Course, Unit Theme, and Grade
Level
US History, France, and Britain Clash
8th Grade
Utah State Core Standard and
Objective
Standard 4
Students will analyze European colonization and settlement of
the North Americas.
Objective 2
Assess the reasons for settlement of the English colonies.
e. Examine the causes and outcomes of the French and Indian War.
Essential Question(s)
“What caused the French & Indian War?”
Understanding(s):
Conflict resolution can involve aggression, compromise,
cooperation, and change.
Students will know:
-
Students will be able to do:
-
How do activities, materials, etc.
connect to students’ prior
knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Assessments
(formative and summative)
The contributions of significant individuals and
groups to the development of Colonial America.
How competing interests influenced and how
power was distributed and exercised.
Identify, interpret, and synthesize information from
primary and secondary sources to analyze the EQ
Compare and contrast government, religion, culture
among French and English colonists
Identify cause & effect relationships
Explain the source of conflict between the French,
Native Americans & English that led to the French
& Indian War
Empathize with historical individuals (real and
generalized historical archetypes) to identify their
motivations
Building Background: Group Prep
5 minutes
-
SW have time to arrange their opening statements
etc…
Authentic Assessment: Town Hall Meeting
35 minutes
-
-
SW are split into groups:
o French
o Native Americans
o English
TW hold a mock hearing on “Who has the rights to
the land.”
TW go over the rules of hearing as well as the
rubric for what is required
SW know that everyone is excepted to participate
-
-
-
Learning Activities:
(Include description and time
frame for each activity)
Authentic Assessment Prep: The French and Indian War
5 minutes
-
-
Accommodations made for
struggling and accelerated learners
(grouping patterns, content
literacy strategies, etc.)
Resources
to receive points
SW develop an opening statement articulating your
position and critiquing your opponents
SW develop questions for each of the other groups,
using questions to critique their positions or point
out contradictions in their arguments
SW anticipate questions that the other groups might
ask you that will undermine your position and
formulate responses to these questions
How the hearing will go:
o Each group will give their opening
statements
o Groups will have the opportunity to ask
questions of other groups, and those groups
will be given the opportunity to formulate
and give responses.
o At the conclusion of the question/response
period, groups will have the opportunity to
formulate a closing statement which
summarizes their opinion, critiques
responses given by opposing groups, and
makes a recommendation about who the
land belong to if anyone.
SW split up into three groups
o French
o Native Americans
o English
TW give each student a primary source document
protonating to whichever group they are in
SW put together opening statements, arguments,
counter arguments, and formulate questions
Teacher‐guided instruction, demonstration, and guidance
Hands-on individual projects in which students work
independently
Group oral discussion
Graphic Organizer
Visuals
Appleby, J., Brinkley, A., Broussard, A. S., McPherson, J.
M., & Ritchie, D. A. (2009). The American
Journey. Columbus: McGraw-Hill.
Proclamation Line of 1763 Public Hearing
For this assignment, we will be holding a public hearing regarding the fate of the Northwest Territory.
The year in 1763, the French and Indian war is over. However, the British Parliament issued the
Proclamation line of 1763 which forbids settlement west of the Appalachian Mountains and reserved
the territory for Indians (there were still many French Settlers living there as well). You will be
representing one of the groups below and will have an opportunity to present your opinions on the
question of “Who has the rights to the lands? Should the English Colonists be forbidden from crossing
the Appalachian Mountains?” You and your group will be expected to make an opening statement
and then have the opportunity to ask questions to other parties in this public hearing. The other
groups will also have the opportunity to ask your group questions. These questions may be used to
clarify opinions of other groups or to challenge statements or opinions made by them.
Here are the groups:
-Native Americans
-British Colonists
-French Colonists
The steps of this process before the hearing:
1. You will have first to decide what position that your group would likely support in this hearing.
2. Research the issue using primary and secondary source documents of both your position and the
position of opposing groups.
3. Develop an opening statement articulating your position and critiquing your opponents’ positions.
4. Develop questions for each of the other groups, using these questions to critique their positions or
point out contradictions in their arguments.
5. Anticipate questions that the other groups might ask you that will undermine your position and
formulate responses to these questions
How the hearing will run:
1. Each group will give their opening statements
2. Groups will have the opportunity to ask questions of other groups, and those groups will be given
the opportunity to formulate and give responses.
3. At the conclusion of the question/response period, groups will have the opportunity to formulate a
closing statement which summarizes their opinion, critiques responses given by opposing groups,
and makes a recommendation about what the overall outcome should be for all parties to obtain
peace.
Town Hall Meeting Rules
1. Have no side conversations.
2. One person talks; others listen.
3. Raise your hand to signify that you would like to ask a question or voice an opinion.
4. State your character’s role and interest in the proposal when speaking during the meeting
British Colonist Perspective: Disappointment over the outcome of the French and Indian War.
Colonists felt that the departure of the French would open the west. British colonists did not think the
British government had their best interest in mind. They were forbidden to move west of the boundary
line (the Appalachian Mountains) and settle on Indian land, and colonial officials could not grant land
to British colonists without approval from the Crown (British government). Many British colonists had
already settled west of the proclamation line or had land claims west of the line yet to be settled. The
colonist questioned why British favor the Indians over the colonists? The Proclamation also contained
text that granted land west of the proclamation line to British soldiers who had served in another one
of Britain’s wars in Europe. How dare they? Our colonists have needs! Is the British Government
desire to keep the peace or control? Can the Native American be tamed and live amongst or must
they be evacuated like the French?
Other questions to think about.
What was the colonists’ attitude towards the Native Americans?
What was the colonists’ attitude towards the French Colonist?
What was the colonists’ attitude towards the British Government?
French Colonist Perspective: France weren’t too thrilled to suddenly be under British sovereignty
(rule/control), and being pushed out of their homes and forced off the land that they felt is rightfully
their land. We do not understand why the British think they own the upper Ohio River Valley. Their
claim to lands in North America does not pass the natural border of the Appalachian Mountains. We
have been in this part of North America for over 50 years. We are allies with the Native Americans
who have lived on this land for centuries, and they have granted us permission to build a fort and
settlement here. We think the British and their American Colonists are greedy and want to take more
land than is rightfully theirs. How dare they? Our colonists have needs!
Other questions to think about.
What was the French colonists’ attitude towards the Native Americans?
What was the French colonists’ attitude towards the British Colonist?
What was the French colonists’ attitude towards the British Government?
Native Americans Perspective: Native Americans living on the land formerly controlled by France
weren’t too thrilled to suddenly be under British sovereignty (rule/control). The Native Americans have
allowed the French to use our lands because they treat them fairly. They respect their culture and
trade with them. The British want our lands all to themselves. If they move here, they will force us off
our lands. The Native American distrust of the British, who had already wiped out most of the Native
population in the east. With the French leaving, the tribes feared an unrestricted onslaught by greedy
white settlers and land speculators. What choice do they have but to rebel? Our people have needs!
Other questions to think about.
What was the Native Americans attitude towards the British Colonist?
What was the Native Americans attitude towards the French Colonist?
What was the Native Americans attitude towards the British Government?
Town Hall Meeting
Exemplary
Developing
Average Needs
Needs Improvement
Use of ‘Devil’s
Advocate’ Strategies
The student uses two or
more strategies from
the “How to Play Devil’s
Advocate” handout and
effectively trumps
another participant’s
assertion with solid
evidence.
The student uses one
strategy from the “How
to Play Devil’s
Advocate” but the
refutation is unclear and
lacking in support.
The student does not
use a strategy from the
“How to Play Devil’s
Advocate” handout
Evidence of Preparation
The student shows
extensive thinking. The
student has prepared a
speech with examples,
ample evidence,
anticipation of other
students’ arguments,
and persuasive points to
address the proposal
The student answers
some of the questions.
The student has a
partially prepared
speech that uses either
weak or non-topical
evidence and fails to
address specific points
of other students and
the proposal itself.
The student fails to
answer all the questions
and does not come
prepared with a written
speech.
Town Hall Meeting
Participation
The student is
extremely
knowledgeable about
the topic and his/her
role, takes notes during
the town hall meeting,
uses prepared notes
when speaking, asks
insightful questions,
makes connections with
points from other
students, and
contributes to the
meeting with persuasive
assertions and
rebuttals.
Raised her/his hand at
least three times
Supported other group
members in their
arguments
The student listens well,
focuses on the
conversation
throughout the entire
meeting, is respectful of
other students’
opinions, and uses tact
even when employing
‘devil’s advocate’
strategies.
The student uses one
strategy from the “How
to Play Devil’s
Advocate” handout but
may or may not directly
respond to another
student’s assertion.
Additionally, more
evidence could be used
to substantiate the
refutation.
The student answers
but uses few examples
and could have more
development in the
answers. The student
has prepared a speech,
but could use additional
evidence; there is little
anticipation of other
students’ arguments or
response to the
proposal.
The student is
knowledgeable about
the topic and his/her
role, may or may not
take notes during the
town hall meeting, has a
prepared speech, and
contributes to the
meeting but without
generating debate,
specifically responding
to other students’
arguments, or asking
great questions.
Raised her/his hand at
least two times
The student is not
knowledgeable about
the topic and his/her
role, must be prompted
to speak, does not ask
good questions that
further the meeting,
may or may not take
notes, and lacks a
completed speech.
Raised her/his hand at
least once times
The student is not
knowledgeable about
the topic and fails to
uphold his/her role in
the town hall meeting.
The student does not
offer his/her opinion or
ask questions at all.
The student listens and
stays focused for most
of the meeting, but may
be impatient and/or
dismissive of other
students’ opinions.
The student listens for
some of the time and
may be impatient
and/or dismissive of
other students’
opinions.
The student fails to
listen, may engage in
side conversations, or is
disrespectful of other
students’ opinions.
Conduct