Link to original Document: http://www.nps.gov/fone/forteachers/classrooms/fi-unit-7.htm
**Park Name
Fort Necessity National Battlefield**Lesson Plan Title (255 characters maximum)
The French and Indian War 1754-1763: Unit 7 – Biography Cards**Essential Question and Quick Lesson Description
“Biography Cards” Unit 7 of the Teacher’s Education Kit “The French and Indian War: 1754-1763” has 27 different biography cards for the students to read.Guiding Questions: Who participated in the French and Indian War? What was interesting about their lives? How did the war affect them?
Students will be able to:
1. List the name of a person associated with the French and Indian War
2. List two interesting facts about the person
3. List how the person was associated with the French and Indian War
**Lesson Grade Level: (Check One of the following)
___ Lower Elementary: Pre-Kindergarten through 2nd Grade
_X_ Upper Elementary: 3rd Grade Through Sixth Grade
___ Middle School: Sixth Grade Through Eighth Grade
___ High School: Ninth Grade through Twelfth Grade
___ College Undergraduate Level
___ Graduate Level (Masters, PhD)
___ Adult Education
**Lesson Subject: (Check As Many as Apply)
_x_ Social Studies
___ Math
___ Science
___ Literacy and Language Arts
___ Other: ______
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Drawing of American Indian Scarouady**Common Core Standards:
Want more information about Common Core? Go to http://www.corestandards.org/
Grade Level: 3-5 Subject Area: Social StudiesCCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
**State Standards:
Additional Standards(s) (255 characters maximum): Does this lesson meet additional standards?
e.g. Next Generation Science Standards, National Council for Social Studies Standards, Advanced Placement (AP) Courses, International Baccalaureate (IB) Courses, Next Generation Science Standards
National History Standards: K-4 Topic 2: 3A, 3B, 3D, 3E; K-4 Topic 3: 4B, 6A; US Era 2: 1A, 1B; US Era 3: 1A; World Era 6: 4AThinking Skills (Check As Many as Apply)
The thinking skills listed below are based on Bloom’s Taxonomy. Consider your lesson procedure and activities. Then check off the thinking skills that students will experience through your lesson.
X Knowledge – Recalling or recognizing information ideas, and principles
X Comprehension – Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words.
__ Application – Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience.
___ Analysis – Break down a concept or idea into parts and show the relationships among the parts.
___ Creation – Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations.
___ Evaluation – Make informed judgments about the value of ideas or materials. Use standards and criteria to support opinions and views.
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in folderLesson Duration
Time to complete this lesson plan in minutes (25 characters maximum)
60 minutes**Background Information for Teacher
What important content, contextual, or practical information and background knowledge does the teacher need to successfully implement this lesson?
This unit includes four lesson plans:1. "Getting to Know You" has students read about the person on their assigned biography card and give an oral summary
2. "Where in the World" has students locate important places associated with the person on their biography card
3. "Who am I?" is a game where students use facts about the people featured in the biography cards.
4. "Bio BINGO" is a game where students us a BINGO type card to learn about people and events in the French and Indian War
The "French and Indian War 1754-1763" Teacher's Education Kit is targeted for 4th-6th grade students. It is broken into eight units and a Teacher Background section. Each unit can be completed independently. Units 1 – 6 chronologically follow the war from start to finish, including how the war set the stage for the American Revolution. There are two lessons that feature George Washington. Each unit has one or more lesson plans. Unit 7 has 27 biography cards of people involved in the French and Indian War. There are nine American Indian biographies, nine French biographies and nine British biographies. Unit 8 provides information on primary documents and artifacts that are featured on the biography cards. Also included is a color map and information on French and Indian War historical sites in western Pennsylvania.
Check out the teacher background and other units:
Teacher Background
Other Units
**Important Vocabulary and Terms with Definitions:
What terms and academic language will students have to know to participate in the lesson? Lessons typically include 5 to 15 terms and definitions.
**Lesson Preparation: What preparation does the teacher need to do before the lesson? What supplies or materials should be gathered?
1. Make copies of the biography cards for the students.
2. Teachers will need to pull the maps from the teacher packet (see Materials) for these activities and either make copies for the students or display as a transparency for activity #2.
**Lesson Hook or Preview: What activity, video, song, or other experience could get the students excited about the lesson and thinking about the topic? Is there a way to make the lesson important to their lives or link the lesson content to what they already know?
**Procedure: List the instructions the teacher should follow as Step One, Step Two, Step Three, etc.
LESSON 1: GETTING TO KNOW YOU: This activity will help students practice selecting important information from a written document then making an oral presentation to a group.1. Explain to the students that they will be introducing the person on their biography card to the class. Tell them they will be speaking in the first person. For example, they might say, “Hello, my name is Queen Alliquippa.”
2. Brainstorm with students about what people might want to know about their individuals. The list might include their name, where they are from, and what role they played in the war. If there are any unique facts about the person, students should include those, too.
3. Give the students 10 minutes to prepare, and then start the introductions. As each student introduces his or her individual, write the names of the introduced people on the board.
4. After all the individuals have been introduced, go over the list of names on the board, asking the class what they remember about each person.
LESSON 2: WHERE IN THE WORLD?: This activity will reinforce information about the people
portrayed on the biography cards. It will also help students connect people and events to geographic areas.
5. Pass out the biography cards, one to each student. Give the students a few minutes to read their card.
6. Have the students show which places on the map or maps were important to their individual.
LESSON 3: WHO AM I?:This is a fun activity to try after students are familiar with some people involved in the French and Indian War.
7. Hand out biography cards. Have the students write down the person’s name and 4-6 important facts about the person on their card.
8. Collect the papers with the important facts and mix them up. Pin or tape a paper onto each student’s back. Students should not know which individual they are wearing.
9. Give students a list of all the individuals (or write the list on the board).
10. Tell students that they may ask questions about their person, but the questions must be able to be answered with a “Yes” or a “No.” For example, a student could ask, “Am I an American Indian?” but not, “Which group do I belong to?” Also students should not go down the list of names asking if they are an individual. For example they should not ask, “Am I Queen Alliquippa?” as their first question.
11. Allow time for students to walk around and ask questions of each other. Of course, students will not always know the answers to the questions other students are asking. In that case, they can read the information on the other student’s back.
12. After 10 minutes, ask everyone to sit down. See if students can guess their individuals.
LESSON 4: BIO-BINGO: This activity will help students learn more about the people who were involved in the French and Indian War.
13. Give each student a biography card. Have the students read it so they know more about their person.
14. Give each student a copy of the Activity Worksheet “Bio BINGO.” Have the students read their BINGO cards to see where the person on their biography card meets the squares on the BINGO card. It may help to have the students circle the squares their biography card person meets. For example, if Christopher Gist was one of the biography cards, he would meet the BINGO card squares as follows:
a. Present at Fort LeBoeuf
b. Knew George Washington
c. Present at Braddock’s defeat
d. Spoke English
e. Born in the British colonies
f. British
g. Visited the Forks of the Ohio
h. Attended a treaty conference
15. Tell students they will get up and walk around. Two students will meet and each will try to fill in – by signing his or her name – one square on the other student’s card. Then each will move on to another student and try to do the same thing again.
16. Students will keep moving until they get BINGO: five across, five up, five down, or five diagonally. (To make it more difficult, have the students fill in their whole card.)
17. Let the students know that they will represent the person on their biography card when they walk around. They can sign their name in any box on another student’s card that fits the person they represent.
18. The students cannot sign their own card.
19. The students cannot sign another student’s card more than once.
20. Winner is the student who is first to score a BINGO.
**Assessment: How can teachers tell that each individual student has met the objective? How will teachers see if each student knows the answer to the essential questions or has mastered the skills? Below, include below a brief description of how to use the assessment. Later in this template you are provided with the opportunity to upload a digital copy of the assessment for teachers to print and use.
Use the biography cards to create a quiz or game show. At the end of the unit, split the class into two teams and have each team answer questions about each of the cards for points. Questions should include the individuals’ roles in the French and Indian War when appropriate.Lesson Materials: Any worksheets, photos, primary source, scientific data, maps, graphic organizers, or PowerPoint ‘s should be described and attached using the template below. Please create additional materials boxes if necessary.
Material #1
Title (255 characters maximum):
Biography Cards: American Indian
Summary (how does the material function in the lesson?):
This is one of three sets of biography cards used in this lessonDownloadable file of this material in original format if possible, such as Microsoft word or PowerPoint (Provide filename and location)
In folderMaterial #2
Title (255 characters maximum):
Biography Cards: French
Summary (how does the material function in the lesson?):
This is one of three sets of biography cards used in this lessonDownloadable file of this material in original format if possible, such as Microsoft word or PowerPoint (Provide filename and location)
In folderMaterial #3
Title (255 characters maximum):
Biography Cards: British
Summary (how does the material function in the lesson?):
This is one of three sets of biography cards used in this lessonDownloadable file of this material in original format if possible, such as Microsoft word or PowerPoint (Provide filename and location)
In folderMaterial #4
Title (255 characters maximum):
Bio-Bingo Worksheet
Summary (how does the material function in the lesson?):
This is to be used for the Bio-Bingo Lesson.Downloadable file of this material in original format if possible, such as Microsoft word or PowerPoint (Provide filename and location)
In folderMaterial #5
Title (255 characters maximum):
Teacher Packet
Summary (how does the material function in the lesson?):
This provides background information for teachers, maps, and further instructionsDownloadable file of this material in original format if possible, such as Microsoft word or PowerPoint (Provide filename and location)
In folderAssessment Materials
How can teachers tell that each individual student has met the objective? How will teachers see if each student knows the answer to the essential questions or has mastered the skills? Attach below the assessment and, if applicable, a rubric or answer key.
Assessment
Title (255 characters maximum):
Summary (how does the material function in the lesson?):
Downloadable file of this material in original format if possible, such as Microsoft word or PowerPoint (Provide filename and location)
Assessment Rubric or Answer Key
Title (255 characters maximum):
N/ASummary (how does the material function in the lesson?):
Downloadable file of this material in original format if possible, such as Microsoft word or PowerPoint (Provide filename and location)