Students investigate rising tensions in the West after the French and Indian War, examining causes and effects from multiple perspectives, including Pontiac’s War and the Proclamation of 1763.
Students investigate rising tensions in the West after the French and Indian War, examining causes and effects from multiple perspectives, including Pontiac’s War and the Proclamation of 1763.
Students read an introduction explaining how the western frontier changed after the French and Indian War and review key vocabulary. They then closely examine an image, using drawing tools to circle surprising details, square elements that help them understand what is happening, and star parts that raise questions.
Teacher MovesPreview the lesson overview and objectives, clarifying key vocabulary as needed. Invite several students to share their annotated images and use their observations to prompt connections to the French and Indian War and predictions about why tensions were increasing in the West. Allow misconceptions to surface without fully correcting them yet, emphasizing that students will investigate these ideas more deeply in later scenes.
Students read Land, Expansion, and Conflict After the French and Indian War to learn about westward expansion and the obstacles colonists faced. They post responses on a class wall explaining what made it difficult for colonists to move westward. Using the same text, they then complete a graphic organizer comparing British and colonial perspectives on expansion, recording how each group felt and why.
Teacher MovesIntroduce the idea of multiple historical perspectives and model how to track who is being described and what their goals or concerns were. Pause to unpack the map in the reading so students can identify key features related to expansion and conflict. After students respond on the wall, highlight exemplar answers to show that obstacles included British policies, financial and safety concerns, and ongoing Indigenous land claims. Guide students through discussion of the completed organizer, connecting back to earlier learning about the Ohio River Valley and prompting them to notice whose perspectives (especially Indigenous voices) are missing to set up the next scene.
Students read Pontiac’s War and the Proclamation of 1763, watch the video What was the Proclamation of 1763?, and examine a map of land distribution after 1763 to understand how postwar changes affected different groups. They complete two drag-and-drop timelines: one sequencing events leading to Pontiac’s War and another showing how frontier conflict led to new British policies and colonial reactions. Finally, they respond on two class walls explaining how Indigenous nations might have viewed the Proclamation of 1763 differently from colonists and why the proclamation created tension between Britain and the colonies.
Teacher MovesFrame the scene as an analysis of how the outcomes of the French and Indian War led to new conflicts and policies. If students watch the video, stop or direct them to stop at the recommended time to keep the focus on Pontiac’s War and the Proclamation of 1763. Review student responses to the drag-and-drop activities to ensure they understand the sequence of events, British responses, and colonial reactions before moving to discussion. After students post on the walls, facilitate a brief evidence-based conversation, prompting them to cite the article and map as they compare Indigenous and colonial perspectives and explain why the proclamation increased tensions.
Students read Adapted Excerpt from Pontiac’s Speech at the Council near Detroit to analyze Pontiac’s message to other Indigenous leaders. They answer multiple-choice questions about the purpose of the speech, the best supporting evidence, and what behaviors Pontiac urged Indigenous people to change. Next, they read About the Journal of the Pontiac Conspiracy to learn that a French man recorded and translated the speech. They respond on two class walls: one about how the French recorder’s role might affect how people understand Pontiac’s message today, and another about why it can be difficult to find historical records directly from Indigenous perspectives in this period.
Teacher MovesExplain that this is an optional extension focused on working with primary sources and sourcing. After students answer the questions on Pontiac’s speech, review their results to check understanding and reinforce that the speech was a call for unity and resistance against English control, linking it to the causes of Pontiac’s Rebellion. Then guide students through considering how the French recorder’s perspective and translation might shape the version of the speech that survives. Use the wall responses to lead a closing discussion about how the creator’s viewpoint influences historical accounts, why Indigenous voices are often underrepresented in the record, and how this affects whose perspectives are most visible when studying the past.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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