Lesson Plan 1-Causes of the French and Indian War
Teacher: Matthew Williams
Lesson 1 Title: The Causes of the French and Indian War
Unit 4: The French and Indian War
Date: 12/11/2008
Lesson Time Frame: 80 Minute Block
Location: Intermediate, 7th Grade, American History Classroom
Lesson Goal: Students with learn about the causes of the French and Indian War. This is content the students will need to comprehend for the New York State 8th Grade assessment exam in social studies.
New York State Social Studies Standards:
NYS Standards 1: History of the United States and New York:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Performance Indicator:
• Investigate key turning points in New York State and United States history and explain why these events or developments are significant.
NYS Standards 2: World History:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Performance Indicator:
• Study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.
NYS Standards 3: Geography:
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earth’s surface.
Performance Indicator:
• Investigate why people and places are located where they are located and what patterns can be perceived in these locations.
National Council for Social Studies Standards:
NCSS Standards III:
Social Studies programs should include experiences that provide for the study of people, places, and environments.
NCSS Standards V:
Social Studies should include experiences that provide for the study of interactions among individuals, groups, and institutions.
NCSS Standards VI:
Social Studies should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
Essential Questions:
• What was the primary reason for the war?
• Who were the primary combatants involved in the war?
• What was the major trade between Native Americana and Europeans?
• How did the French and British relationships with Native Americans differ?
• What were the advantages and disadvantages of the French prior to the war?
• What were the advantages and disadvantages of the British prior to the war?
• What role did Native Americans play in the war?
• What was the Albany Plan of Union?
Instructional Objectives:
• The students will be able to demonstrate knowledge by being able to recall key points/events about the French and Indian War.
• The student will be able to demonstrate knowledge by being able to locate on a map the territory under the control and/or claimed by the British and France in 1754.
• The Students will be able to demonstrate comprehension/understanding by explaining how the fur trade influenced the relationship between Native Americans and the British and French.
• The students will be able to demonstrate application by being able to choosing what side they would support during the French and Indian War.
• The students will be able to demonstrate analysis by comparing and contrasting the advantages and disadvantages of the British and French colonies prior to the French and Indian War.
• The students will be able to demonstrate synthesis by developing a hypothesis about who they believed would win the war in 1754.
• The students will be able to demonstrate evaluation by summarizing the colonies reason for not adopting Franklin’s Albany Plan of Union in 1754.
Materials:
• Pen/Pencil
• Social Studies Folder
• Weekly DIN (Do it Now) worksheet
• “Causes of the French and Indian War” Guided Notes worksheet
• Power Point Lecture on the “Causes of the French and Indian War”
• The French and British K-W-L Chart worksheet
• The French and Indian War Journal Entry Homework Assignment
Student Preparation:
The students will have just completed Unit 3 - The Colonial Period, which will have provided them with the background information and understanding of the establishment of the European Colonies in North America.
DIN Questions:
• Why were rivers so important during the Colonial Period?
• What river runs through the Ohio Valley and connects to the Mississippi River?
Procedure/Activities:
• The students will immediately get out their social studies folders and be in their seats once the bell rings. Students will write down the homework assignment for the day and being answering the DIN question(s) on their weekly DIN sheet that is up on the projection screen while the teacher quickly takes attendance. (5 minutes)
• The teacher will go over the DIN question(s) with the students and write their answers on the board so the students can add anything they may not have come up with to their own answers. (5 minutes)
• The teacher will handout the K-W-L Chart worksheet on the French and Indian War. The students will work in pairs to complete the chart. Students may use their notes and background knowledge to complete the chart. (15 minutes)
• The teacher will go over the K-W-L Chart with the students while writing their answers on the board so the students can add anything they may not have come up with to their own answers. (5 minutes)
• The teacher will put the new vocabulary and terms up on the on the projection screen and handout the vocabulary and terms worksheet. The teacher and students will work together to fill-in the definitions for the new vocabulary and terms in the space provided on the worksheet. (15 minutes)
• The teacher will put the power point lecture on the Causes of the French and Indian War up on the projection screen, and handout the guided notes worksheet. The teacher will lecture giving background knowledge and asking essential questions about the Causes of the French and Indian War. The teacher will write the students answers to the essential questions on the board while the students fill in the blanks on the guided notes worksheet while following long during the lecture. (30 minutes)
• The teacher will hand out the Journal Entry homework assignment and go over the directions with the students and answer any questions they may have about the assignment. (5 minutes)
Informal Assessment:
• During the power point lecture the teacher will be watching the students to make sure they are following along and filling in the blacks for their notes.
• The teacher will also be paying attention to the answers received from the students when they are asked a question to ensure they are grasping the information presented to them.
• During the K-W-L Chart activity the teacher will be walking around the room looking for students who may be struggling and provide assistance when needed. Once the students have finished filling out their charts the class will go over their answers while the teacher writes their answers on the board.
Formal Assessment:
• The Journal Entry homework assignment will be collected for a grade. The students will be grade based on the Journal Entry Rubric (100 points).
Instructional Modification:
• The teacher will provide students with IEP’s that require completed vocabulary and notes for the power point lecture with them so they may follow along during the activities.
• The teacher will try to pair up lower achieving students with higher achieving students to try and “bring-up” the learning levels of the lower achieving students during the K-W-L Chart activity.
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