Activity Overview
It's important for students to have a solid foundation when learning about wars and how they play into a larger historical context. This is especially true for the French and Indian War, which was just one part of the Seven Years War. In order for students to grasp the basics, they can create a spider map that represents the “5 Ws” of the French and Indian War. For each “W”, students will ask and answer a question in the space below and create a representation of their responses. Because it was a part of a larger conflict, there can be more than one question per W. The following are potential questions for this activity:
Example Questions
- Who was involved in the French and Indian War?
- Who were the leaders of the French and Indian War?
- What were the areas of conflict during the French and Indian War?
- What lead to the start of the French and Indian War?
- Why were the British able to defeat the French?
- When was the French and Indian War fought?
- Where was the war primarily fought?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Create a 5W analysis of the French and Indian War: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type questions for Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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