Historical Scene Investigations

subglobal2 link | subglobal2 link | subglobal2 link | subglobal2 link | subglobal2 link | subglobal2 link | subglobal2 link
subglobal3 link | subglobal3 link | subglobal3 link | subglobal3 link | subglobal3 link | subglobal3 link | subglobal3 link
subglobal4 link | subglobal4 link | subglobal4 link | subglobal4 link | subglobal4 link | subglobal4 link | subglobal4 link
subglobal5 link | subglobal5 link | subglobal5 link | subglobal5 link | subglobal5 link | subglobal5 link | subglobal5 link
subglobal6 link | subglobal6 link | subglobal6 link | subglobal6 link | subglobal6 link | subglobal6 link | subglobal6 link
subglobal7 link | subglobal7 link | subglobal7 link | subglobal7 link | subglobal7 link | subglobal7 link | subglobal7 link
subglobal8 link | subglobal8 link | subglobal8 link | subglobal8 link | subglobal8 link | subglobal8 link | subglobal8 link

How can Connecticut's involvement in the French and Indian War teach us important lessons about our state's history and the study of Amerian history?

The case

In 1755, the colony of Connecticut raised over 1,000 men under the exceptional leadership of Maj. General Phineas Lyman to protect New England from the growing French threat from Canada to the north.

Connecticut’s involvement in the French and Indian War can teach us important lessons about our study of American history. Our understanding of history is not set in stone. New historical information is constantly being discovered that clarifies, deepens, and even challenges our understanding of history. We can draw conclusions from the analysis of historical data like charts, maps, and artwork. Primary and secondary source documents provide us with a wealth of historical information, but that information can sometimes be contradictory, incomplete, and as a result, be unfair to some individuals. Finally, that Connecticut played a leading role in the events that shaped our nation.

Your job is investigate Connecticut’s role in the French and Indian War, and the historical lessons about studying history we can learn from our state’s involvement in the conflict.


Becoming a detective

First, you will be reading a New York Times article about the discovery of historical documents in 1892 that shed a new light on Connecticut’s role in the French and Indian War.

Next, you will be analyzing a variety of primary and secondary resources from the roles of the 1,000+ soldiers who volunteered for service in the French and Indian War in 1755, orders handed down by their commanding officer, visual resources like political cartoons and artwork, and a letter of gratitude directed at the soldiers from Connecticut.

Finally, you will be comparing and contrasting two accounts of the same historical event to see how historical resources can inform us, challenge our understanding of what happened in the past because of competing facts and areas of focus, and sometimes, treat important historical figures unfairly.

These topics of focus will allow to you create a “R.A.F.T.” writing piece on a topic of your choosing, which combines your knowledge Connecticut in the French and Indian War with effective writing skills.

Investigating the evidence

Examine the types of resources listed above to gain a greater understanding of the important lessons about studying history can we learn from examining Connecticut’s involvement in the French and Indian War?

Searching for clues

For each of the resources you will encounter, you will be expected to answer the following types of questions:

What type of resource is this?

Who created the resource?

What is the subject of the resource?

What was the occasion in which this resource was created?

Who was the audience this resource was created for?

What facts can be gathered from this resource?

How accurate is this resource?

In what ways does this resource compare and contrast with other resources?

Cracking the case

Gathering information from a variety of historical resources, you will complete a “R.A.F.T.” writing assignment on a topic of your choosing which combines your knowledge of history with effective writing skills.

To learn more

Additional Sources for Students:

Delphina L.H. Clark, Phineas Lyman: Connecticut’s General

Albert Martin, The Struggle For A Continent: The French and Indian Wars 1690-1790

Critical Thinking Question(s):

How can a variety of sources, both primary and secondary, on any historical topic, provide us with a wealth of historical information, but at the same time, challenge us to become historical detectives to understand the truth of what really happened in the past?

Sources for Teachers:

Online Links:

http://query.nytimes.com/mem/archive-free/pdf?res=F10D14F6395C17738DDDAA0994D8415B8285F0D3 (1892 N.Y. Times article)

http://books.google.com/books/about/Rolls_of_Connecticut_Men_in_the_French_a.html?id=7R4WAAAAYAAJ (Roll of the Connecticut militia members raised in 1755)

http://books.google.com/books/about/General_orders_of_1757.html?id=_yITAAAAYAAJ (Lyman’s General Orders of 1757)

http://books.google.com/books/about/The_papers_of_Sir_William_Johnson.html?id=BPR2AAAAMAAJ (Letter from Southold, N.Y. to General Lyman)

http://www.sonofthesouth.net/revolutionary-war/maps/map-colonial-connecticut.h (Map of CT in 1766)

http://en.wikipedia.org/wiki/General_Johnson_Saving_a_Wounded_French_Officer_from_the_Tomahawk_of_a_North_American_Indian (Artwork of General Johnson Saving a Wounded French Officer)

http://digital.library.okstate.edu/Chronicles/v022/v022p164.pdf (Account of the Battle of lake George)

 

About Us | Contact Us |