Date

TEKS
Lesson Activity
Materials/Resources & Technology
Differentiation
Assessment/ Closure
/topic
incorporation
Rational: Students need to have a firm understanding of the French & Indian War, and the
Acts that the British government forced upon the colonists in order to understand what caused the
9/26
8.4A
Prior
Knowledge:
Colonization
and the
leading
to the
Materials:
Brainpop
-GT:
spider
Assessment/
Exit
American Revolutionary
War
for Independence.
Objective:
Byevents
the end
of thisup
week
students
will know
the who,video
what,: when, where, why
andCreate
how ofathe
French & Indian
War. They
will be able
Mon
8.10A
French of
and
Indian
https://edpuzzle.com/assignments/57e917
detailing
the event
ticket:
Students
will turn
to explain the
Proclamation
1763,
theWar.
Treaty of Paris 1763, the causes and effects of the
French & Indian War, the Acts passed by themap
British
Government,
and the
differing
mentality
of King
8.23
Explanation:
Students
read
and
how
thewill
French
93d1832c10512fd4c4/watch,
journals,
theyIIIfound
most
in their French and Indian
George III and
the colonists
during the
1760s.will
At the
end
ofanalyze
the week
they
write an essay
from the point of view of either
King George
or a colonist.
French
&
C Social
and
Indian Grade
War caused
the Revolution.
French an Indian War (reading and
significant in causing
war handouts and will
TEKS: 113.20.
Studies,
8, Beginning
with School Year 2011-2012.
Indian
questions) handout:
the French and Indian
have completed the
War
http://www.studenthandouts.com/01-WebWar.
In
the
extension
mastery check in their
Focus:
Today wesignificant
will read about
theand
French
and Indian
War
(4) History. The student
understands
political
economic
issues
of in
the revolutionary era. The student is expected to:
Pages/2012-12-a/2.7-french-and-indianboxes answer the
journals. (Guided
small groups then as a class.
war-worksheet-reading.pdf , Fill in the
following questions.
Practice)
(A) analyze causes of the American Revolution, including the Proclamation of 1763,
the
Intolerable
Acts,
Stamp
Act, mercantilism,
of representation
in Parliament,
and British
blank
style
notes for
the the
video
for ELL
Describe lack
the event
or
Mastery
check/ closure:
Lesson:
-Bell Ringer:
Writeand
2-3 Indian
sentences
economic policies
following
the French
War;about why you think
modification, power point.
action. What led to this
Once finished students
nations fight.
Technology Incorporation: Brain pop
event? Who was
will write a 3-4 sentence
video, including
power point.
impacted by
this event?
of what
they
(B) explain the roles played by significant individuals during the American Revolution,
Abigail Adams, John Adams, Wentworth
Cheswell,
Samuelsummary
Adams, Mercy
Otis
Warren,
-ELL:
Fill in thethe
blank
have
read. Everyone
-As weBenjamin
watch theFranklin,
video (Brain
pop)de
(guided
and the
James Armistead,
Bernardo
Glvez, practice)
Crispus Attucks,
King George III, Haym Salomon, Patrick Henry, Thomas
Jefferson,
Marquis de
Lafayette,
Thomas Paine,
notes for the video.
needs to write his or her
pop up, students will need to write down the question
and George questions
Washington;
-Visually Impaired:
own summary. From the
and answer. Title your notes French and Indian War.
Provide audio
text I learned that the
-Divide students into groups of 4. In their small groups, students
(10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present.description
The student
is the
expected
for
video to:French and Indian War
will read the passage (French and Indian War handout) and
and preferential seating
(Independent practice)
answer the questions (Independent Practice).
if necessary, provide
(A) locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries;
assignments in braille or
large print.
(B) compare places and regions of the United States in terms of physical and human characteristics
9/27
8.4A
Prior Knowledge: Events leading up to the French and Indian
Materials:
-GT: Create a Powtoons
Assessment/ Exit
Tues
8.10A
War, colonization and material covered in previous days lesson.
presentation about the
Ticket:
What do the French want review
(23) Culture.
The student understands the relationships between and among people from various groups, including racial, ethnic, and French
religious
groups,
8.10B
and
Indianduring
War. the 17th, 18th, and 19th
document:
centuries.
student is expected to:
French
& The
8.23C
-ELL: Provide a word
Explanation: Students will reenact and analyze how the French
Cloze activity:
http://10.10.2.60/ibreports/images/bi.jpg?
Indian
bank for the CLOZE
and Indian War caused the Revolution.
http://www.enchantedlear
fn=Default&fp=1&ip=10.41.33.201&ibip=
War day (C) identify ways conflicts between people from various racial, ethnic, and religious groups were resolved;
activity, provide
ning.com/history/us/coloni
10.10.2.61&ldu=1&re=1&bu=2.bp.blogsp
2
sentence stems for
al/fiwar/cloze/ Students
ot.com/Focus: Today we will reenact the French and Indian War as a
mastery check
will work individually to
eztkk63eje8/ukdy8nidj9i/aaaaaaaabfu/wsf
class.
questions.
complete the cloze
w6ziazle/s1600/slide2.jpg&bc=Website
https://docs.google.com/
activity.
%20contains%20prohibited%20Private
document/d/1Wn7bYtUu
Lesson: Bell Ringer: How did the French and Indian War start?
%20Websites%20content.
-d1EXxRaufL9Who fought in this war and why is it called the French and Indian
What do the British want review
BsRZ0KfHei9leAGrzWar? The French and Indian War started because..
Mastery Check/Closure:
document:
ul2o/edit
http://10.10.2.60/ibreports/images/bi.jpg?
-Visually Impaired:
What Do We Want Review (guided practice): Divide
fn=Default&fp=1&ip=10.41.33.201&ibip= Give student a partner
In your Journal, answer
students into three groups (The French, The Indians and the
10.10.2.61&ldu=1&re=1&bu=2.bp.blogsp
for the reenactment
these questions. You do
British). Assign each group a document to read (see bullets
ot.com/activity (have partner
not need to write in
below).
u1e6wexadfo/ukdy8i0tcki/aaaaaaaabfq/1u describe everything and
complete sentences.
gpddkelkg/s1600/slide3.jpg&bc=Website
work with the student as
%20contains%20prohibited%20Private
needed), let student
What do the French want?
-Whos involved?
%20Websites%20content.
decide if they want to
-What caused tensions?
participate in the paper
What do the Indians want review
-What are they fighting
ball
throwing
aspects
(as
document:
What do the British want?
for?
being hit without
http://10.10.2.60/ibreports/images/bi.jpg?
-Where is it happening?
knowing
the
ball
was
fn=Default&fp=1&ip=10.41.33.201&ibip=
-When is this occurring?
coming can be
10.10.2.61&ldu=1&re=1&bu=1.bp.blogsp
What do the Indians want?
-What document ends it?
upsetting), enlarged,
ot.com/-Who wins/who loses?
braille or electronic copy
jok3ql0lzgo/ukdy70ffvki/aaaaaaaabfm/gxk
-What is the effect on the
of review documents.
When students finish reading their documents, have them get
sts6dnnq/s1600/slide1.jpg&bc=Website
British colonies?
out a sheet of paper, write their name on it in the middle, and
%20contains%20prohibited%20Private
crumple it up into a ball. The Act of War (guided practice):
%20Websites%20content.
Go to the courtyard and reenact the French and Indian War. Give
Four signs: 1 that says British one
each group banner with the name of the people they represent
that says French, one that says
written on it. The students who are in the Indian group will go
Indians and one that says Ohio
to the center of the courtyard where a sign that says Ohio River
River Valley
Valley is located. Next the students in the French group will

Caitlin Baumgarten