From Sparks to Surrender: The French and Indian War

Day 1 - Sparks

Do Now (3-5 mins)

• Project a map of the Ohio Valley with the following prompt:
  • Why would Britain, France, and Native nations care about the Ohio Valley?
• Students should write at least 2 short ideas in their Source table (no times yet).
• Cold-call 2 students to share aloud; record 2-3 phrases under "Reasons" on the board.

Purpose

Say: "Today, we'll see how a local fight grew into a wider war. We will be watching History in a Nutshell on The French and Indian War. I will pause once in Part 1 and once in Part 2. For each pause, add a timestamped claim to your Source Table. Here's exactly what one looks like."

Show/Project example on Board: 

• Claim: France needs Canada - Mississippi link
• HIN Part + time: P1 ~1:40
• Source: KIA Map - river corridor
• How this supports: Shows Ohio Valley as key route

Say: "Short claim (7-10 words), Part + minute:second, one source, and a 5-10 word 'how it supports.' Approximate times are fine."

History in a Nutshell Part 1 

• Make sure all students have the Watch-Along Part 1 and then press play.
  • Pause - Specific Motives (2:47 - stop immediately after both motives are stated)
  • Listen for:
    • "For France, the Ohio Valley was an essential link between Canada and the Mississippi."
    • "For the British... land grants to the Ohio Company..."
• Say: Label each motive on your Watch-Along: France = _____; Britain= _____. Now add one claim with a timestamp in your Source Table about the motives."

What students write (model on board if needed):

• Claim: Britain wants Ohio Company land grants or France needs Canada - Mississippi link
• HIN Part + time: P1 ~1:40
• Source: KIA Map - river corridor
• How this supports: Explains why  Ohio Valley mattered

Resume video.

• Quick jot (no pause): Alliances
  • Prompt while the video continues: "On your Source Table, jot one nation and which side it mainly supported (or if it shifted.)."

History in a Nutshell Part 2

• Pass out Watch-Along Part 2 and then press play.
• Pause - Pitt's Pivot (late 1757)
  • Listen for: Pitt authorizes colonial militias / make colonies partners.
  • Say: "Write one change Pitt makes and why it helps. Add one claim with timestamp to your Source Table."

• Student Example:

  • Claim: Pitt raises colonial militias --> momentum shifts
  • HIN Part + time: P2 ~ 2:27
  • Source: KIA Pitt policy
  • How this supports: More troops/resources in theater

  Resume video and stop at 2:44.

Graphic Organizer

Project a copy of the blank Graphic Organizer (Cause--> Event --> Effect --> Native Nations Impact).

Say (model aloud while writing the row): "Let's turn our notes into a chain. Cause: Rival claims in the Ohio Valley (trade/routes). Event: Fort Necessity (1754) after Jumonvile Glen. Effect: Early British setback; fighting spreads. Native Nations Impact: Some nations choose sides for trade/security. Cause tip for Row 1: France: Canada-Mississippi link; Britain: Ohio Company land grants."

Students: Complete two more rows using their Source Table timestamps.

Teacher  checks: Eat row flows logic: Cause --> Event --> Effect; Impact mentions a specific nation or specific impact (e.g., raids, treaty, territory, safety).

Team Setup (Audience, Format, Thesis)

Say: "Form teams of 3-4. Choose an audience (British official / colonial assembly / Native council) and a format (2 page memo or 3 slides), both written as if it's 1763. Write a one-sentence thesis that answers the Essential Question for your audience."

Teacher checks: Audience chosen, format chosen, thesis is one clear sentence (no more)

Storyboard

Say: "We will create a storyboard, a rough plan that shows what goes where before you make the final memo or slides. On your storyboard: mark where each timestamp + source will go. You need three major claims by the end of tomorrow."

• Memo storyboard: Headings (Background, Findings A/B/C, Recommendation). Under A/B/C, write (P#/time) + [source].
• Slide storyboard: Slide titles; Box A/B/C each labeled (P#/time) + [source]

Exit Ticket (collect): "Name the 1754 spark and one reason each side wanted the Ohio Valley."

Day 2: Outcomes, Build, Critique, Deliver

Post Do Now: Take out / open your storyboard. Identify where your three claims will go. You should already have two from yesterday's pauses."

History in a Nutshell Part 2

• Make sure all students have their Watch-Along Part 2 and then press play.
• Pause (Optional)
  • Say: Why is Quebec a turning point? Add a quick note.
• Pause - Treaty of Paris (1763) --> Debt + Rules/Taxes --> Reactions
  • Listen for: War ends, massive deb; Sugar/Stamp/Ta Act; colonial reactions.
  • Say: "Complete the chain on your Watch-Along: War --> debt --> new rules/taxes --> colonial reactions. Now add one claim with timestamp to your Source Table."
• Student Example:
  • Claim: Treaty leaves Britain in debt --> new taxes
  • HIN Part + time: P2 ~ 5:40
  • Source:1764 Sugar Act snippet
  • How this supports: Debt cited to justify taxes

Student Product

• Say (display these scaffolds):
  • Memo (dated 1763)
    • Header: To: _________ / From: _________ / Date: 1763
    • Background (2-3 lines): Spark + motives
    • Findings A/B/C (each one line): Claim + (P#/time) + [source]
    • Recommendation (2 sentences): What your audience should do/prepare for
  • Slides (dated 1763):
    • Slide 1 (Spark & Motives): one labeled map or bullet + (P#/time) + [source]
    • Slide 2 (Turning Point): Pitt or Quebec + (P#/time) + [source]
    • Slide 3 (Treaty --> Debt --> Taxes): chain + (P#/time) + [source] + 1 sentence "What now?"

Teacher non-negotiable to check: 

• Three claims total across memo/slides.
• Each claim shows Part # + time and a source (KIA item or short primary quote labeled with author/year).
• Product voice = 1763 (no future knowledge past that year).

Gallery Walk

• Say: "Stand, rotate to a nearby team, leave one Warm (what's working) and one Cool (specific fix) sticky. Switch to a second team and repeat."
• After 6-7 minutes Say: "Back to your draft. Apply one change that makes a claim stronger: clarify cause --> effect, fix a timestamp, or tighten a citation."

One-Minute Briefings 

• Say: "Each team gets one minute to brief your audience. I will ask for one timestamp or source."
• Time each group; ask "What's the time for that claim?" or "What's your source for that?"
• If someone struggles, allow a 10 second huddle to find it on their Source Table.

Submit & Reflect

• Collect: Product + Organizer + Source Table (and Watch-Along sheets if you grade completion).
• Reflection (on the back of the Source Table): "Which outcome changed life the most, and why? Include one timestamp."

• Queue both videos with captions ON.
• Put Source Table + Organizer on desks ahead of class.
• Keep Watch Along P1 in your hand to pass out right before play.
• Write this on the board:
  • Success Criteria: "Each claim = 1 timestamp + 1 source. Write as if it's 1763."
  • Audiences: British official | colonial assembly | Native council
  • Formats: 1-page memo | 1 slide