download the war that made america educator guide

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The PNC Financial Services Group, Inc.Henry Haller Foundation

Introduction

Program One

Program Two

Program Three

Program Four

General Resources

About The War That Made AmericaThe War That Made America is a four-part, dramatized documentary about the French and Indian War, an epic conflictthat secured America’s destiny as an independent nation. The war, which began in the wilderness of the Pennsylvaniafrontier, eventually spread throughout the colonies and into Canada. A primary focus of the series is the critical militaryimportance and strategic diplomacy of Native Americans in the conflict between the English and French. GeorgeWashington, a central figure of the series, is introduced while a young colonial officer serving under the British flag. We witness his transformation to commander of the Continental army fighting for independence.

Narrated and hosted by Graham Greene, a full-blooded Oneida Indian actor (Academy-Award nominee for “DancesWith Wolves”), The War That Made America combines scrupulous accuracy with a compelling filmed portrayal of thedangerous world of the eighteenth-century frontier. As a dramatized documentary it combines the viewer appeal of afeature film with historical authenticity. The cast was rigorously trained to work and fight in true eighteenth-centurystyle. Everything from forts to horse tack, Indian dwellings to trading posts, has been exactingly recreated to provide an accurate picture of life in the mid-eighteenth century and an authentic context for the unfolding historical story.

About the Educator’s GuideThis guide was developed to support classroom use of The War That Made America as a teaching tool. The activitiesand reading selections, aimed at secondary students, emphasize the large themes of the French and Indian War. In additionto its application within U.S. history programs, The War That Made America is a valuable resource for teaching economics,geography, world history, and politics. (See page two for a list of selected secondary school standards in these subjects.)

How to Use This GuideThe guide is designed to be used in combination with the television programs(DVDs or video), the web site (www.thewarthatmadeamerica.org [vvv]), and theCompanion Book (The War That Made America: A Short History of the Frenchand Indian War, by Fred Anderson), which closely parallels the programs.

Major Themes of the French and Indian War contains research activities basedon overarching themes of the French and Indian War to provide a broad, basicunderstanding of the causes and significance of the war.

Lessons for each program can be taught in their entirety or individual activitiescan be used independently to teach specific topics.

Lesson components include:• List of Key Figures to use for biographical sketches• Learning Objective and Key Questions to provide focus for the lesson• Teaching Activities to provide a variety of approaches to the content• Reference to specific scenes in the program• Student Resource Pages based on original documents, for independent andgroup work; these are indicated by the Web site icon [vvv] and can be foundon the web site at www.thewarthatmadeamerica.org/education/in_the_classroom.

• Maps for specific lessons, available on the web site at www.thewarthatmade.org/download/maps.

Note to the teacher on using original documents: The grammar, vocabulary, and spelling in eighteenth-century documents can be distracting, so you may want to read selected documents aloud, inviting students to interpret, or have student volunteers transcribe documents into modern English.

Table of Contents

About the Program 1

About the Guide 1

National Standards: History, 2Geography, Economics

Timeline 2

Research Activities 3

Geography Resource 7

Program 1 8

Program 2 11

Program 3 15

Program 4 18

Resources 23

DVD Footnotes 24

The War That Made America

www.thewarthatmadeamerica.org

Preview before usingAs with any audiovisual resource, it is recommended that the teacher preview any segment before using it in class. The programs’realistic portrayal of eighteenth century life andwarfare may require some special introduction to prepare students to view the more challenging aspects of the clips.

Additional MaterialsA variety of materials, developed in conjunctionwith the commemoration of the 250th anniversaryof the French and Indian War, are available foruse with elementary, middle and high school students. Some of these are listed in theAdditional Resources section of each lesson.Teachers will find an expanded list in theEducation/Outreach section of the web site of The War That Made America at www.thewarthatmadeamerica.org/downloads.

DVD “Footnotes”A series of on-camera interviews with leadingscholars is included as bonus material on theDVD version of the The War That MadeAmerica. See page 24 for more details and a list of topics.

1753French troops from Canadamarch south to seize and fortify the Ohio Valley. Britain protests the invasionand claims Ohio for itself

1754Ensign de Jumonville and athird of his escort is killed by a British patrol led by GeorgeWashington. In retaliation theFrench and the Indians defeatthe British at Fort Necessity.Washington surrenders afterlosing one-third of his force.

1755The British implement a planto defeat the French. Monctonsuccessfully captures FortBeausejour, Major GeneralEdward Braddock’s troops aredefeated in the Battle of theMonongahela, and WilliamJohnson’s troops stop theFrench advance at Lake George.

1756 The Seven Years’ War beginsas Great Britain declares waron France, expanding theNorth American conflict toEurope, Africa, Asia and South America.

TIMELINE:FRENCH ANDINDIAN WAR

Note: Also see the interactive timeline on The War That MadeAmerica web site: www.thewarthatmadeamerica.org.

2 The War that Made America

1757 The French led by Montcalmcapture Fort William Henry.Following the surrender,Montcalm’s actions anger hisIndian allies who capture or killhundreds of unarmed British.

1758William Pitt implements cooper-ative policies toward coloniallegislatures and receives morecolonial support for the war,the Treaty of Easton is signedwith the Six Nations, and theBritish take control of theForks of the Ohio.

1759French surrender Quebec after a battle outside the city on thePlains of Abraham.

1760 The British capture Montrealand the French surrender all of New France, ending theconflict in North America.

1763 The Treaty of Paris ends the warbetween Britain and France.

Ottawa Chief Pontiac unitesmany American Indian nationsin an effort to drive the Britishoff their land. Colonel HenryBouquet leads the British armyand defeats American Indianforces at Bushy Run.

King George III signs theProclamation of 1763 reservingland west of the AlleghenyMountains for Indians.

5-12: Reconstruct the chronology of the critical events lead-ing to the outbreak of armed conflict between the Americancolonies and England. [Establish temporal order]

7-12: Analyze political, ideological, religious, and economicorigins of the Revolution. [Analyze multiple causation]

National Geography Standardshttp://www.ncge.net/geography/standards/

Standard 1. Understands the characteristics and uses ofmaps, globes, and other geographic tools and technologies

Standard 2. Knows the location of places, geographic features, and patterns of the environment

Standard 3. Understands the physical and human characteristics of place

Standard 5. Understands the concept of regions Standard 6. Understands that culture and

experience influence people’s perceptionsof places and regions

Standard 11. Understands the patterns and networks of economic interdependence on Earth’s surface

Standard 13. How forces of cooperation and conflict among people influence the division and control of Earth’s

National Content Standardsin Economics[Economics standards located at http://www.ncee.net/ea/ ]

Students will understand that:1. Productive resources are limited. (Scarcity)

2. Voluntary exchange occurs only when all participating parties expect to gain. (Trade)

3.When individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase. (Specialization and Trade)

The War that Made America 3

7-12: Analyze the significance of the colonial wars before 1754 and the causes, character, and outcome of the Seven Years War. [Analyze multiple causation]

9-12: Analyze Native American involvement in the colonial wars and evaluate the consequences for theirsocieties. [Consider multiple perspectives]

Era 3 Revolution and the New Nation (1754-1820s) Standard 1A The student understands the causes of the American Revolution.

Therefore the student is able to:Explain the consequences of the Seven Years War and the overhaul of English imperial policy following theTreaty of Paris in 1763. [Marshal evidence of antecedentcircumstances]

5-12: Compare the arguments advanced by defenders andopponents of the new imperial policy on the traditionalrights of English people and the legitimacy of asking thecolonies to pay a share of the costs of empire. [Considermultiple perspectives]

National History StandardsNational Center for History in the Schools: Standards in History for Grades 5-12 [http://nchs.ucla.edu/standards/era2-5-12.html]

Standards in Historical ThinkingChronological ThinkingHistorical ComprehensionHistorical Analysis and InterpretationHistorical Research CapabilitiesHistorical Issues-Analysis and Decision-Making

Era 2 Colonization and Settlement (1585-1763)Standard 1B The student understands the European struggle for control of North America.

Therefore the student is able to7-12: Analyze how various Native American societieschanged as a result of the expanding European settle-ments and how they influenced European societies.[Examine the influence of ideas and interests]

Engraving of General Braddock

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Major Themes of the French and Indian WarThe research activities in this section are based on key elements of the French and Indian War, which are addressed in all four programs of The War That Made America.

Research ActivitiesAssign the following research projects to small groups of three or four students.

George Washington: The Making of a LeaderInvestigate George Washington’s experiences in the French and Indian War and draw conclusions about how well they prepared him to be a military leader. Read “The Humble Address of the Officers of the Virginia Regiment” (online at the Library Congress Web site http://memory.loc.gov/learn/lessons/gw/soldier.html), delivered to George Washington by his officers when he retired as commander of theVirginia Regiment in 1758. Discuss what the “humble address” by his officers revealsabout Washington as a leader of the Virginia Regiment.Write a letter to the Continental Congress assessing Washington’s abilities as a military leader, citing specific examples from his experiences in the French and Indian War.

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A young George Washington as portrayed by actor Larry Nehring in the film.Woman camp follower

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General Edward Braddock portrayed by Alex Coleman in the film

ResourcesJemison: Mary Jemison’s memoir Narrative of the Life of Mrs. Mary Jemison,online at Project Gutenberg, http://www.gutenberg.org/dirs/etext04/jemsn10.txt. Johnson: A Narrative of the Captivity of Mrs.[Susanna] Johnson, in NorthCountry Captives (University Press of New England, 1992) and online at EarlyCanadiana Onlinehttp://womenshistory.about.com/gi/dynamic/offsite.htm?site=http://www.canadi-ana.org/cgi%2Dbin/ECO/mtq%3Fdoc=39311Smith: Scoouwa: James Smith’s Indian Captivity Narrative. Ohio HistoricalSociety, 1996. http://www.ohiohistorystore.com/browse.cfm/4,160.htm

The War That Made AmericaPart 2: Capture of Mary Jemison

Mary Jemison’s adoption into the Seneca nation Part 3: Indians turn on settlers; Susanna Johnson, captured by Abenakis

smallpox (brought home by warriors) ravages Indian villages Part 4: British and Ohio Indians reach treaty; captives returned, Mary Jemison

resists; Proclamation of 1763 More and more settlers move west

Companion Book: Chapters 7, 13, 15

Additional ResourcesBruchac, Joseph. The Winter People. New York: Puffin Books, 2002. As the French andIndian war rages in October of 1759, Saxso, a fourteen-year-old Abenaki boy, pursues theEnglish rangers who have attacked his village and taken his mother and sisters hostage.

1772The British revenue cutter,Gaspee, is burnt by colonistswith blackened faces andfeathered headdresses.

1773 To protest tax on British tea,men disguise themselves asIndians, dump the tea held onships into the Boston harbor.

1774 Parliament passes the“Intolerable Acts” and the FirstContinental Congress meets atCarpenter’s Hall inPhiladelphia.

1775 Colonial Minute Men andBritish troops skirmish atLexington and Concord.

George Washington acceptscommand of Continental armyfrom the Second ContinentalCongress.

1776On July 9th, GeorgeWashington orders theDeclaration of Independencebe read to the assembled.

1764The British Sugar Act isamended to tax the Americancolonies.

1765 Parliament imposes theQuartering Act and the StampAct.

The British change trade policyregarding the Indians, endingPontiac’s War.

Sugar Act and Currency Actprotests. Many colonists refuseto use imported English goods.

1766Parliament repeals the StampAct but re-states its right to taxthe Americans in theDeclaratory Act.

1767 England passes TownshendActs in order to pay expensesinvolved in governing thecolonies. A non-importationagreement is made at a Bostonmeeting and the New Yorkassembly is suspended forrefusing to quarter troops.

1768The Massachusetts Assemblyis dissolved for refusing to collect taxes. A ColonialSecretary is appointed to theBritish government. Britishtroops arrive in Boston.

1769 Virginia’s Resolutions condemnBritain’s actions againstMassachusetts and assert thatonly Virginia’s governor andlegislature can tax its citizens.Royal governor disbandsLegislature.

1770 British troops fire on and killcolonists in the “BostonMassacre.”

4 The War that Made America The War that Made America 5

Captives and Captors Compare the experiences of captives, James Smith, Mary Jemison, and Susanna Johnson,using information from The War That Made America documentary and Companion Bookas well as other print and online sources. (See Additional Resources below.)

Research Questions:• What significance did the defeat of General Braddock’s forces have on

settlers and traders in western Maryland, Pennsylvania and Virginia? • Why did Indians capture white settlers instead of killing them? • What did the rituals following the captivity of James Smith and Mary Jemison

(as well as hundreds more) symbolize to the Native Americans?

Debate the merits of taking captives from the point of view of warring nations.Pro: Captive-taking was a practical strategy for Indian nations and Europeans: eachcould exchange captives for ransom money or for captives held by the enemy; Indiannations could use captives to replace population lost to disease and war, and theycould use the threat of captivity to terrify white settlers into leaving Indian lands. Con: Captive-taking contributed to Indian-hating and a long-standing antagonismtoward Indians everywhere, not just on the frontier. Captives brought disease to Indiancommunities. Sometimes captives decided to remain with captors.

Write a scene for a play in which Susanna Johnson, James Smith and Mary Jemisondescribe their experiences as captives and articulate their feelings about their captors.

Resources The War That Made America Part 1: Major Washington’s trek to Ft. Le Boeuf

Incident at Jumonville Glen and capitulation of Fort NecessityBraddock’s Expedition; Battle of the Monongahela

Part 2: Virginia Regiment led by Washington patrols the frontier Part 3: Washington wants a commission in the British Army

Attack on Fort Duquesne; friendly fire incident; French leave Ohio Valley Part 4: Washington retires, marries, is elected to Virginia House of Burgesses

Washington’s land ventureWashington at Second Continental Congress; appointed Commander of

Continental Army; prepares army; listens to Declaration of Independence Washington meets Guyasuta, Seneca chief, at Forks of the Ohio

Companion Book: Prologue, Chapters 2-4, 6, 26-27

Library of Congress Lesson Plan based on George Washington’s Papers,(Lesson One: Honor and Passion for Glory: George Washington in the Ohio Valley). http://memory.loc.gov/ammem/ndlpedu/lessons/gw/gw1.html

Additional resources (Available from the General Store at www.frenchandindianwar250.org) Becoming George Washington, a 32-page Teacher’s Resource Guide and CD-ROM; for elementary and secondary students

George Washington Remembers: Reflections on the French and Indian War,a book of scholarly essays, edited by historian Fred Anderson

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Land was the object of desire that triggered the entire conflict in North America. Commissioned British mapsof the era often contained political commentary about territories the French 'thought' were theirs.

Native American reenactor

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Calloway, Colin, ed. North Country Captives: Selected Narratives of Indian Captivity from Vermont and New Hampshire. University Press of New England, 1992. Includes Susanna Johnson’s story of her captivity.

Worlds in Motion Curriculum Resources – materials focusing on the role ofNative peoples in the French and Indian War; for elementary, middle andhigh school classes. (available for downloading after June 1, 2006, atwww.pghistory.org)

Epitaph from the tombstone of Mary Jemison, http://www.letchworthparkhistory.com/epitaph.html

Perspectives on the French and Indian War– From the points of view of three empires (Britain, France, Iroquois Confederation)This topic can be studied in three small groups. Each group will explore thewar from the perspective of one empire and present their findings to theclass. Each group will:Analyze the empire’s goals at the start of the war, its allies and enemies, itsbiggest challenge in fighting the war, and the effect of the outcome of the war. Create a chart or poster displaying the information graphically and prepareto explain its findings.Present the information about their empire to the class as a whole. Write a script for a firsthand account of an event in the war as told by a“spokesperson” (an actual person involved in the event).

– From the points of view of three areas of the world (Europe, Canada,and the United States)The war is known by three different names: the Seven Years’ War (Europe);the War of Conquest (Canada); and the French and Indian War (UnitedStates). Assign three groups of students to research the reasons the war isknown by these different names.

Questions for research and discussion:• What historical facts and events resulted in the same war being given three names?• What is the value in understanding different countries’ perspectives of the same event?

Resources The War That Made AmericaPart 1: Iroquois neutrality

France and Great Britain prepare for warPart 2: William Johnson and Iroquois council fire

Bloody Morning Scout, Battle of Lake George Montcalm meets Indian allies

Part 3: Crippling blows by British against French and IndiansDiplomacy among Ohio Indians Treaty of EastonYear of Miracles; importance of forks of the Ohio River

Part 4: Iroquois tip balance in war British attack on Montreal, Amherst fails to credit the Iroquois; French and Indian War ends;

seeds of British Empire’s disintegrationCompanion Book: Chapters 1-3, 15, 18, 22, 25Clash of Empires: The British, French, and Indian War, 1754-1763, by R.Scott Stephenson, Historical Society ofWestern Pennsylvania 2005.Crucible of War: The Seven Years’ War and the Fate of Empire in British North America 1754-1766. New York:Vintage, 2000 by Fred Anderson, Chapters 1 and 2.

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Student Resource PageGeography and the French and Indian War

The military action in the French and Indian War was focused around specific geographic locations of strategic importance.This Geography Resource Page is intended to clarify why these particular spots were deemed so important. Indeed, themilitary plans of the French and the British were in agreement about which geographic areas held the key to victory. Toanswer the questions below, refer to the maps on the web site (www.thewarthatmadeamerica.org).

I. Why The Forks of the Ohio?The French and Indian War began with the dispute over control of the Forks of the Ohio, an area the French, British andIndians all recognized as critically important. Fort Duquesne (later known as Fort Pitt) was situated where theAllegheny River and Monongahela River join to form the Ohio River. During the French and Indian War this locationwas considered the most strategic location in North America. But why was it so coveted?

Maps available at www.thewarthatmadeamerica.org/mapsA. British in North America B. French in North America C. French Forts in North AmericaD. Ohio CountryE.& F. Forks of the Ohio G. Lake George and Lake ChamplainH. Indian nations of eastern North America (or see map on page six)

To DoUse the maps listed above of North America, Ohio Valley, Forks of the Ohio, and Indian Nations as well as other resources to answer the following questions:

• Why was the Ohio Valley of particular importance to the French?• Why would they fear British control of this region?• Why did the British colonies covet this land? • Why did Indians claim this land as theirs?• How would French ships have brought supplies to

Fort Duquesne? • Why was Fort Duquesne strategically important?

II. Think Like a CommanderTo DoUse maps B, C, G, and H of New France, Lake George and Lake Champlain and Indian Nations to answer the following questions:

• How could you best move troops and supplies from the colonies to the important French cities of Montreal and Quebec? (In the opposite direction, this would be the way for the French to move against Albany and New York City.)

• What forts were crucial to the control of this route? • What Indian allies were needed in order to secure this route?• Using the answers to the questions above and the maps, determine two other areas that would have been

strategically important to the British. Now determine two geographical areas of strategic importance to the French.

• Where would you place forts to defend the strategic areas you identified?

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Lesson 1: Claiming the Ohio Valley

Learning Objective:Students will evaluate economic, geographic, and political forces that contributed to the clash of British, French and Indian empiresprior to the escalation of violence in 1754.

Using The War That Made America— Documentary: Part 1; segments

Virginia negotiates for a trading post Major Washington warns the French Iroquois neutrality

— Companion Book: Chapters 1–3

Student Resource Pages: Original Documents[vvv] Page 1-1 “Building Forts in Their Hearts”[vvv] Page 1-2 Washington’s Map of the Ohio, 1754

Maps available at www.thewarthatmadeamerica.org/download/mapsA. - F. showing British and French in North America and contested area in betweenH. Indian Nations of Eastern North America (or see map on page six)I. Eastern North America

Key questions for discussion and writing:• How did the relationships between the French and the Indians and the English and the Indians differ,

prior to and at the start of the French and Indian War?

• What roles did geography and commerce play in the economic and political claims of the French and British in North America?

Teaching ActivitiesAnalyze Competing Interests

• Study Map I to locate the British colonies on the Atlantic coast, the French colonies along the Mississippi and St. Lawrence Rivers, and the Appalachian Mountains, which were a natural dividing line. Have students identify where the Europeans came in contact with Indian lands.

Discuss the following questions:• What was the significance of the Forks of the Ohio to each of the competing groups?• Why would the British be concerned by the French forts west of the Appalachian Mountains? • Which Indians had claims to land at the Forks of the Ohio?

[vvv] Using Student Resource Pages 1-1 and 1-2• Distribute, read, and discuss student answers to the questions on each page. • On Resource Page 1-1, focus students’ attention on the differences between the French and British contact

with Native Americans. According to Atkin why did Indians tolerate French forts built on their land?• On Student Resource Page 1-2, examine the geographic significance of the French forts to both the British and

the Ohio Valley Indians. Invite interested students to complete the “Take It Further” section and share their findings with the class.

Additional ResourcesFarley, Karin Clafford. Duel in the Wilderness. Colonial Williamsburg Foundation, 1995. Based on GeorgeWashington’s own journal, this tells the first-hand story of his journey in 1753-1754 into the Ohio country.Merritt, Jane. At the Crossroads: Indians and Empires on a Mid-Atlantic Frontier, 1700-1763. Chapel Hill: University of North Carolina Press, 2003

Introduction

Program One

Program Two

Program Three

Program Four

General Resources


Program Summary In 1754 the Forks of the Ohio—where the Allegheny and theMonongahela rivers join to form the Ohio in southwesternPennsylvania—are the geographic key to control of North America. Britain and France labor to take control of the Forks. The Indians of the region are not idle bystanders, but major players in their own right. Tanaghrisson, a Seneca, has aligned himself with a young Virginian, George Washington,who has been sent on a mission to tell the French to vacate the

Forks. Britain and France move one step closer to war in North America when Washington leads a surprise attack on a party of French soldiers, wounding itsleader who is then executed by Tanaghrisson (also known as the Half-King).Washington later suffers a humiliating military defeat at the tiny Fort Necessityand signs a surrender document, which brands him an assassin. The first hintthat the British won’t easily oust the French from North America is the horrific,surprise defeat of the British at the hands of the French and their Indian alliesat the Battle of the Monongahela.


Key Figures in Program 1Students can research the contribu-tions of one of these key figuresand share information by creating a first-person vignette.

• George Washington• Tanaghrisson, the Half-King

(ta-na-GREE-son)• Joseph Coulon de Villers,

Sieur de Jumonville• Edward Braddock

The War That Made America Part 1

Date Events Covered

1752-1754 Virginia parleys with Tanaghrisson to build trading post; Washington’s trek to Ft. Le Boeuf

1754 French expel Virginians who built a small fort at the Forks of the Ohio

1754 Incident at Jumonville Glen

1754 Capitulation of Ft. Necessity

1754 Iroquois neutrality

1754-1755 France and Great Britain prepare for war

1755 Braddock’s Expedition and the Battle of the Monongahela

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Lesson 2: Moving Toward War

Learning Objective Students will analyze the leadership and integrity of George Washington during and following military actions in 1754.

Using The War That Made America— Documentary: Part 1; segments

Incident at Jumonville Glen Capitulation at Ft. Necessity;Braddock’s Defeat

— Companion Book: Chapter 4, Chapter 6

Student Resource Pages: Original Documents[vvv] Page 1-3 Testimony[vvv] Page 1-4 King Shingas Speaks

Key questions for discussion and writing:• What qualities did George Washington display as a

young military officer? Which of these helped him succeed in his military career?

• How did the British lose the support of the Indians of the Ohio Valley?

Teaching Activities

Conduct an Inquiry Students consider the events that led to the death of the French Ensign Joseph Coulon de Villers, Sieur de Jumonville. Inpreparation for the trial, have students view the program segments listed above and read Student Resource Page 1-3.

[vvv] Assign a group of students to prepare testimony for each of the four individuals listed on Student Resource Page 1-3,and another group to serve as a jury, listening to the testimony and recommending further action or not. Following theinquiry, view the segments of the film that depict the death of Jumonville again. Ask students to assess the film version ofwhat happened and react to the historical accuracy of the scene in light of the primary sources they have reviewed.

[vvv] Stage a Dramatic ReadingUse Student Resource Page 1-4—King Shingas Speaks— as the basis for a dramatic reading. Following the reading, invitestudents to discuss the pros and cons of an Ohio Indian choosing an alliance with France, England, or remaining neutral.Assign a team of “experts” to research and explain the ramifications of Braddock’s defeat on British/Indian alliances.Students can find information in the film (see segments list above) and in chapter 6 of the Companion Book. Invite interestedstudents to complete the “Take It Further” section of Resource Page 1-4 and share their answers with the class.

Additional ResourcesAlberts, Robert C. A Charming Field for an Encounter: The Story of George Washington’s Fort Necessity. Washington, DC:Division of Publications, National Park Service, 1975. (2004 Reprint)

Lewis, Thomas A. For King and Country: George Washington, the Early Years. New York: John Wiley & Sons, 1993.

Peale’s 1772 portrait of George Washington in the uniform ofa British Colonial Colonel, the rank Washington held duringthe French and Indian War period.

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Date Events Covered

1755 William Johnson and Iroquois council fire

1755 The Bloody Morning Scout and Battle of Lake George

1758 Capture of Mary Jemison

1755-1758 Virginia Regiment led by George Washington patrols the frontier

1755 New Englanders demand enlistment terms; British command sees shades of rebellion

1756 Montcalm meets Indian allies

1756 Mary Jemison’s adoption into the Seneca nation

1755-1758 Removal of the Acadians from Nova Scotia

1757 French capture Ft. Oswego and Ft. William Henry; Montcalm frays allegiance with Indian allies

Unlikely AlliesProgram SummarySir William Johnson’s efforts to win Native American support for the British are only partially successful. The Britishare defeated in the battle of Fort William Henry, and the French military commander, the Marquis de Montcalm, followingeighteenth-century military etiquette, allows his defeated British foes a dignified retreat with their personal belongings.This action offends his Indian allies; they have sacrificed and in some cases, traveled thousands of miles to fight along-side him, and expected to take captives. Feeling betrayed by Montcalm, the Indians will never again flock to his aid in such great numbers. France’s crucial alliance with Native Americans has been immeasurably weakened.

The story also provides a compelling window into the challenges of everyday life on the frontier. We learn about the Native American practice of “mourning war,” in which captives are taken or killed to “mourn” and replace lost members of a tribe. The program follows one captive, Mary Jemison, from the moment she is seized by a raiding party of Shawnee Indian and French soldiers, to her adoption into the native community, and her decision, when faced with freedom, to stay and live out her new life as the Indian “Dehewamis.”

In the northeast, New Englanders and English colonists in Nova Scotia take control of what was referred to as Acadia. The Acadians, French-speaking Catholics alliedwith the Mi’kmaq Indians, are seen as a threat to English settlers and are deported to other colonies.

Key Figures in Program 2 Students can research the contribu-tions of one of these key figuresand share the information with the class.

• William Johnson (Warraghiyagey)• Chief Hendrik (Theyanoguin)• Mary Jemison (Dehewamis)

(dee-hee-WAH-mis)• George Washington• John Campbell, Earl of Loudoun• Louis-Joseph de Montcalm

Lesson 2: All-Out War on Civilians

Learning Objective: Students will evaluate two examples of policies that affected civilians—the long-standingIndian policy of taking captives and the 1750s British policy of eradicating the Mi’kmaq Indians and removing theAcadians from Nova Scotia.

Using The War That Made America — Documentary: Part 2; segments

A Province Purged Mary Jemison’s adoption into

the Seneca nation— Companion Book: Chapter 7

Student Resource Pages: Original Documents

[vvv] Page 2-3 Was Captive-Taking byIndians Counterproductive?[vvv] Page 2-4 Exiles

Map available at www.thewarthatmadeamerica.org/download/maps

K. Nova Scotia/Acadia (or map on this page)

Key questions for discussion and writing:• How did captive-taking hurt and help Indians in the French and Indian War?• Why were the Acadians removed from Nova Scotia by the British?

Teaching Activities[vvv] Debate: Captive-TakingThe Native American practice of seizing settlers and integrating them into Indian society or ransoming them was both a practical way to increase an Indian nation’s population and a stimulus to widespread Indian-hating on the part ofcolonists. Distribute, read, and answer the questions on Student Resource Page 2-3. Then have students debate theproposition, from the point of view of Indians and white settlers, that taking captives is counter-productive.

[vvv] Research Project: Where Did the Acadians Go?Distribute and read Student Resource Page 2-4 and answer the questions. Have a group of students collect further data and generate a cartogram showing the distribution of Acadians in what is now the United States. They can thenresearch how Acadians were treated and received in selected colonies where they settled.

Research Project: Geography is DestinyInvite a group to research and evaluate British political and economic motivations for their expulsion policies in Nova Scotia.

Suggested resource:Plank, Geoffrey An Unsettled Conquest: The British Campaign Against the Peoples of Acadia(Philadelphia: University of Pennsylvania Press, 2001).

The War that Made America 132 The War that Made America12 The War that Made America

Lesson 1: Cross-Cultural Tensions

Learning ObjectiveStudents will analyze reasons for strained relationships among allies during the period 1755-58.

Using The War That Made America—Documentary: Part 2; segments

William Johnson and the Iroquois council fireBattle of Lake George New England enlistmentsMontcalm and the Indians

—Companion Book: Chapter 10

Student Resource Pages: Original Documents[vvv] Page 2-1 Loudoun vs. “The People of This Country”[vvv] Page 2-2 Anatomy of a “Massacre”

Maps available at www.thewarthatmadeamerica.org/download/mapsJ. Fort William Henry

Key question for discussion and writing:• How did lack of cultural understanding increase tensions between allies

and shape the progress of the French and Indian War?

Teaching Activities[vvv] Using Student Resource Page 2-1 Point out to students that the British had difficult relations not only with the Native Americans but also with theAmerican colonists who fought alongside them. Distribute, read and discuss student answers to the questions onResource Page 2-1. A group of students can write responses to Loudoun, explaining why liberties are important. Invite interested students to complete the “Take It Further” section and report their responses to the class.

Compare Attitudes Toward Indians: Johnson and MontcalmRead the following paragraph to students and then view the film segment on Johnson (see documentary segments above).

Sir William Johnson, later known as “the most powerful man in North American Indian diplomacy,” wanted to convince Native Americans to join him in an attack against the French at Fort St. Fredrick. Failing that, he wantedthem at least to remain neutral. To encourage the alliance, Johnson held an 11-day council at his home that lastedfrom early morning to 12 o’clock each day. Johnson remarked that, “I have above twelve hundred Indians aboutme, of nine different nations.” He danced the war dance with them and then threw down the war belt. But onlyChief Hendrick and about 200 Mohawks were willing to join him.

Now distribute, read, and answer the questions on Student Resource Page 2-2. Ask: who better understood his Indianallies, Sir William Johnson or the Marquis de Montcalm? Support your answer with evidence from the film, StudentResource Page 2-2 and the Companion Book, chapters 7 and 10.

Set Up a Panel of ExpertsAssign students to represent French, British, Provincial, and Indian leaders on a panel discussing the events leading upto and following the battle for Fort William Henry on Lake George. Students on the panel should work with a partner tohelp them research their “character’s” point of view.

Suggested resources: —Student Resource Page 2-2—The War That Made America documentary (see segments above)—Companion Book, Chapter 10—Crucible of War by Fred Anderson Chapter 19

Additional ResourcesSteele, Ian Kenneth. Betrayals: Fort William Henry and the “Massacre.” Oxford University Press, 1993.

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Dramatic Readings: “Evangeline” and Mary Jemison’s StoryInvite a group of interested students to do a dramatic reading of sections of Longfellow’s 1847 poem “Evangeline,”based on the 1755 expulsion of the Acadians from Nova Scotia. The poem tells of the many displaced Acadians whoeventually made their way to Louisiana. “Evangeline”is available online as an e-text at http://etext.lib.virginia.edu/toc/modeng/public/LonEvan.html

Another group can read from the portions of Mary Jemison’s biography online at http://www.swarthmore.edu/SocSci/bdorsey1/41docs/47-jem.html. Mary Jemison was taken captive by Indians at a young age during the French and IndianWar and adopted by Senecas. She lived the rest of her life as a Seneca and told her story to a writer who published it in 1824. Students should choose sections of both works that convey the emotional hardship of separation and the difficulty ofmaking a new life.

Discuss the following: • Who are the exiles of today? How do they describe their lives? • Why do you think “Evangeline” became an American classic that was required reading in schools throughout the

United States in the nineteenth and early twentieth centuries? • Why does Mary Jemison say she remained a Seneca? What other reasons could she have had?

Additional ResourcesCalloway, Colin G. North Country Captives. Hanover: University Press of New England, 1992.

Plank, Geoffrey. An Unsettled Conquest: The British Campaign Against the Peoples of Acadia.Philadelphia: University of Pennsylvania Press, 2001.

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Colonist Mary Jemison was captured and adopted by the Seneca Indians.

Introduction

Program One

Program Two

Program Three

Program Four

General Resources


Program Summary In 1758 the military conflict moves to the North where the French, despitesmaller numbers and weaker Indian alliances, are winning. The British continue to suffer terrible defeats, including the bloody battle of FortTiconderoga, in upstate New York.

The turning point in the war comes when Britain’s Secretary of State WilliamPitt changes British policy toward war in the colonies, adopting a more cooper-ative tone, and relieving the colonies of the financial burdens of war. A newplan to oust the French is developed, including another attack on FortDuquesne. General John Forbes, aided by George Washington, cuts aroad across Pennsylvania for that assault. The French at Fort Duquesne, onceagain outnumbered, short of supplies, and no longer aided by the Ohio Indians,retreat from the fort, blowing it up in their wake. The British now control theForks of the Ohio.

Turning the Tide


Date Events Covered (all events listed occured in 1758)

July 1758 British attack French Fort Carillon [Ticonderoga]on Lake George.

1758 “Year of Miracles”: stunning victories and defeat; global reach of war

Assimilation of Teedyuscung, Delaware chief

Susanna Johnson captured by Abenakis

Washington tries to get a commission in the British Army.

Conflict between crown and colonial legislatures, especially Massachusetts.

Under Pitt, colonists start to see themselves as partners with the British in fight for empire.

Battle of Fort Ticonderoga

Bradstreet leads attack on French Fort Frontenac

Crippling British attack against French at Louisbourg

Corrupt French officials and indifference of French king hinder French war effort.

On western Pennsylvania frontier smallpox, brought home by warriors, ravages Indian villages

Forbes prepares to take Fort Duquesne, with Indians as full allies.

Forbes succeeds at Fort Duquesne; Washington in friendly fire incident

Culmination of five years of fighting to remove French from Ohio Valley

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Lesson 2: Alliance for Victory

Learning ObjectivesStudents will investigate the motivations for and the results of the British-Indian alliance in western Pennsylvania in 1758.

Using The War That Made America—Documentary: Part 3: segments

Problems on Pennsylvania frontier Forbes seeks alliesDiplomatic efforts lead to Treaty of EastonAttack on Fort Duquesne

—Companion Book: Chapters 15–17

Student Resource Pages: Original Documents[vvv] Page 3-3 Ackowanothie, a Delaware, Speaks, 1758[vvv] Page 3-4 Letter from General Forbes

Maps available at www.thewarthatmadeamerica.org/download/mapsD. Ohio CountryH. Indian nations of eastern North America (or see map on page six)M. Forbes’ Route from Philadelphia to Fort Duquesne

Key questions for discussion and writing:• Why was Fort Duquesne important to the British and French? • How did General Forbes reach out diplomatically to Indian nations? • How did diplomacy contribute to the British victory at Fort Duquesne in 1758? • How did the British victory at Fort Duquesne affect the Indians of the

Ohio River Valley?

Teaching Activities[vvv] Using Student Resource Pages 3-3 and 3-4Distribute, read, and discuss student answers to the questions on each page. Invite interested students to complete the “TakeIt Further” section of Resource Page 3-4 and report their findings to the class.

Compare Points of View Divide the class into small groups to make oral and written presentations about the fate of the Ohio Valley in 1758. Points ofview should include:

• Teedyiscung, Delaware and Seneca Indians; • a French soldier stationed at Fort Duquesne; • George Washington; • a family of settlers in western Pennsylvania.

Suggested resources:The War That Made America documentary; Companion Book, Chapters 15-17.

A team of students can delve deeper and prepare an oral report of competing points of view among Indians about thealliance with the British.Suggested resource: Crucible of War, by Fred Anderson, Chapter 28.

Additional ResourcesKozar, Richard. Fort DuQuesne and Fort Pitt. Mason Crest Publishers, 2004. Explains the strategic importance of Fort Duquesne and Fort Pitt, including details of daily life while they were in use.

Lesson 1: Colonists Become Partners of the Crown

Learning ObjectivesStudents will consider Pitt’s changes in policy toward the colonies, colonial legislatures’ response to the demand for troops,and the progress of the war through critical battles of 1758.

Using The War That Made America— Documentary: Part 3: segments

Pitt and LegislaturesBattle of Fort Carillon/Ticonderoga Attack on Fort FrontenacCrippling blows against French

— Companion Book: Chapters 11–14

Student Resource Pages: Original Documents[vvv] Page 3-1 William Pitt’s Letters to Colonial Legislatures [vvv] Page 3-2 The King Wants You! Raising an Army of Provincial Soldiers

Maps available at www.thewarthatmadeamerica.org/download/mapsA. British in North AmericaB. French in North America

Key questions for discussion and writing:• How did the relationship between the British government and its American colonies change in 1758? • How did colonial participation in the war change? • What were the reasons for, and the results of, the British victories over the French in 1758?

Teaching Activities[vvv] Using Student Resource Pages 3-1 and 3-2Distribute, read, and discuss student answers to the questions on each page. Invite interested students to complete the“Take It Further” section of Resource Page 3-2 and share their findings with the class.

Stage a Dramatic ReadingUse Pitt’s Letters (Student Resource Page 3-1) as the basis for a dramatic reading. Students can read the letters whileothers role-play colonial legislators reacting to their contents. A team of “experts” can delve deeper and explain theramifications of the letters on the future of the colonies. Suggested resources:

The War That Made America documentary; Companion Book, Chapter 11.

Create Team ReportsDivide the class into small groups to study and report on one of the following battles of 1758: Carillon (Ticonderoga);Louisbourg, and Frontenac. Reports should include: battle location and map; geographic significance, participants andrelative size of opposing armies; leaders; and short and long-term outcomes. Suggested resources:

The War That Made America (see segments above)Companion Book Chapters 12-14

Additional ResourcesOchoa, George. The Fall of Quebec and the French and Indian War. Illustrated Series: Turning Points in AmericanHistory. Silver Burdett, 1990.

Stephenson, R. Scott. Clash of Empires: The British, French, and Indian War, 1754-1763. Historical Society of Western Pennsylvania, 2005.

Key Figures in Program 3Students can research the activitiesof one of these key figures and shareinformation with the class.

• John Campbell, Earl of Loudoun• William Pitt• General Louis Joseph Montcalm,

Marquis de Montcalm• George Washington• Teedyuscung [Tee-dee-ISS-kung]• Susanna Johnson• General John Forbes

The War that Made America 1716 The War that Made America

Plan of Fort Duquesne c.1754-1758

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Program Summary The war falls apart for the French as British Commander Jeffrey Amherst launches a three-pronged attack on NewFrance. The British win control of the St. Lawrence River and cut off French supplies. Britain’s General Wolfe stages a desperate attack on Quebec, the heart of French Canada,and after a long standoff is ultimately victorious. After Quebec, with the help of the Iroquois, Montreal falls.

The British have won the war, but they find their vast NorthAmerican empire difficult to manage. Many Indians, tired of British broken promises and disrespect, join together under Chief Pontiac, and launch attacks on Britain’s frontier forts. In an attempt to stop Pontiac’s War, King George issues theProclamation of 1763, declaring that all lands west of theAllegheny Mountains belong to the Indians. Colonists take mattersinto their own hands and begin a campaign of anti-Indian violence.

The financial pressure on the colonists mounts as a series of taxes is levied by the British Crown to pay for the war.Talk of rebellion is in the air. George Washington re-enters the story and prepares to lead the Continental Army in a revolution against the Crown, an event unimaginable just a decade earlier.


Date Events Covered

1763 Paxton Boys massacre peaceful Conestoga Indians

1760s British and Ohio Indians reach treaty. Proclamation of 1763, limits settlement to east of Alleghenies.

1765 British tax colonists to pay for war; colonists want power to consent to taxes.

1773 British policies and taxes anger colonists; Boston massacre; Tea tax; Boston Tea Party; Virginia legislature disbands; legislators assert their rights.

1775-1776 Washington drawn in to Second Continental Congress; fighting in Massachusetts;

1776 Washington at Forks of the Ohio with Guyasuta.

The French and Indian War transformed the world

Date Events Covered

1759 Wolfe lays successful siege to Quebec.

1760 Amherst orchestrates British attack on Montreal.

1760 French and Indian War ends; victory contains seeds of British Empire’s disintegration.

1758- 1760 Washington retires, marries, is elected to Virginia House of Burgesses.

1761-1763 Pontiac’s War

1763 Washington’s land venture

1763 Pontiac’s War leads to more attacks on settlers. Mary Jemison’s experience as captive.

1763 Amherst’s distribution of smallpox-infected blankets to Indians

Unintended ConsequencesLesson 1: Pontiac’s War

Learning ObjectivesStudents will investigate the causes and results of Pontiac’s War against the British and consider the massacre of Indians by the Paxton Boys in Pennsylvania.

Using The War That Made America— Documentary: Part 4: segments

Battle for QuebecIroquois role in British attack on MontrealEnd of French and Indian WarGeneral Amherst’s views about and policies toward IndiansPontiac’s message and subsequent attacks on British at

Fort Michilimackinac and elsewhereAttacks on settlers, including Mary Jemison and Amherst’s response,

smallpox blanketsPaxton Boys massacre peaceful Indians in Pennsylvania End of Pontiac’s War Proclamation of 1863; more and more settlers move west

— Companion Book: Chapters 18 and 25

Student Resource Pages: Original Documents[vvv] Page 4-1 Voices from Pontiac’s War, 1763[vvv] Page 4-2 Massacre

Maps available at www.thewarthatmadeamerica.org//download/mapsH. Indian nations of eastern North America (or see map on page six)L. Global Extent of French and Indian WarN. Extent of Pontiac’s Rebellion O. British North America at end of French and Indian War

Key questions for discussion and writing:• How did the relationship between the British and Indians change

after British victory over France in America in 1760? • What motivated Indians to join Pontiac in making war on the British? • What were some of the results of Pontiac’s War?

Key Figures in Program 4 Students can research the activitiesof one of these key figures andshare information with the class.

• General Louis Joseph Montcalm,Marquis de Montcalm

• General James Wolfe• General Jeffery Amherst• George Washington • Pontiac, Ottawa chief• Mary Jemison• Guyasuta, Seneca chief

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Teaching ActivitiesSet Up a Panel of Experts

Assign students to represent French, British, Iroquois, and Canadian Mohawk leaders on a panel discussing the Britishvictories at Quebec and Montreal. Students on the panel can choose a partner to help them research their point of view.

Two other groups of students can become “experts” on each of these battles and present information to the class about tactics,alliances, results, and the significance of the Iroquois role in British victories and French defeats at Quebec and Montreal.Suggested resources:

—The War That Made America documentary segments on Quebec; Montreal; the assessment of war’s outcome.—Companion Book, Chapters 18, 21, and 22—Crucible of War by Fred Anderson, Chapters 34, 36, 43

[vvv] Using Student Resource Pages 4-1 and 4-2Distribute, read and discuss student answers to the questions on each page. Invite interested students to complete the“Take It Further” section of Resource Page 4-2 and report their findings to the class.

[vvv] Stage a Dramatic ReadingUse Student Resource Pages 4-1 and 4-2 as the basis for a dramatic reading. Student volunteers can read aloud theexcerpts (several can share the reading of Resource Page 4-2) while narrators provide a context for each statement. Ateam of “experts” can delve deeper and provide additional background information about each speaker. Students canfind information in The War That Made America Companion Book, chapter 25, and in Crucible of War by Fred Andersonin Chapters 56 and 57.

Create Team Reports Divide the class into small teams and assign each team one of the following significant people and events:

• Seven Years War as first “world” war, • Washington’s interest in opening land west of the Alleghenies; • Pontiac’s military successes; • Amherst’s policies and responses to Pontiac’s War; • the Proclamation of 1763; • attacks on settlers and massacre of Indians by Paxton Boys.

Each group’s report should include information on location (if applicable), strategies of principal participants, immediate outcomes, and long-term results. Reports should include maps and can be illustrated.

Suggested resources: —The War That Made America documentaryWashington’s (and others’) interest in western land General Amherst’s views about and policies toward Indians Pontiac’s message and subsequent attacks on British at Fort Michilimackinac and elsewhereAttacks on settlers, including Mary JemisonPaxton Boys massacre peaceful Indians in Pennsylvania End of Pontiac’s War; Proclamation of 1763; more and more settlers move west—Companion Book, Chapters 18, 23, and 25—Crucible of War by Fred Anderson, Chapters 33, 46, 51, 56, 57, 64, 65.

Additional ResourcesMiller, Lee, ed. From the Heart: Voices ofthe American Indian. Vintage Books, 1995. Includes statements by Pontiac and othersabout Pontiac’s War.

Lesson 2: Roots ofRevolution, 1765–1775

Learning ObjectivesStudents will consider the response ofcolonists to British taxes levied to pay forcosts of the French and Indian War; explainhow George Washington went from a colonial soldier in the British army to aRevolutionary War general; and consider how the French and Indian War transformed the world.

Using The War That Made America— Documentary: Program 4: segments

Taxation of colonies and protestsGeorge Washington’s views of western settlement, visit with Seneca chief British policies, Boston Massacre, Tea Tax, Boston Tea Party, British rewrite Massachusetts colony’s

charter, Virginia responds George Washington involved in Second Continental Congress, appointed Commander of rag-tag army,

hears Dec. of Independence read Seneca Chief at Forks of the Ohio Assessment of French and Indian War

—Companion Book: Chapters 18 and 25

Student Resource Pages/ Original Documents[vvv] Page 4-3 Stamp Act Pro and Con[vvv] Page 4-4 Colonial Newspapers Publish Calls for Separation from Britain

Map available at www.thewarthatmadeamerica.org/download/mapsO. British in North America at end of French and Indian War

Key questions for discussion and writing:• Why did the crown think colonists should pay for the French and Indian War? • How did colonists’ responses to British taxation and heavy-handedness pave the way to Revolution? • What events changed George Washington into a revolutionary general?• Consider how the French and Indian War transformed the world.

The War that Made America 2120 The War that Made America

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On July 4, 1754 a young officer named George Washington fighting for the British Crown led a humiliating retreat from the Great Meadow of Fort Necessity inwestern Pennsylvania. It would be the one and only time in his legendary career that he would surrender. But the battle he lost would go down in history asthe start of the French and Indian War, ultimately setting the stage for the American Revolution.

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Teaching ActivitiesWrite a BroadsideOne common way of communicating in the eighteenth century was with a “broadside,” a printed document that waspasted onto walls for everyone to see. Have students create individual or team broadsides containing three specific rea-sons to oppose (or support) the Stamp Act or armed rebellion against Great Britain.Suggested resources:

—The documentary, The War That Made America, (see documentary segments above)—Companion Book, Chapter 26, Epilogue—Crucible of War by Fred Anderson, Chapters 73, 74

Script a SceneStudents create a script for the encounter between George Washington and Guyasutabased on the documentary segments (see Program Four, events covered). The script can be on two levels, the dialogue itself and interior monologues revealing what eachman is thinking.Suggested resources:

—The documentary The War That Made America—Companion Book, Chapter 27—Crucible of War by Fred Anderson, Epilogue

[vvv] Using Student Resource Pages 4-3 and 4-4Distribute and discuss student answers to the questions on each page. Invite interested students to complete the “Take It Further” section of Student Resource Page 4-4 and share their writing with the class.

[vvv] Stage a Dramatic ReadingUse Student Resource Pages 4-3 and 4-4 as the basis for a dramatic reading. Student volunteers can read aloud the selections and write their own opinion pieces and poems to complement those on the Resource Pages.

Introduce General George Washington, 1775Individual students write and deliver introductions of the newly appointed commander-in-chief of the Continental Army,describing his qualifications (based on French and Indian War experiences) and explaining his transformation fromloyal subject to Revolutionary General.Suggested resources:

—The documentary The War That Made America (see Program Four, events covered) —Companion Book, Chapter 27—Crucible of War by Fred Anderson, Epilogue

Create Team Reports Divide the class into small teams and assign each team one of the following topics:

• the economic reality of colonial taxation; how burdensome was it? • the Boston Tea Party; the Boston Massacre; • the formation of First Continental Congresses; • Battles of Lexington and Concord

Suggested resources: —The War That Made America documentary (see documentary segments above)—Companion Book, Chapters 26, Epilogue—Crucible of War by Fred Anderson, Chapters 73, 74

Additional ResourcesCopeland, David. Debating the Issues in Colonial Newspapers: Primary Documents on Events of the Period.Greenwood Press, 2000. Contemporary letters, editorials and articles, organized chronologically and by topic.

A more extensive list of resources is on The War That Made America web site: www.thewarthatmadeamerica.org/_

Web Sites The War That Made America: www.thewarthatmadeamerica.orgInteractive timeline; images of significant historical documents; curriculum materials; “behind-the-scenes” production information; streaming video of historian’s “footnotes” (discussions); and other resources.

French and Indian War 250: www.frenchandindianwar250.orgLinks to historic sites and events commemorating the 250th anniversary of the French and Indian War; history of the French and Indian War; bibliographies; teaching materials; and other resources.

French and Indian War Primary Sources:http://www.hsp.org/default.aspx?id=639Historical Society of Pennsylvania Web site, includes maps

Native Culture Links: www.nativeculturelinks.com/indians.htmlLinks to Native Nation’s Web pages and “other sites that provide solid information about American Indians”; frequently updated.

The Ohio Valley-Great Lakes Ethnohistory Archives: The Miami Collection: http://www.gbl.indiana.edu/ohioarch.htmlOnline archive documents relations between British, French, and Indians before, during, and after the French and Indian War. Table of Contents (link above) is organized by year.

FilmsAllegheny Uprising (1939)John Wayne, Claire TrevorJames Smith (played by John Wayne) clashes with a British military commander in order to keep guns out of the hands of the Indians.

The Last of the Mohicans (1992)Daniel Day Lewis, Madeleine StoweAn adaptation of James Fennimore Cooper’s famous novel about the French and Indian siege of Fort William Henry in 1757.

Northwest Passage (1940)Spencer Tracy, Robert Young, and Walter BrennanThe story of Rogers’ Rangers.

Professional Development“Teaching the French and Indian War in a Global Perspective.” A full-day advanced workshop for experienced teachersof AP U.S., World, and European History. http://apps.apcentral.collegeboard.com/EventSearchParams.jsp

“Essential Questions About the French and Indian War.” An online half-day workshop for AP U.S. History and APWorld History teachers. The live March 2006 presentation will be archived at www.apcentral.collegeboard.org.

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General Resources

Walter John, Jr., one of the Indian warrior re-enactors in the film, is himself a Seneca.

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Colonel George Washington plants the Britishflag at Fort Duquesne, November 1758.

DVD “Footnotes”

A series of on-camera interviews with leading scholars is included as bonus material on the DVD version of The WarThat Made America. Discussions with historians Fred Anderson, Andrew Cayton, Michael Galban, Holly Mayer,Daniel Richter, John Shy, Scott Stephenson, and Martin West present multiple perspectives and a more thorough andnuanced view on issues raised in the film series. These segments provide an additional educational and resource toolfor teachers and students.

Episode 1A Country BetweenIntroduction

Footnote:The Young George Washington

Footnote:Trade Goods and Intercultural Relations

Footnote:Understanding Native American Violence

Footnote:Women at War: Camp Followers

Footnote:Battle Tactics & Braddock’s Defeat

Episode 2Unlikely AlliesIntroduction

Footnote:Native American Diplomacy: Ritual, Wampum, and Power

Footnote:African Americans in the French and Indian war

Footnote:The Tragedy of Acadia: Ethnic Cleansing in Nova Scotia, 1755-58

Footnote:Understanding the Battle of Fort William Henry: A Context for “Massacre”

Discussion:Translating History to Film

Episode 3 Turning the TideIntroduction

Footnote:The Influence of William Pitt

Footnote:Montcalm vs. Vaudreuil

Footnote:The Role of Teedyuscung as Peacemaker

Footnote:A Road to Conquest: The 1758 Forbes Campaign

Episode 4Unintended ConsequencesIntroduction

Footnote: The Taking of Captives

Footnote: Smallpox: A Weapon of War?

Footnote: The War and Indian-Hating: Understanding the Paxton Boys’ Massacre

Footnote:The Mature George Washington

Epilogue:The Importance of Perspective, or Why We Can’t Agree on a Name for This War

Discussion:The Power of Historical Sites in the Creation of Historical Understanding


Television programs The War That Made America is a co-productionof WQED Multimedia and French andIndian War 250, Inc.

Executive ProducersLaura FisherDeborah Acklin

Project DirectorGeoffrey Miller

Producer, Director & Writer - Episodes 1 and 3 Eric Stange

Producer, Director & Writer – Episodes 2 and 4 Ben Loeterman

EditorsWilliam A. Anderson (Episodes 1 & 3)Peter Rhodes (Episodes 2 & 4)

CinematographyPeter Pilafian (Episodes 1 & 3)James Callanan (Episodes 2 & 4)

MusicBrian Keane

Educator's Guide Outreach Director/Project Manager Karen Zill

Writers Jim Wetzler Susan Moger

Reviewers Cynthia Mostoller Teacher, Alice Deal Junior High School Washington, DC

Gloria Sesso Director of Social Studies, Patchogue-Medford School District Port Jefferson, NY

Editor Mary Rubino

Designer Cynthia Aldridge

Web Site Design and creation byRipple Effects Interactive, Pittsburgh, PAAccount SupervisorSteve Hay

Account ExecutiveCara Crowley

Web site producerLauren Blair

Art DirectorDavid Anderson

The War That Made America