Students explore conflicts in the west after the end of the French and Indian War. They learn about Pontiac's War, the Royal Proclamation of 1763 passed by Great Britain, and the colonists' response to the proclamation.
Students explore conflicts in the west after the end of the French and Indian War. They learn about Pontiac's War, the Royal Proclamation of 1763 passed by Great Britain, and the colonists' response to the proclamation.
Students are introduced to how westward expansion after the French and Indian War created uncertainty and conflict on the western frontier. They review the lesson objectives, then examine an image and annotate it by circling something that surprises them, squaring something that helps them understand what is happening, and starring something that raises a question.
Teacher MovesPreview the experience and vocabulary, then invite several students to share their image annotations. Use their ideas to connect the image to events and effects of the French and Indian War, prompting predictions about why tensions were increasing in the West. Allow misconceptions to surface without over-correcting, emphasizing that students will deepen their understanding in later scenes.
Students are introduced to the idea of multiple historical perspectives on westward expansion. They read Land, Expansion, and Conflict After the French and Indian War to learn about obstacles colonists faced when trying to move west, then post responses to a class wall explaining those obstacles. Using the same text, they complete a graphic organizer comparing British and colonial perspectives on expansion by describing how each group felt and why.
Teacher MovesEmphasize the importance of examining multiple perspectives and model how to identify who is being described in a secondary source and what their goals or concerns were. Pause to unpack the map in the text so students can process key features. After students respond on the wall, highlight exemplar answers to show that colonists faced resistance from the British government, financial and safety concerns, and competing claims by Indigenous nations. When reviewing the organizer, connect these perspectives to earlier learning about expansion into the Ohio River Valley and the causes of the French and Indian War. Ask students whose perspectives are missing from the reading and guide them to recognize the absence of Indigenous voices as a transition to the next scene.
Students examine how outcomes of the French and Indian War led to new conflicts and policies. They read Pontiac’s War and the Proclamation of 1763, watch the video What was the Proclamation of 1763?, and study a map of land distribution after 1763 to identify reasons for continuing conflict on the western frontier and the resulting outcomes. They then 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: one about how Indigenous nations affected by the Proclamation of 1763 might have felt differently from colonists, and one explaining why the Proclamation created tension between Britain and the colonies.
Teacher MovesFrame the scene as an analysis of how postwar events, including Pontiac’s War and the Proclamation of 1763, affected different groups. If students watch the video independently, direct them to stop at 2:40 to keep the focus on this period. Review answers to the drag-and-drop activities to ensure students understand the sequence of events, British responses, and colonial reactions before they tackle the discussion questions. After students post on the walls, prompt them to cite specific evidence from the article, encourage them to compare Indigenous and colonial perspectives, and facilitate a brief discussion that clarifies why the Proclamation increased tension between Britain and the colonies.
Students deepen their understanding of conflict and perspective by working with primary and secondary sources. They read Adapted Excerpt from Pontiac’s Speech at the Council near Detroit and answer multiple-choice questions about the purpose of Pontiac’s speech, the best supporting evidence, and what behaviors he urged Indigenous people to change. Next, they read About the Journal of the Pontiac Conspiracy and respond on two class walls: one about how the fact that a French man wrote down and translated Pontiac’s speech might affect how people understand his message today, and another about why it can be difficult to find historical records that come directly from Indigenous voices from this time period.
Teacher MovesExplain that this optional extension uses a primary source to practice analyzing historical voices and sourcing. After students answer the questions on Pontiac’s speech, review their results to check for misunderstandings and reinforce that the speech was a call for unity and resistance against English control, connecting it to the causes of Pontiac’s Rebellion. Then guide students through considering that a French man recorded and translated the speech, asking probing questions about how his perspective might have shaped the wording and what that means for interpreting Pontiac’s message. Close the scene by leading a reflection on how the creator’s perspective influences historical accounts and how the scarcity of Indigenous-authored records affects whose voices are most visible in the historical record.
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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