Lesson Plan 1: French and Indian War Introduction Name: Olivia Foor and Joanna Szczudlo Class/Subject: 7th/8th

Social Studies Date: 03/05/2013 Student Objectives/Student Outcomes: Students will relate ideas of rights to land to their own lives through a write-to-learn activity. Students will investigate events in history through various perspectives by creating letters and posters stating a specific position. Students will be able to analyze the causes of the French and Indian War through discussion with other students. Content Standards: IL 16.B.3a: Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period. IL 16.C.3a: Describe economic motivations that attracted Europeans and others to the Americas, 1500-1750. Materials/Resources/Technology: Textbooks Posterboard Markers Paper and Pencils/Pens Whiteboard Teachers Goals: We want students to relate to the conversation about rights to property or objects as a cause of war by making the information connect to their lives as middle schoolers. We want students to be able to work in groups in order to examine how events in history can be viewed with different perspectives. We want students to analyze those different perspectives in order to make generalizations about how these conflicts of perspective led to war. Time: 47 minutes Start of Class (5 minutes): Tell students of the homework for the next day; Chapters 3-6 in the textbook. Make sure they write the assignment down in their assignment notebooks. Write-to-learn activity (written on whiteboard): Yesterday was your dads birthday and you have one slice of cake left. You claim that it is your piece of cake to eat BUT your sibling also claims that piece of cake. You are now arguing about who the cake rightfully belongs to. Who do you think should rightfully have the cake: you, your sibling, or your dad? Why?

Students will have 4 minutes to write their answer on a sheet of paper. They should state who gets the cake and why they should have the cake over everyone else.

Introduction of Lesson (3 minutes): After the write-to-learn activity, we will direct students to the timeline on p.33 of their textbook to see all of the major events during the French and Indian War. This will give students a visual image of the sequence of events in the war. After drawing attention to the timeline, we will tell the students we are going to focus on the causes of the French and Indian War and explore the perspectives of the different actors in the war. Today we are going to talk about the what caused the French and Indian War. There were several major actors in this war: French, British and the Native Americans. We are going to explore what each perspective might have felt about the different events that occurred in the war. We will also predict what you think will happen as a result of these events. You will get to test your predictions in your readings tonight. Lesson Instruction (25 minutes): Using the write-to-learn activity, we will begin a discussion about how this writing activity relates to the causes of the French and Indian War. The write-to-learn activity relates the larger theme of land rights and who has the right to land in a way that the students can relate to. After they have related to the concept of having rights to something, this will give them background knowledge about the themes we will discuss. So what did you guys write? Who has the right to the last piece of cake? Let students answer Ask students for the reasoning behind their answers Should your dad have the right to the last piece of cake since it was his birthday? Let students answer We are going to discuss how different perspectives about rights to land was a cause to the French and Indian War. The French and British thought they had claims to certain pieces of land while the Native Americans believed that land belonged to everyone. Conflict over who has the right to the land in the New World was a huge point of conflict between all three groups. Next, we will briefly go over the other causes of the war. We will talk about how the French profited a great deal from the fur trade with Native Americans and other settlers, but the British decided to start trading with the Native Americans, which would make the French lose money. We will only briefly introduce this topic here because the students will learn more about it in the activity. This fulfills standard IL 16.B.3a and IL 16.C.3a because we are discussing with the students about the power struggle between the French, British and Native Americans over fur trade and land. The fur trade and access to land were crucial to the economic success of all parties.

After the introduction of the content, we will present the activity to the students. They will be divided into three groups and will be assigned to an actor in the war (French, British or Native Americans). Each group will create a poster with a slogan to be written on the poster as if they were protesting the actions of the the other groups. The poster will state their opinion and why they took the stance they did. Students will also create a brief letter of their position, why they take that position, and what grievances they may have against the other two groups. We will give them a brief description of each position and several themes that their poster and letter should touch upon (attached). Students will be able to use their book for more information about each position.

Assessments/Checks for Understanding (10 minutes): To assess what the students have learned through looking at the war from the perspective of different groups, we will have the groups present their slogan and position about the causes of the war. This will be conducted in forum style in which all students will present their position to the other groups while the other groups listen attentively. This will not be a debate in which students are refuting each other and interrupting each other, this is a forum where the groups are allowed to state their opinion/grievances one at a time with the others all listening. After each group has presented, we will give students 2 minutes to discuss in their groups and agree upon one question to ask another group. This will allow students to synthesize the information in order to create a question. Closure/Wrap-Up/Review (5 minutes): To wrap up the lesson, we will discuss how the themes of the war were similar to each group involved in the war and yet despite the similarities, the meaning of the themes differed for each group. This will lead into a discussion about how wars can be caused by the basic perspective of the different groups, not necessarily by differing causes of war. So what do you guys see as the themes of the war for each group? Were they pretty similar or vastly different? Let students answer. With similar themes, why do you think war starts? Groups with different perspectives can conflict over what they believe is the right way to do something. The French thought that the British should trade furs only with the French, not the Native Americans. But the British did not think that. These perspectives can clash and wars can break out. This is a common occurrence throughout history with many wars that have taken place. Self-Assessment: We will assess our lesson through reading their letters of protest, viewing their posters, listening to their arguments and questions. This will allow us to analyze if the students understand the connection between war and the conflict of different perspectives. FRENCH PERSPECTIVE: (p. 21-24, p.28) Introduction: Leading up to the French and Indian War

You are a group of French settlers in the New World right before the French and Indian war in May 1756. You are having problems with the British settlers claiming to own your land. You must create a protest poster with a slogan and illustration that voices how you feel about the British. Then write a letter explaining your point of view. You may use your textbook (Chapter 36) and the internet for more information. Provided below are some main themes that should be included in your poster and letter. - Land ownership - Fur Trade - Relations with Native Americans

ENGLISH PERSPECTIVE:(p.21-24, 25, 29) Introduction:Leading up to the French and Indian War You are a group of English settlers in the New World right before the French and Indian war in May 1756. You are having problems with the French settlers claiming to own your land. You must create a protest poster with a slogan and illustration that voices how you feel about the French. Then write a letter explaining your point of view. You may use your textbook (Chapter 36) and the internet for more information. Provided below are some main themes that should be included in your poster and letter. - Land ownership - Fur Trade - Relations with Native Americans

NATIVE AMERICAN PERSPECTIVE:(p.21-24, 25-26) Introduction:Leading up to the French and Indian War You are a tribe of Native American living in the New World right before the French and Indian war in May 1756. You are having problems with the British and French settlers claiming to own your land. They are using up your sacred natural landscape and creating an uncomfortable situation for Indian tribes. You must create a protest poster with a slogan and illustration that voices how you feel about the settles. Then write a letter explaining your point of view. You may use your textbook (Chapter 3-6) and the internet for more information. Provided below are some main themes that should be included in your poster and letter. - Land ownership - Fur Trade - Relations with Settlers