Revolutionary War and Native Americans

5.3

S. Gilpinblack, Heaton Elementary School

Designer: Sandra K. GilpinBlack

Publication Date: September 12, 2005

Standard (Include analysis skills and language arts standards):

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers

3. Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

Grade Five English-language Arts Content Standards.

2.0 Speaking Applications (Genres and Their Characteristics)

2.2 Deliver informative presentations about an important idea, issue, or event by the following means:

Frame questions to direct the investigation.
Establish a controlling idea or topic.
Develop the topic with simple facts, details, examples, and explanations.

Key concepts (California Concepts Collection II/Vocabulary)

What events led up to the French and Indian War?
Students will learn how the major countries in the New World Vied for land/control, then leading toward the French and Indian War

Vocabulary:

Salutary Neglect Swedes European profit tax

Dutch French patroon charter barter

English Spanish economy grants colon

Stamp Tax

Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective):

•Students will be able to demonstrate understanding that there were many events in North America that eventually led up to the Revolutionary War. One was the status of Salutary Neglect toward the English Colonists from Britain.

• Students will also learn that at about the same time, various wars, including the French and Indian War and the events that led up to the French and Indian War, eventually led to the Revolutionary War.

Preview Assignment:

I will discuss with the students why the rulers of the different European countries might want to (or not want to) control the newly settled lands in North America. In our Interactive Student Notebooks, we will develop a graphic organizer to represent these reasons.

Multiple Intelligence Strategy:

This will be an Experiential Exercise in which the students will be divided into groups representing the colonists from the various countries. The size of the groups will be representative of the populations of the countries. For example, there may be only two students who represent colonists from Sweden, whereas, there may be 12 or more students who come from England. I will also have students represent the American Indians. These students will discover the procedures of taking over or being taken over by another country, assimilation into that country, and ultimately salutary neglect and the end of salutary neglect.

Desk Olympics:

To be used to organize the students into the various size groupings. I will hand out the cards to the students that represent the country of their origin, and when I play “Call of the Champions”, the Olympic theme, the students will move to their groups.

Considerate text:

I can make the text even more considerate by:

1. Making sure that students know the vocabulary they will encounter

2. Have them read in oral “chunks”, taking turns

Graphically Organized Reading Notes:

1. Students will produce a timeline of the events leading up to the French and Indian War.

2. Students will use Cornell style note-taking for all notes

Response Groups:

Students will report back vocabulary definitions in groups of two or three. Students will report back discoveries and connections made in debriefing session

Processing Assignment:

Students will use Vis-à-vis markers to represent the land held by each colony on laminated maps prior to any take-overs, and then make maps to represent how the land is divided after each takeover.

Debriefing:

Students will debrief discoveries, learnings, and connections in response groups

EL/Inclusion Strategies:

Since about 40% of my class is EL, this is something to consider. However, most all of my EL students read at 4^th or 5^th grade levels, so vocabulary and role playing will be critical to their understanding. Also needed will be realia, web interactions and searches, books with many pictures, and videos on the subject.

I bring pictures for the students to see what was going on during this time. Find a video to show. Have the students go to the web sites below to discover about America at the time of the French and Indian War. Have them participate with the rest of the class in an Act it Out”

Materials:

Students will be given:

Coins and currency to represent the money used at the time by each of the colonies in order to assist in looking at the colony’s economic

situation. Laminated Maps of North America, Vis a Vis pens, Representations of products each colony produced or items for which they

Bartered, Direction cards, Role cards, Pictorial representations of the language of their colony, Time Liner software

Students will need to use their:

History Alive! America’s Past textbooks, Chapter 10, and their interactive

notebooks

Rulers

Pencils

Other items as needed, e.g.; markers, scissors, colored pencils, glue

Opportunities to Learn/Perform (Procedure):

What will students need to do to achieve knowledge and skills identified in standards and learning outcomes?

Students will role play colonists in the various colonies from the European countries of Sweden, Holland, Spain, France, and England They will also represent the Native peoples indigenous to the area, and the free and slave Africans. They will experience take-over by another country or taking over another country, the reasons for the takeover and assimilation into the new ruling country.

Students will experience Salutary Neglect if they are in the English colonies or once taken over by the English. Students will then experience the end of salutary neglect prior to the Revolutionary War.

Students will create a timeline leading from the 1750’s until the beginning of the revolutionary War.

Procedure:

Step 1: Divide the students into groups representing the sizes of populations of the five countries in North America at the time of the French and Indian War. (e.g. the smallest number for Swedes and Dutch to the greatest number of students for the British.) They will use their role cards and directions cards to set up their colonies, establish economies, and take over or be taken over.

Step 2: Students will read in chunks from chapter 10 in History Alive! America’s Past, about the French and Indian War

Step 3: Students will be given the vocabulary cards and in groups of two or three, look up the definitions and will respond to the class, explaining the definition of their word.

Step 4: Have each group (with each group including as many students with different multiple intelligences as possible) read and discuss their scenario to discover their circumstances at this time in history. Have them mark on their map their territory. Have them assign themselves roles to play for their group. Next have them discuss their economy and the money or lack thereof.

Step: 5: Students will use the direction cards to act out the overtaking of the various colonies involved and the assimilation process.

Step 6: Students will discover through direction cards and act-it-outs, the beginning of the French and Indian War, and the results of in including the treaty of Paris.

Step 7: Duration: 20 minutes

The students will then take a large sheet of white construction paper and fold it into six boxes. They will write "Sequence of Events: The French and Indian War" at the top and label the boxes 1-9 (1-6 on one side and 7,8,9 on the back). From their timeline they will write the dates and events in each box. Then they will draw pictures to illustrate the events. On the back they will write the following sentences and fill in the blanks:
1. The French and Indian War started because....
2. The war was over when.....
3. The ___(territory) in the United States changed. It was taken from the ___(French) by the ____(English).

Step 8: Students will debrief in response groups

Step 9: Follow-up; Students will reinforce learning by using the technology components

Technology Component:

Students will use Timeliner to creat their timeline.

Students will fo to internet sites to learn more about the French and Indian War.

Web Resources for Step 1

Title: Barnes and Noble URL: http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=0COSTJ8Y9T&isbn=0688134505&kids=

Title: 18th Century Time Line
URL: http://www.wwnorton.com/tindall/resources/timeline/18thC.htm
Annotation: Use the information from this time line to construct the French and Indian War time line. Locate the year it started which was 1756 and work from there.

Primary sources:

See materials and Technology component above.

TCI Resources:

Laminated Maps
History Alive student text book
The BLA book

Other Resources:

Additional resources added later:

Interactive student notebooks
3 x 5 cards for nationality groupings
Vocabulary word strips

Assessment (Description of 2 or more assessment tasks with specific directions, questions, and prompts):

Grade timeline and questions on the back. Also assess illustrations for accuracy on dates and completion. Also grade student oral responses.

Attach rubric to explain criteria:

A four point rubric, with a score of 4 being the highest.

Proficient—the students were able to connect to what led up to the French and Indian War by being able to demonstrate in responses, in the processing requirement. They were also able to analyze more in depth in their written responses to the multiple intelligence assassment. They were reflective and evaluative in their written responses.
Basic—The students were able to make the connections as to what led up To the French and Indian War, but were more factual and less reflective, and evaluative.
Below Basic—The students were not able to clearly demonstrate the connecting to the beginning of the war
Far Below Basic—The students did not follow through, did not complete Assignment, or did not demonstrate a grasp of knowledge of the causes Of the war.

Multiple Intelligences Assessment:

Question 1: I would show a picture that illustrates salutary neglect—foe example; children playing with their mother paying little or no attention to what they are doing and ask the students to explain what the picture represents and why they feel this way. Intelligence tapped: VISUAL

Question 2: I would ask the students to explain how they think America would be different today, had the French won the French and Indian War. Intelligence tapped: VERBAl/LINGUISTIC

Reflection:

1. What did student samples reveal?

2. What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?

I already added materials, including having the students chunk read in their History Alive books. I added a vocabulary aspect where the students work in groups of two or three to look up and present vocabulary words. I added music for desk Olympics and I added grouping and color coded 3 x 5 cards to facilitate the desk Olympics.

My lesson took much longer than expected, especially when adding the textbook and vocabulary segments, so I stretched it into three sessions.

My students do quite well in regular desk Olympics activities in which the groups are equal in size, but still need more practice in grouping groups of various sizes, however, I feel they did quite well, considering that they had only done this complicated grouping one before.

I need to not start moving ahead in this lesson to any post French and Indian War activities, until they are debriefed on these concepts in order to avoid confusion or getting incorrect responses due to the students’ having in mind whe newer material.