•ILLINOIS STATE BOARD OF EDUCATION PROFESSIONAL DEVELOPMENT PROVIDER #100549

•HARVARD PRINCIPALS’ CENTER ALUMNI (94-95)

•MIDDLE SCHOOL REG & SPECIAL EDUCATOR

•CERTIFIED RELATIVE: NATHAN HALE

FRENCH AND INDIAN WAR TIMELINE

•1753 WASHINGTON’S MESSAGE

•1754 ALBANY CONGRESS

•1754 JUMONVILLE’S MURDER

•1754 FORT NECESSITY

•1755 BRADDOCK’S DEFEAT

•1755 SHIRLEY TAKES COMMAND

•1755 JOHNSON @ LAKE GEORGE

•1755 ROGER’S RANGERS DEBUT

•1756 WAR FORMALLY DECLARED BY BRITISH

•1756 FORT OSWEGO CAPTURED BY FRENCH

•1757 PITT SECRETARY OF STATE EXPANDS EMPIRE

•1757 FT. WILLIAM HENRY MASSACRE

•1758 ABERCROMBY TAKES OVER

•1758 FT. TICONDAROGA  ABERCROMBY’S DEFEAT

•1758 LOUISBOURG CAPTURE

•1759 FT. NIAGRA

•1759 QUEBEC WOLFE & MONTCALM

•1760 MONTREAL & VAUDREIUL SURRENDER

•1763 TREATY OF PARIS

MAP

“THE FORGOTTEN SEED OF FREEDOM”         

THE WARS

THE OLD WORLD PHASE

THE NEW WORLD PHASE

THE NEW WORLD PHRASE

THE OLD WORLD PHASE

THE NEW WORLD PHASE

THE OLD WORLD PHASE

THE PLAYERS

•FRANCE

•ENGLAND

•NEW FRANCE

•COLONIAL AMERICA

THE ENGLISH & COLONIAL LEADERS
               

•BRADDOCK

•FRANKLIN

•WOLFE

•WEBB

•ABERCROMBRIE

•AMHERST

ENGLISH GOVERNORS

•1752 VIRGINIA: ROBERT DINWIDDIE

•NEW YORK: DELANCY

FRENCH GOVERNORS

•DUQUESNE

THE REAL CULPRIT

•1747, THOMAS LEE, PRESIDENT OF THE VIRGINIA COUNCIL

•THE OHIO COMPANY

•OBJECTIVE: LAND GRAB OF 500,000 ACRES ON BOTH SIDES OF THE OHIO RIVER

•GEORGE WASHINGTON’S OLDER BROTHERS WERE ALSO STOCKHOLDERS

THE FRENCH GENERALS

 

MONTCALM

•BARON DIESKAU

OUTSTANDING SECONDS IN COMMAND

•WOLFE

•LEVI

•JONCLAIRE

•STOBO

THE BATTLES

•BEGINNING: FT. NECESSITY

•BRADDOCK’S DEFEAT

•LAKE GEORGE

•FT. WILLIAM HENRY

•FT. TICONDEROGA

•LOUISBOURG

•END: QUEBEC

MAJOR WASHINGTON
“YOU DON’T HAVE TO BE GREAT, TO BE GREAT!”….
JOEY RHODES 2001

MAJOR WASHINGTON

•AMBITIOUS

•DINWIDDIE, HIS MENTOR

•THE KING’S MESSENGER

•MYTH OF JONCLAIRE

•MURDER OF JUMONVILLE

•WASHINGTON’S DISGRACE

FORT NECESSITY 1754
“THE BEGINNING”

TRAPPED AT FORT NECESSITY

•WASHINGTON ON THE RUN

•THE RABBLE

•THE INADEQUATE LOGISTICS

•THE INEFFECTIVE WEAPONS

•THE FRENCH HONOR

•PAYBACK: WASHINGTON’S CONFESSION

THE FIRST CONSTITUTION ATTEMPT

•1754 THE ALBANY CONGRESS

•SEVEN COLONIES/150 IROQOUIS

•THE ALLIANCE

•THE ABUSE

•BEN FRANKLIN

•“THE ALBANY PLAN OF UNION”

•WILLIAM JOHNSON

•CHIEF ABRAHAM

THE INDIANS

THE INDIANS

THE ALBANY PLAN

•DELEGATES

•AMERICAN CONTINENTAL ASSEMBLY

•PURPOSE: INDIAN POLICY-DEFENSE-TRADE

•FAILURE DUE TO BRITISH FEARS AND INDIVIDUAL COLONIAL AUTONOMY CONCERNS

“BULLDOG” BRADDOCK

BRADDOCK’S DEFEAT

•“WHO WOULD HAVE THOUGHT IT?”

•JULY 9, 1755 1460 BRITISH DEFEATED BY 850 F & I. OVER 900 BRITISH KILLED OR WOUNDED

•IN THE GROUP, WASHINGTON, GAGE & BOONE

•AMBUSH

•COWARDICE

•“BISHOP” & HIS FAVORITE HORSE

LAKE GEORGE

•WILLIAM JOHNSON

•ROGER’S RANGERS DEBUT

•VICTORY

MAP OF FORTS

ROGERS RANGERS: MISSION IMPOSSIBLE SPECIAL OPS

•ROBERT ROGERS

•ROGERS’ RANGER

•RAID ON ST. FRANCIS

A BOLD LEADER TAKES CHARGE

•WILLIAM PITT

•EXPANSIONIST

THE FALL OF NEW FRANCE

•TICONDAROGA

•CROWN POINT

BATTLE FOR QUEBEC

•THE BRILLIANCE OF WOLFE

•THE PLAINS OF ABRAHAM

•THE DEATHS OF WOLFE & MONTCALM

•THE FALL OF MONTREAL

•SURRENDER

TREATY OF PARIS

•THE NEGOTIATOR

•THE STRENGTHS

•THE WEAKNESSES

•THE OUTCOMES

THE 1763 PROCLAMATION

•MAJOR INDIAN TREATY

THE DISCIPLINE FOR SUCCESS’ LESSON PLAN

•“THE FORGOTTEN SEED OF FREEDOM”

THE FRENCH AND INDIAN WAR

OBJECTIVES

•STUDENTS WILL BE ABLE TO:

•A: UNDERSTAND HOW TO SUMMARIZE THE MAIN IDEAS RELATED TO EVENTS OF THE FRENCH & INDIAN WAR IN COOPERATIVE LEARNING.

•B: UNDERSTAND WHAT NATIONS WERE RIVALS FOR NORTH AMERICA AND WHY.

•C: UNDERSTAND THE CAUSES OF THE FRENCH AND INDIAN WAR.

•D: LEARN FROM OTHER GROUP MEMBERS AND SHARE INFORMATION, PRESENTING INFORMATION CLEARLY.

RATIONALE FOR OBJECTIVES

•STUDENTS WILL UTILIZE HIGHER-ORDER LEARNING SKILLS AS WELL

•AS UTILIZING VALUABLE SOCIAL SKILLS VIA COOPERATIVE LEARNING. THIS LESSON WILL ACCOMMODATE GLOBAL, AUDITORY, AND VISUAL LEARNING STYLES.

MATERIALS

•TEXTBOOK P. ___, LECTURE NOTES, HANDOUTS, TEACHER CONSTRUCTED TEST, TOPIC GUIDES, TOPIC QUESTIONS, MAPS, POSSIBLE OVERHEADS, OVERHEAD PROJECTOR, NOTEBOOK, PENCIL

IV. PROCEDURES  INTRODUCTION

•A. INTRODUCTION (MOTIVATION):

•ASK HOW MANY STUDENTS IN THE CLASS PLAY SPORTS OR ARE ON A SPORTS TEAM. IF THEY LOSE A GAME, AFTER THE CURSING AND UPSET FEELING HAVE SUBSIDED, ASK A STUDENT IF HE/SHE SEEKS THE CAUSES FOR THE LOSS (DISCUSS LACK OF PRACTICE, POOR CONDITIONING, A BETTER COACHED OPPONENT) AND THE WAYS TO AVOID THE MISTAKES THE NEXT TIME.

•LEAD STUDENTS INTO DISCUSSING THAT THE HISTORIAN DOES THE SAME WITH THE PAST, SEEKING THE CAUSES OF EVENTS AND TRYING TO DETERMINE HOW ONE EVENT LED TO ANOTHER. WE CAN ALSO CREATE WHAT APPEARS TO BE AN INEVITABLE SERIES OF CAUSE AND EFFECTS OF ACTIONS AND REACTIONS THAT LEAD IN THIS CASE TO AMERICAN INDEPENDENCE BY THE FIRST MAJOR QUARREL WITH THE FRENCH AND BRITISH.

DEVELOPMENT I.

•1.TELL STUDENTS THAT WILL BE ASSIGNED TO COOPERATIVE

•GROUPS TO LISTEN TO THE LECTURES. IN THESE GROUPS CERTAIN INDIVIDUAL STUDENTS WILL ASSUME THE INTERACTIVE ROLE OF ONE OF THE FOLLOWING FIGURES/EVENTS OF THE FRENCH AND INDIAN WAR. THEIR RESPECTIVE COOPERATIVE GROUP WILL BE ASSIGNED THE TASK TO SUMMARIZED INFORMATION FROM THEIR TEXTBOOKS, HANDOUTS, AND LECTURE NOTES.

•A. GEORGE WASHINGTON/THE BLUFF & MURDER/ALBANY PLAN/GEN. BENJAMIN FRANKLIN/INDIANS

•B. GEN. BRADDOCK/FIGHTING TACTICS/RANGERS/WILLIAM JOHNSON

•C. FORT WILLIAM HENRY MASSACRE/GEN WEBB"COWARD"/GEN. MONRO"HERO"/LAST OF THE MOHICANS

•D. GEN. MONTCALM/ FORT TICONDEROGA/A GREAT GENERAL

•E. WILLIAM PITT/LEADERSHIP

•F. FALL OF QUEBEC/GEN. WOLFE/PEACE OF PARIS/

DEVELOPMENT II.

•2. EXPLAIN THE STUDENTS WILL BRAINSTORM IDEAS FOR MAIN IDEAS WITH MEMBERS OF OTHER TEAMS WHO HAVE BEEN ASSIGNED THE SAME HISTORICAL ROLE. ( STUDENTS ARE WORKING IN A JIGSAW STRUCTURE, WHEREIN EACH MEMBER OF A TEAM BECOMES AN EXPERT IN ONE PHASE OF THE FRENCH AND INDIAN WAR WHILE WORKING WITH OTHER TEAMS.

DEVELOPMENT III.

•3. TEAM MEMBERS THEN USE THEIR EXPERTISE TO TEACH THEIR ORIGINAL TEAMS ABOUT THEIR ASSIGNED ROLE. EXPLAIN THAT INDIVIDUAL PRESENTATIONS WILL BE EVALUATED IN TERMS OF HOW WELL THEY INSTRUCT THE TEAM AS A WHOLE.

LESSON PLAN QUESTIONS

•LOCATE FORTS

•IDENTIFY LEADERS

•WHY DID THEY GO TO WAR?

•BRITISH & FRENCH STRENGTHS

•LANDS GAINED

•MAIN ALBANY PLAN OBJECTION

SUMMARY

•PROVIDE CLASS TIME FOR EACH TEAM MEMBER TO DELIVER HIS OR HER MESSAGE AND RESPOND TO QUESTIONS. TEACHER THEN QUIZZES VIA TEACHER CONSTRUCTED TEST (TRUE/FALSE, MULTIPLE CHOICE, ESSAY) ABOUT VARIOUS ASPECTS OF THE FRENCH AND INDIAN WAR.

EVALUATION

•V. EVALUATION

•THE FOLLOWING QUESTIONS EVALUATE THE PERFORMANCE OF

•STUDENTS AND GROUPS:

•1. DID MEMBERS OF EACH EXPERT TEAM FIND AND SUMMARIZE THE MAIN IDEA RELATED TO THEIR EVENT?

•2. DID STUDENT EXPERTS PRESENT THE INFORMATION CLEARLY TO THE TEAM?

•3. DID STUDENT EXPERTS RESPOND TO QUESTIONS FROM TEAM MEMBERS BY PROVIDING ADDITIONAL DETAILS FROM THE TEXT AND LECTURE NOTES?

QUESTIONS

•INTERESTED IN HAVING “THE FORGOTTEN SEED OF FREEDOM” SPEAK TO YOUR GROUP: 1-877-532-1705

“The Forgotten Seed of Freedom”

•THE

•FRENCH & INDIAN

•WAR