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THE START OF THE FRENCH AND INDIAN WAR
Lee Bailey
This lesson will discuss the beginning of the French and Indian War, a war that had been building up between France and England for many years. The French and English both wanted to control world trade and to dominate the oceans with their naval power. In addition, both countries wanted to be in control of North America. France had control over most of the land in North America, but the English had a small portion along the East Coast which was becoming over populated. The English needed more land and felt the only way to alleviate the population problem was to advance westward. The French did not agree with this movement, so they started a process of building forts to stop any westward advancement by the English. George Washington had a major role in the beginning of this war as a person and a leader.
Based on his personal journal entries, students will examine Washington's leadership abilities and character traits which would project him into a leadership role in the French and Indian War.
Quotes from George Washington:
www.usa-patriotism.com/tribute/quotes/washington.htm
George Washington. Writings. New York: Library of America, 1997.
Timeline of French and Indian War:
www.sparknotes.com/history/american/frenchindian/timeline.html.
Handout #1: Anticipation Guide (See Linked File LP1)
George Washington's Journal: (TEACHER NOTE: The first website contains an excerpt regarding the Ohio River and the second contains Washington's complete journal.)
http://www.historypoint.org/columns2.asp?column_id=924&column_type=dispatch
http://www.earlyamerica.com/earlyamerica/milestones/journal/journaltext.html
60 minutes
1
How did Washington's leadership qualities enable him to play a major role in the beginning of the French and Indian War?
Have students respond to the following:
Identify a great leader. What qualities does this person possess that makes him/her "great"?
Distribute the following quotations from George Washington:
#1: "Associate yourself with men of good quality if you esteem your own reputation for 'tis better to be alone than in bad company."
#2: "Discipline is the soul of an army. It makes small numbers formidable; procures success to the weak, and esteem to all."
#3: "It may be laid down as a primary position, and the basis of our system, that every Citizen who enjoys the protection of a Free Government, owes not only a portion of his property, but even of his personal services to the defense of it."
Individually or with a partner, have the students read each quote and create a list of character qualities of George Washington and his leadership. (These quotes and additional ones may be accessed through website www.usa-patriotism.com/tribute/quotes/washington.htm.)
Ask students to choose the most significant quote that reflects strong leadership. Ask for student volunteers to act out how Washington might have delivered these quotes to a group of people.
As a class have students read and discuss the timeline located at www.sparknotes.com/history/american/frenchindian/timeline.html. The teacher should emphasize the most important events reflecting George Washington's role and the origins of the French and Indian War focusing on 1753 and his journey into Ohio. (This timeline can be used as a reference for future information on various people, dates and places.)
Distribute Handout #1: Anticipation Guide and have students answer the true/false questions. Have students go to the website http://www.historypoint.org/columns2.asp?column_id=924&column_type=dispatch. Students should read the first five paragraphs which set the stage for the journal reading and describe the process of transcribing a primary source document. Then have students read "George Washington's Journey to the Ohio". After the reading assignment have students answer the true/false questions again. Take a few minutes to discuss any changes students may have made and why.
Focus students' attention to traits that reflect Washington's character and leadership abilities by:
Directing students back to their Bell Assignment and the student-generated list of qualities of a great leader. As students reflect on "George Washington's Journey to the Ohio", they should reference specific examples from the journal in which Washington did or did not exhibit those qualities. Encourage students to add additional leadership qualities and examples to their lists.
Conduct a class discussion in which students cite examples of times Washington exhibited leadership qualities. Examples:
Leadership quality: Intelligent/Analytical thinking
Washington example: "..my curiosity led me to examine this more particularly.."
Leadership quality: Trustworthy/Followed through with commitments
Washington example: See "Advertisement" first paragraph (task he was given)
Using the journal and timeline as references, select a person who accompanied George Washington into Ohio. Assume the identity of this person and write a letter home describing your leader, George Washington, and why you feel he could provide strong leadership in the event of a war between the French and British.
Students should include:
-content/background information that sets the stage for the letter
-specific events mentioned in the journal
-leadership abilities and character traits of George Washington
Additional readings:
France and England in North America: Volume Two. New York: Library of America, 1984.
The Oregon Trail, The Conspiracy of Pontiac. New York: Library of America, 1995.
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