caroline Ann. "French and British press photography of the Spanish Civil War : ideology, iconography, mentalité." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/1382596/.