1t21t2015 The French and Indian War I The Gilder Lehrman Institute of Arnerican Historv

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The French and Indian Warby Christopher Gill

U N IT O BJ ECTIVE

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 ofhistorical significance. Through a step-by-step process, students will acquire the skills to analyze anyprimary or secondary source material.

OVERVI EW

ln this unitstudents will develop a thorough knowledge of the French and Indian Warthrough severalprimary documents. These documents will teach the students about specific aspects of the French andIndian War and the complex nature of this major event in colonial and indigenous history. Students willdemonstrate learning by combining prior knowledge and primary sources to dig deeper and discover morerelevant information related to the coalitions and contentions that led to the violence of the French andIndian War.

This unit focuses on the conflict that took place in North America from 1754 to 1 763 between the Frenchand English and their respective powerful Native American allies. lt is sometimes also referred to as theSeven Years' War, but will be identified as the French and Indian War for this unit. The French and Indianwar 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 itscurrent form be used in seventh through twelfth grades. The primary document analysis template (ln HisOwn Words), reading and analysis template (Document Anatysis & Learning;, and document comparisontemplate (Making Connections & Detecting Differences) can be used across many grade levels, fromelementary 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 theteacher for pre-activity curriculum-based learning, document analysis, and possible follow-up activities. lfclassroom time is an issue, various aspects of this unit can be used independenfly.

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

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INTRODUCTION

The Frerrch and Indian war I The Girder Lehrman Institute of American Historv

The age of exploration and the ensuing colonization of the western Hemisphere brought long-standingconflicts 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 nationsfought against and allied with European powers for specific military, economic, political, and socialpurposes' For each faction, there were multiple motivations at play during these conflicts. Some of themajor motivations behind the French and Indian War included, but were not limited to, protection ofancestral lands, acquisition of new territory and imperial power, and self-preservation. This unit will useprimary documents to help students understand the complicated nature of defeating adversaries andbuilding 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 toteach students about the French and Indian War. The primary sources will help students understand theviewpoints of some of the major players during the French and Indian war. They will show the historicalcircumstances that helped shape or destroy native and European alliances as well as the brutal andconfusing nature of wilderness warfare during this period. These documents alone cannot fully tell thestory of the causes, events, and aftermath of the entire war, but should serve as glimpses into the realitiesof the time.

MATERIALS

' Primary Document Anarysis: canassatego - In His own words. Graphic Organizer: Document Analysis and Learning. Analyzing a political cartoon: Benjamin Franklin -,'Join or Die,,

' Primary Document Anarysis: Robert Moses - In His own words' Primary Document Anarysis: Minavavana - In His own words' Graphic organizer: Making connections - Document to Document' Graphic organizer: Detecting Differences - Document to Document. Smartboard, ELMO, or overhead projector

VOCABULARY

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

LESSON 1

OBJECTIVE

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 lroquois Confederacy. Students will demonstratetheir 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

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1t21t2015The French and Indian war I The Girder Lehrman Institr.Ite of American Historv

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 thedocument that helps support your answer.

' According to chief canassatego, what happens to the goods they are given for the land they sell? citespecific evidence from the document that herps support your answer.' How does this document portray the relationship between the rroquois people and the colonists? citespecific evidence from the document that herps 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 lroquois confederacy? cite

specific evidence from the document that herps 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 yourknowledge of American history.

INTRODUCTION

The teacher will tell students that they will be analyzing a primary source by canassatego, chief of theonondaga Nation and a diplomat for the lroquois confederacy. Discuss with the students the importanceof critically analyzing the specific words and sentiments expressed direcly in the document.

The teacher should also tell students that this document is a representation of the relationships betweenthe lroquois Nation and the colonists, specifically in Pennsylvania. chief canassatego,s speeches tookplace several years before the French and Indian war but show the direct relationships and sometimesturbulent alliances among the lroquois confederation, the colonists in pennsylvania, and the BritishCrown.

MATERIALS

' Primary Document Analysis: Canassatego - In His own Words. Source: Carl Van Doren, tndianTreaties Printed by Beniamin Franktin, 17g|l762 (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 theI nternet Archive at http://a rchive.org/deta ils/indiantreatiespr0Ovand.

. Graphic Organizer: Document Analysis and Learning

' Analyzing a Political cartoon: Benjamin Franklin - "Join or Die" source: pennsylvania Gazette,May 9,1754, Library of congress prints and photographs Division.. Smartboard, ELMO, or overhead projector

PROCEDURE

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112112015 The French and Indian war I The Gilder Lehrman Institute of tunerican History

1' The teacher will have to be sure the students are appropriately prepared for this unit/lesson. studentsshould have a good understanding of pre-columbian indigenous history, the age of exploration, wars ofEuropean colonialism around the world, cultural diffusion, imperialism, and other topics relevant toworld and US history.

2' The teacher will hand out Canassatego - In His Own Words. Make certain students understand that thetext has been excerpted from two different speeches for this lesson. Explain the purpose and use ofellipses.

3' Teacher will "share read" the Canassatego document with the class. In a shared read, the teacher willintroduce the text to the students by beginning to read the document aloud. After a few sentences. theteacher will ask the students to join in reading the remainder of the document in unison. The teacher willcontinue 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 anddiscourse of the document and helps English language learners and struggling readers. share readingwill also help students hear, see, and read aloud the major sentiments and the point of view presentedin the document prior to their close_reading exercise.

4' The teacher will pair students based on ability level for a Think, pair, share using canassatego - ln HisOwn Words. The student pairings can be assigned by the teacher based on the needs of the studentsand their levels' Each student in the pairing will focus on half of the document, which can be assignedby the teacher or selected by the students.

5' 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 analyzingthe specific words and sentiments expressed directly in the document.

6' 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.

7' After a set amount of time, each student will present to the class at least one piece of information theirpartner shared with them during the Pair portion of the Think, pair, Share. This information should bedisplayed on the Smartboard, ELMO, or overhead projector.

8' The teacher should pose several higher-order questions (see examples in the objective section of thislesson)to encourage a crassroom discussion based on the text.

9' The teacher will hand out Graphic organizer: Document Analysis and Learning and, in pairs, thestudents will fill in the organizer using specific evidence from the document.

EXTENSI O lTI (O PTI O NAL)

students will use what they learned from canassatego - In His own words to fill in the graphic organizerDocument Analysis and Learning for homework, if it was not completed in class. students will receive acopy of Benjamin Franklin - "Join or Die" to complete as homework. They should be informed they willneed to use their homework for the next lesson.

LESSON 2

OBJECIIVE

students will be using Benjamin Franklin's "Join or Die" political cartoon and the diary of Robert Moses, amember of the New Hampshire militia during the French and Indian war, in this lesson. students will

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1t21t2015The French and Indian war I The Girder Lehrman Institute of American Historv

demonstrate their understanding by ,,graffiting,,/annotating the text; completing primary document analysistemplates; participating in in-depth analysis of rhetoric and discourse, cooperative learning, anddocument-based questioning; and creating and responding to higher-order questions based on the text.

Sample questions:

' what are some of the major symbols in Benjamin Franklin's ,,Join or Die,, cartoon and what do you thinkthey mean? cite specific evidence from the text that helps support your answer.' ls the "Join or Die" political cartoon related to the words of chief canassatego? lf so, how? cite specificevidence from the text that helps support your answer.

' According to Robert Moses's diary, what is it like fighting in the French and lndian war? cite specificevidence from the text that helps support your answer.' According to Robert Moses's diary, what role are Native Americans playing in the French and Indianwar? cite specific evidence from the text that herps suppoft your answer.' when you read Robert Moses's diary, what images pop into your head? why? cite specific evidencefrom the text that helps support your answer.' lf you compare Benjamin Franklin' "Join or Die" and the excerpts from Robert Moses,s diary, are thereany direct connections? Are there any differences? cite specific evidence from the text that helpssupport your answer.

' what do you think the most interesting lines in the diary are? what did you find compelling about thoselines? cite specific evidence from the text that supports your answer.

INTRODUCTION

The second lesson will connect Benjamin Franklin's political cartoon ,,Join or Die,,with excerpts fromRobert Moses's diary' These two documents have the common theme of colonial unity embedded withinthem' lt may take the students time to find this thread because overall there are more differences thansimilarities between the documents.

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

The teacher should discuss with the students the importance of critically analyzing the speci1c words andsentiments expressed direcfly in the document.

MATERIALS

. Analyzing a political cartoon: Benjamin Franklin _,,Join or Die,,' 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, GLco4g44. The full text of thediary is provided as a pdf for the teacher,s reference.. Smartboard, ELMO, or overhead projector

PROCED URE (INSTRUCTION AND ASSESSMENT)

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112112015 The French and Indian war I The Gilder Lehrman Institute of American History

1' The teacher and students will review the homework from the first day's lesson, Analyzing a politicalcartoon: Benjamin Franklin - "Join or Die," or complete the analysis in class if it was not assigned ashomework' Students and teacher should present their answers on the Smartboard, ELMo, or overheadprojector.

2' The teacher will hand out Roberl Moses - In His own Words. Make certain that students understandthat 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.

3. Teacher will "share read" the Robert Moses document with the class.4' The teacher will pair students based on ability level for a Think, pair, Share based on Robert Moses

Diary - ln His own Words. Each student in the pairing will focus on half of the document, which can beassigned by the teacher or selected by the students.

5' 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 shouldstress the importance of critically analyzing the specific words and sentiments expressed direcily in thedocument.

6' After a set amount of time, students will work with their partner to begin the pair por.tion of the Think.Pair, Share, communicating the information from the two sections of the ten.

7' After a set amount of time, each student will present at least one piece of information their partnershared with them during the Pair portion of the Think, Pair, Share. Students and teacher should be ableto present their answers on the smartboard, ELMO, or overhead projector.

8' The teacher should pose several higher-order questions (see examples in the Objective section of thislesson)to encourage a classroom discussion based on the text.

LESSON 3

OBJECTIVE

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-depthanalysis of rhetoric and discourse, cooperative learning, and documenfbased questioning; and creatingand responding to higher order questions based on the text.

Sample questions:

How does Minavavana feel about the English defeating the French? what does the English victorymean 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? Citespecific 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? Citespecific 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 evidencefrom the text that will help support your answer.How does Minavavana feel about the English fur trader Alexander Henry? Why do you think he feelsthis way? cite specific evidence from the text that will support your answer.

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INTRODUCTION

The French and Indian war I The Gilder Lehrman Institute of American Historv

ln this lesson' students will explore the changing nature of the relationship between indigenous peopleand their European allies' In this document, chippewa/ojibwe chief Minavavana reminds a visitingEnglish trader' Alexander Henry, that his people may have defeated the French but will never defeatMinavavana's people' The document shows the nature of the war, the allegiance that thechippewa/ojibwe people had with the French, the military culture of the chippewa/ojibwe peopte, therelationship between indigenous nations and fur traders, and the expansion of the English into Frenchterritory as the war came to an end.

The teacher should discuss with the students the importance of critically analyzing the specifrc words andsentiments expressed direcfly in the document.

MATERIALS

' PrimarY Document Analysis: Minavavana - In His own words. source: Alexander Henry, Travels andAdventures in canada and the tndian Territories, between the years 1760 and 1776 (Newyork: l.Riley, 1809),44-45. Complete publication is available on Google Booksat http://books.google.com/books?id=wjnGWp-zufAC&source=gbs_navlinks

s.. Graphic Organizer: Document Analysis and Learning. Smartboard, ELMO, or overhead projector

PROCEDURE

1' The teacher will hand out Minavavana - In His own words. Make certain that students understand thatthe original text has been excerpted for this lesson. Explain the purpose and use of ellipses.2' The teacher will "share read" the Minavavana document with the class.

3' The teacher will pair students based on ability level for a Think, pair, share based on Minavavana - InHis Own Words' Eachstudentinthepairingwill focusonhalf of thedocument,whichcanbeassignedbytheteacherorselectedbyrhesrudents.

4' 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 ofcritically analyzing the specific words and sentimenrs expressed direcly in the document.

5' 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.

6' After a set amount of time, each student will present at least one piece of information their partnershared with them during the Pair portion of the Think, Pair, share. students and teacher should presenttheir answers on the smartboard, ELMO, or overhead projector.

7' The teacher should pose several higher-order questions to encourage a classroom discussion based onthe text.

8' The teacher will hand out Graphic organizer: Document Analysis and Learning and, in pairs, thestudents will fill in the organizer using specific evidence from the document. This can be done in classor as homework.

FOLLOW-UP ACTIVITIES

' students will analyze and compare the documents presented in the unit. students will use Making

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112112015 The French and Indian War I The Gilder Lehrman Institute of American History

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 primarydocuments 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 primarydocuments that show a direct correlation between the end of the French and Indian War and thebeginning 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 unitto prove their thesis in a detailed DBe essay.

Citation Guidelines for Online Resources

RELATED SITE CONTENT

Teaching Resource: Essential euestions in Teaching American History

Primary source: Receipt for land purchased from the six Nations, 1769

Primary Source: Map of the New World, with European settlements and American Indian tribes, 1730Multimedia: The Name of War: King Philip's War and the Origins of American ldentityPrimary Source: The Province of Massachusetts Bay requests aid from eueen Anne. 1708Multimedia: Exchanges of culture and conflict in the southwestEssay: George Washington's French and Indian War

Essay: Jamestown and the Founding of English America

Primary Source: Proclamation of 1763, 1763

Essay: The Colonial Virginia Frontier and International Native American Diplomacy

THEGILDERLEHRMANINSTITUTE0FAMERICANHIST0RY 49W.4sTHSTREET,6THFLo0R.NyC,Ny10036 (646) 366-9666 @200F2015 ALLRTGHTSRESERVED

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Analyzing a Political Cartoon: Analyze the political cartoon below and fill in the graphic organizer based on the informationyou Iearn from it, When you examine the document be sure to look for the source, date, symbolism, bias, tone, and point of view.

"f oin, or Die," by [3enjarnitr Franklin, Pennsylt,anio Gazette (philadelphia, pA], May 9, 1754. Courtesy, Library of Congress

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