French+and+Indian+War

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 * = **The French and Indian War.** = ||  ||
 * [[image:http://www.zunal.com/zunal_uploads/images/20100327045331TuQuh.jpg]] ||

|| In 1753, the French established military bases on the southern edge of Lake Ontario and in what today is northernPennsylvania. In late 1753, Lord Dinwiddie sent George Washington to notify Legardeur de St. Pierre at [|Fort de la Rivière au Boeuf] that the French had encroached into territory claimed by the English. Part of the English claim to the Ohio River territory was based on the 1744 Treaty of Lancaster. After the Iroquois supposedly "sold" their claim to that land, the Ohio Company obtained a land grant to much of what is modern-day Ohio ||
 * = **Introduction** = ||
 * [[image:http://www.zunal.com/zunal_uploads/images/20100328071828uGere.jpg]] ||
 * The French strategy was to create trading stations to acquire furs from Native Americans, in contrast to the English strategy to flood the colony with Protestant immigrants who would be loyal to England in any fight with Spain/France. The failure of the French to establish colonies on the Atlantic seaboard south of the Saint Lawrence River, and their slow occupation of the Ohio River and Mississippi River valleys, ultimately allowed the English to gain control of the North American continent.

|| 1. Chose a person from the war and draw a portrait that captures this person’s importance in the war. 2. A diorama is a 3-dimensional miniature scene (often constructed in a box-like object). Choose a battle or event from the war and reconfigure it in a diorama. 3. Compose a song or a poem base on your knowledge of the French and Indian War. 4. Construct an alphabet book covering the French and Indian War. Find a ward for each letter and create an illustration, or use the computer to find an image. This book can be done with paper or electronically. 5. Write a storybook for a younger student (8-10years old) covering the main points and events of the war. 6. Create a poster for the French and Indian War. Think Social Studies Fair Tri-fold. 7. Create a timeline of the war, Complete with images and images and major events. ||
 * = **Task** = ||
 * [[image:http://www.zunal.com/zunal_uploads/images/20100328075650ybahu.jpg]] ||
 * In order to show an understanding of the French and Indian war, you will create a finished project that displays your artistic and or creative side. Realizing that all students are not the same, I have provided a list of possible projects. Chose wisely, and use the guided tour of the war to create your project.

|| Place To Check Step One- Explore the French And Indian War, look for things that you like to use for your project. [|Portal:North America/Selected article]
 * = **Process** = ||
 * = **Process** = ||
 * [[image:http://www.zunal.com/zunal_uploads/images/20100328071929Danuq.jpg]] ||
 * Step One- Explore the French And Indian War, look for things that you like to use for your project.
 * [|French and Indian War]
 * [|Economy of the Iroquois]

Take a look at a short history of the French and Indian War, a brief narrative of this war in to put contemporary map and point into perspective. Step Two- Chose a project from the task list and using the information that you have learned and create a project.

Take a look at a short history of the French and Indian War, a brief narrative of this war in to put contemporary map and point into perspective. Step Two- Chose a project from the task list and using the information that you have learned and create a project. ||
 * References and Suggested Reading **
 * Anderson, Fred. //Crucible of War:// //The Seven Years' War and the Fate of Empire in British North America, 1754-1766//. New York: Alfred A. Knopf: Random House, 2000. - Available from Amazon.com
 * Barr, Daniel P., ed. //The Boundaries Between Us: Natives and Newcomers Along the Frontiers of the Old Northwest Territory, 1750-1850//. Kent, OH: Kent State University Press, 2006. - Available from Amazon.com
 * Bond, Beverley W., Jr. //The Foundations of Ohio//. Columbus, OH: Ohio State Archaeological and Historical Society, 1941.
 * Dixon, David. //Never Come to Peace Again: Pontiac's Uprising and the Fate of the British Empire inNorth America//. Norman: University of Oklahoma Press, 2005. - Available from Amazon.com
 * Dowd, Gregory Evans. //War Under Heaven: Pontiac, the Indian Nations & the British Empire//. Baltimore,MD: Johns Hopkins University Press, 2002. - Available from Amazon.com
 * Flavell, Julie, and Stephen Conway, eds. //Britain// //and America go to War: The Impact of War and Warfare in Anglo-America, 1754-1815//. Gainesville: University Press of Florida, 2004. - Available from Amazon.com
 * Fowler, William M., Jr. //Empires at War: The French and Indian War and the Struggle for North America, 1754-1763//. New York: Walker & Company, 2005. - Available from Amazon.com
 * Hurt, R. Douglas. //The Ohio Frontier: Crucible of the Old Northwest, 1720-1830//. Bloomington, IN:Indiana University Press, 1996. - Available from Amazon.com
 * Knepper, George. //Ohio// //and Its People//. Kent, OH: Kent State University Press, 2003. - Available from Amazon.com
 * Kopperman, Paul E. //Braddock at the Monongahela//. Pittsburgh, PA: University of Pittsburgh Press, 1977. - Available from Amazon.com
 * Nester, William R. //The Great Frontier War: Britain, France, and the Imperial Struggle for North America, 1607-1755//. Westport, CT: Praeger, 2000. - Available from Amazon.com
 * O'Donnell, James H., III. //Ohio////'s First Peoples//. Athens: Ohio University Press, 2004. - Available from Amazon.com
 * Ricky, Donald B., ed. //Encyclopedia of Ohio Indians//. St. Clair Shores, MI: Somerset Publishers, Inc., 1998. - Available from Amazon.com
 * Ward, Matthew C. //Breaking the Backcountry: The Seven Years' War in Virginia and Pennsylvania, 1754-1765//. Pittsburgh, PA: University of Pittsburgh Press, 2003. - Available from Amazon.com
 * [|www1.daymix.com/French-And-Indian-War/] \

|| || **Below Standard** || **Approaching Standard** || **At Standard** || **Above Standard** ||
 * = **Evaluation** = ||
 * = **Evaluation** = ||
 * [[image:http://www.zunal.com/zunal_uploads/images/20100328085912yjeGa.jpg]] ||
 * || 

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 * **Followed Instructions** || Student has little to none of the requested information, topic is inconsistent. || Student has some of the information that was requested, is on topic for part of the letter. || Student mostly stayed on topic. Has most of the information that was requested. || Student's letter is on track and has the information that was requested. || 5 points ||  ||

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 * **Mechanics** || Shows little to no effort in spelling and grammar. Many mistakes are made and punctuation is inconsistent. || Some spelling and grammar mistakes are made, student has punctuated some sentences incorrectly or inconsistently. || Some to few spelling and grammar mistakes are made. Sentences are mostly punctuated correctly. || Zero to few spelling and grammar mistakes are made. Sentences vary and are punctuated correctly. || 5 points ||  ||

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 * **Voice** || The letter is written with little to no feeling or effort. || The letter shows some feeling, but does not show the author's voice for most of it. || The letter was written with feeling and the reader is able to understand what the writer was feeling. || The letter was written with feeling. The reader is able to feel what the writer wanted them to feel. || 5 points ||  ||

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 * **Correct Information** || Information about the battle is not correct. The letter shows little to no effort in finding correct facts. || Information about the battle is sometimes accurate. The letter shows an understanding of the battle if not all the facts are correct. || Information about the battle was mostly correct. The letter shows an understanding of the battle. || Information about the battle was correct. The letter pointed out leaders, living conditions and other information. || 5 points ||  ||

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