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Katherine Glunt

Date: April 13 , 2015

French and Indian War (7 Years War) - Before the Revolution
Content Area: US History I
7th Grade
Day 1: 50 minute class period
Day 1 of 2

Date of Lesson
Friday, April 17, 2015

UBD Stage I: Identify Desired Results
Lesson Objectives
Students will be able to:
1) Identify and comprehend important events that led to war between Great Britain and France
2 )Discuss the impact of the war on American colonists
3) Understand the issues caused by the war that led to revolution

PA Standards
CC.8.5.6-8.A: Cite specific textual evidence to support analysis of primary and
secondary sources.
CC.8.5.6-8.B: Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge or
CC.8.5.6-8.D: Determine the meaning of words and phrases as they are used in a
text, including vocabulary specific to domains related to history/social studies.
CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas clearly and efficiently.

ISTE Standards
2. Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners
of other cultures d. Contribute to project team
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and
a. Understand and use technology systems

b. Select and use applications effectively and productively c. Troubleshoot systems
and applications d. Transfer current knowledge

Enduring Understandings
Students will understand that the French and Indian War was significant due to its effect of relations between
the American colonies and Britain
Students will be able to name key players and events from Pre-Revolutionary America
Students will possess the ability to read and analyze historical text and pictures

Essential Questions
What happens when a government begins to go against the wishes of citizens?
How did Britain’s treatment of the colonies after the war push Americans to the point of revolution?
If you were a colonist what do you think the best way to handle this mistreatment would have been?

UBD Stage II: Determine Acceptable Evidence
Assessment Tasks
Homework questions provided by National Archives Activity will be assessed for accuracy
Homework Questions:
1. Write down descriptive words or phrases that come to mind when you see this picture. 1 point
2. Imagine this picture appeared in a London newspaper. How would this look to a British citizen living in
London? two points
3. You are the man on the left with the tea kettle. What are you doing and why? Two points
4. What is the significance of a noose next to the term “Liberty Tree”? two points
5. Do you think that this image was created by a loyalist or a patriot? One point
Total: 8 Points

Students will be informally assessed during review, discussion, and timeline activity. Students will be able to
accurately dictate important events of the 7 Years War due to review and timeline activity.

Assessment Adaptations
See lesson adaptations

UBD Stage III: Plan Learning Experiences and Instruction
Materials and Resources
1) Textbook: McDougal Littell The Americans (Pages 85-89)
2) Computer / iPad for students and teacher
3) Projector / Smartboard
4) National Archives Activity

Procedures and Content
1) Part One; Review from textbook

T: Ask questions based on reading cover basic questions that sum up events. This review will provide
students with a refresher for the next exercise and can be answered with a few short statements
Q: When did the first battle occur? Who led the fight on the British side?
What land did the French claim?
What land did the British claim?
What is the Albany Plan of Union?
At first the British were doing poorly, which battle began to turn the tides?
Can you name three forts captured by the British?
The capture of which city helped secure Britain’s victory?
What did the Treaty of Paris force France to do?
How did British and American relation change after the war? What did they begin to think of each
S: Students who are unsure can find the answers straight from the reading. If nobody is able to answer the
questions the class will have to hunt down the answer together
15 minutes allotted for review
2) Work in groups on Prezi timeline
T: Introduce project - Show example. Students must work in groups of two to complete a quick timeline of
important events that were covered in the review. Students should use the book/notes to gather information
S: Students will have 25 minutes to create timeline that includes: Beginning of war, important battles, the
Union of Albany, Treaty of Paris, and instances of tension between colonies and Britain
If there is time at the end of class students can share these with each other

3) Discuss thoughts on French and Indian War - Thoughts from a student perspective

What were some of the problems caused by the British that upset the colonists and eventually led
to revolution? - Have students write on board to start discussion

Why do you think the Native Americans chose to side with one country over the other?

What other world powers were involved in the 7 Years War over in Europe?

Do you think that the colonists’ reactions to Britain’s treatment of them were justified?
4) Introduce homework
National Archives:
T: Tarring and Feathering - Interpreting political publications
Examine this publication and answer all questions based on it. Due at the beginning of next class.
Print-out will be provided for all students to account for possible lack of home internet access.
5 minutes to introduce

National Archives:
T: Tarring and Feathering - Interpreting political publications
Examine this publication and answer all questions based on it. Due at the beginning of next class.
Print-out will be provided for all students to account for possible lack of internet access.
Homework can be turned in late, but for each day that passes one point is lost until it reaches a minimum
number of points (depending on point value of assignment). Homework can be turned in until to unit test has
been taken.

If Time Activities
If time permits students will share the timelines they created with the class on smartboard/projector

Procedural Adaptations/Differentiated Instruction
Struggling Readers: Students will list five and define five words that are new to them. They will be
given extra time to search for unknown answers in the book and the review will allow for them to pick up on
missed concepts

ELL:. Provide vocab list with pictorial elements (Vocab list covers: Militia, siege, treaty, Prime Minister,
Colonist, Tar and Feather, Noose, Liberty, tea kettle)

Gifted Students: Students will be given an extra assignment to complete. They will be required to
write a brief (one paragraph) “letter to the editor”. They need to voice their concern over the publication and

argue against its publication from a loyalist standpoint or they can choose to express reasons for its
publication and why it is important to publish these images from a patriots’ point of view.

Students with physical needs: Make sure that students are seated in an area where I can
easily reach them to provide assistance

Students with Cognitive Needs: Provide assistance and extra guidance throughout entire

Behavioral Accommodations: Monitor their time usage closely to make sure they stay on task