War of 1812: Lesson Plan Inventory
War of 1812: Lesson Plan Inventory
Table of Contents
Lesson Subject Page Number
Causes of the War 2
War of 1812 Events 2
War of 1812 Conclusion 4
Baltimore History 4
Theaters of War Outside of Baltimore 11
Star-Spangled Banner 12
Key Figures 13
Military and Domestic Life 14
Additional Resources 15
CAUSES OF THE WAR
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
|“The War of 1812: A Suchman Inquiry |Lesson plan author: Shaunna |7-8 |Causes of the War of|- Students receive various artifacts related to the War of|- Artifacts including: |
|Approach” |Reinisch, South Colonie Central | |1812 |1812. |Dolley Madison letter, |
| |School District in Colonie, New | | | |letter from impressed |
| | | |- In groups students pose theories about War of 1812 |sailor, photograph of |
|he%20War%20of%201812%20A%20Suchman%20| | | |causes |English stamp on china,|
|Inquiry%20Approach.doc | | | | |political cartoon, |
| | | | |- Teacher summarizes groups’ theories and reveals the true|table of exports, |
| | | | |causes of the War of 1812 |Star-Spangled Banner |
|“War of 1812 – US History 8” |Authors: Avis Balliet, Jeff Morgan,|8 |Causes of the War of|- Brochure creation | |
| |Amanda Oelrichs | |1812 (Land, |- students describe 3 causes of the War of | |
| | |Impressment, Neutral|1812 (land, impressments, neutral trade) | |
|uments05-06/US8_lesson_war_of_1812.pd| | |Trade) |- illustration of each cause | |
|f | | | |- extension: students describe the effects | |
| | | | |of the War of 1812 | |
|“Impressed with Embargo” |LEARN NC |8 |War of 1812 causes |- Students create political cartoon about Jefferson’s | |
| | | | |embargo | |
| |Author: Andrea McGuire | | | | |
| | | | |- Students write an essay comparing Jefferson’s use of the| |
| | | | |embargo to current uses of the embargo (students choose | |
| | | | |one example). | |
WAR OF 1812 EVENTS (comprehensive)
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
|“A History of the War of 1812 and |Smithsonian National Museum of |3-8 |General War of 1812 |- read brief summary of War of 1812 |- Summary of War of |
|The Star-Spangled Banner” |American History | |History |- discussion questions |1812 (included bolded |
| | | | |- extension activities (timeline of events |vocabulary words) |
| | | |creation, Star-Spangled Banner information poster| |
|edbanner/pdf/SSB_History_Overview.pdf | | | |creation, Battle of Fort McHenry map creation) |- List of vocabulary |
| |The Star Spangled Banner Project | | | |words |
| | | | | | |
|“The War of 1812” |Instructor WEB |4-6 |General War of 1812 |- brief reading |- War of 1812 Summary |
| | | |History | | |
| | | |- comprehension questions | |
|rof1812le.pdf | | | | | |
|“The War of 1812 in the News” |Educator’s Reference Desk |7-9 |War of 1812: causes, |- student teams will create accurate newspapers |- can be combined |
| | | |events, actors, etc. |that are “published” during various years of the |history/art project |
|: Dean Smith, Prosser School | | |war: 1812, 1813, 1814. Each student group will | |
|cial_Studies/US_History?USH0032.html |District, Prosser, WA | | |also be writing papers in different locations: | |
| | | | |England, France, Massachusetts, and an Ohio | |
| | | | |frontier town. | |
|“Turning Point in History: the War of |Schools of California Online Resources|8-12 |War of 1812 – events |- students research a battle or event of War of | |
|1812: Should it be called the Second War|for Education | | |1812 | |
|of American Independence?” | | | | | |
| | | | |- Students create broad sheet or magazine article| |
| | | |about their event | |
|ond_war_independence/ | | | | | |
| | | | |- Students share their information/create venn | |
| | | | |diagram analysis and attept to answer question: | |
| | | | |“Should the War of 1812 be referred to as the | |
| | | | |Second War of Independence, why or why not?” | |
|“Battles of War of 1812” |Learning on the Great Lakes Seaway |4-6 |Battles of the War of |- Investigate battles of the war |Battle graphic |
| |Trail: One of America’s Byways | |1812 | |organizer |
| | | |- Write essay | |
|istory2-War%20of%201812-Battles.pdf |Author: Irene Sullivan | | | |List of battles |
|“Write a Song About American History” |Education World |6-12 |Battle of New Orleans,|- Share Battle of New Orleans background (or any |Links to sample songs |
| | | |but lesson plan can be|War of 1812’s background) | |
|: Gary Hopkins | |used for any War of | | |
|ailylp/dailylp/dailylp041.shtml | | |1812 event |- Share background information about songs | |
| | | | |written during wars | |
| | | | | | |
| | | | |- Have students write their own songs | |
WAR OF 1812 CONCLUSION
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
|“Jefferson and National Unity” |Houghton Mifflin Company |5 |End of War of 1812 |- students write essay that a newspaper would have | |
| | | | |published after the War of 1812 treaty was signed | |
| | | | | |
|g/13.2.html | | | |- students create poster demonstrating the “Era of Good | |
| | | | |Feelings” that came after the War. | |
BALTIMORE HISTORY *The first nine lessons can be followed sequentially
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
|1.“Where in the World is Baltimore?” |ProTeacher |4-9 |Why was Baltimore a |- Students examine a maps that include wind and | |
| | | |good location for |ocean currents | |
| |Fort McHenry National Monument and | |privateers? | | |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | | |- Students identify oceans, seas, England and | |
|nal…090100.shtml&title=Fort| | | |Baltimore | |
|%20McHenry%20National%20Monument |National Park Service | | | | |
| | | | |- Students answer the question “why was Baltimore| |
| | | | |a good location for privateers?” | |
|2.“Why Baltimore?” |ProTeacher |4-9 |Why would the British |- Students read article |Reading “Why |
| | | |choose to attack and | |Baltimore?” |
| |Fort McHenry National Monument and | |destroy Baltimore? |- Students write a speech to Congress asking for | |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | | |a war declaration | |
|nal…090100.shtml&title=Fort| | | | | |
|%20McHenry%20National%20Monument |National Park Service | | |- Students, pretending to be British merchants, | |
| | | | |write letters to Parliament asking for help in | |
| | | | |stopping Baltimore privateers from attacking | |
| | | | |their vessels. | |
|3.“Now Where Do We Place the Fort?” |ProTeacher |4-9 |- Construction of Fort|- Students choose a place to construct Fort |Map of Baltimore and |
| | | |McHenry |McHenry based on their analysis of a place’s |surrounding region |
| |Fort McHenry National Monument and | | |ability to be supplied by land, to prevent ships | |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | | |from getting close to Baltimore’s harbor, and to| |
|nal…090100.shtml&title=Fort| | | |spot enemy ships | |
|%20McHenry%20National%20Monument |National Park Service | | | | |
|4.“The Star Fort” |ProTeacher |4-9 |- The Star Fort |- Students read an article about the Star Fort |- Reading “The Star |
| | | | |and its buildings |Fort” |
| |Fort McHenry National Monument and | | | | |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | | |- Based on readings students create their own map|- Map of the Star Fort |
|nal…090100.shtml&title=Fort| | | |of the Fort | |
|%20McHenry%20National%20Monument |National Park Service | | | | |
| | | | |- Students compare their drawings to a real map | |
|5.“Defenders of Fort McHenry” |ProTeacher |4-8 |- 3 different Fort |- Students read an article |- Reading “The |
| | | |McHenry defenders | |Defenders” (includes |
| |Fort McHenry National Monument and | |groups: US Army “Corps|- Students hypothesize about the identity of |drawing of defenders) |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | |of Artillery,” |defenders in a drawing | |
|nal…090100.shtml&title=Fort| | |Maryland Militia, | | |
|%20McHenry%20National%20Monument |National Park Service | |sailors |- Students describe why they would want to belong| |
| | | | |to a particular group | |
|6.“An African American Soldier Defends|ProTeacher |4-10 |African-American in |- Students read article |- Reading “A Black |
|Fort McHenry” | | |War of 1812: William | |Soldier Defends Fort |
| |Fort McHenry National Monument and | |Williams |- Students create poem, song, rap, picture, or |McHenry.” |
| |Historic Shrine | | |plaque that honor Private William’s actions | |
|cgi-bin/outsidesite.cgi?id=13080&exter| | | | | |
|nal…090100.shtml&title=Fort|National Park Service | | | | |
|%20McHenry%20National%20Monument | | | | | |
|7.“Fort McHenry Measurements Today” |ProTeacher |4-10 |Fort McHenry’s |- Students examine drawing of the Fort and its |- Fort McHenry Today: |
| | | |structural function |measurements |Wall Measurements |
| |Fort McHenry National Monument and | | | | |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | | |- Students answer questions: |**Students may need |
|nal…090100.shtml&title=Fort| | | |-What was the Fort’s perimeter? |more resources to |
|%20McHenry%20National%20Monument |National Park Service | | |- If 1,000 soldiers protected the fort |complete activity |
| | | | |could they have enough spaces to | |
| | | | |hide from British fire? | |
| | | | |- What was the true purpose of the | |
| | | | |fort? | |
| | | | |- Why was the Fort not used by the | |
| | | | |end of the Civil War? | |
|8.“The Great Garrison Flag” |ProTeacher |4-8 |Garrison Flag |- Students read article in groups and determine |- Reading and visual |
| | | | |the flag’s size/description/history |reproduction “Great |
| |Fort McHenry National Monument and | | | |Garrison Flag” |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | | |- Students brainstorm (and possibly create) ways | |
|nal…090100.shtml&title=Fort| | | |to demonstrate the flag’s size (ex. using a | |
|%20McHenry%20National%20Monument |National Park Service | | |string or rope to create flag’s outline) | |
|9.“The History of Fort McHenry” |ProTeacher |4-9 |History of Fort |- Students read article |- Reading “History of |
| | | |McHenry | |Fort McHenry” |
| |Fort McHenry National Monument and | | |- Students create and illustrate timeline of | |
|cgi-bin/outsidesite.cgi?id=13080&exter|Historic Shrine | | |major events in Fort McHenry’s history | |
|nal…090100.shtml&title=Fort| | | | | |
|%20McHenry%20National%20Monument |National Park Service | | | | |
| | | | | | |
|“Baltimore and the War of 1812: The |Baltimore City Public Schools |6-10 |History of Baltimore’s|***The activities involve some of the materials |-Background Reading for|
|Formation of Our National Identity” | | |involvement in the War|used in the previous nine lessons. |Teachers |
| |Fort McHenry Monument and Historic | |of 1812 | |-Readings: “Why |
| | | |- Students complete readings and fill out graphic|Baltimore?” “The |
|content/documents/BaltimoreandtheWarof| | | |organizers |Defenders,” “Mary |
|1812.pdf |The Baltimore Heritage Area | | | |Pickersgill and The |
| | | | |- Watch video |Making of the |
| |In the Office of Mayor Dixon | | | |Star-Spangled Banner,” |
| | | | |- Read Star-Spangled Banner together |“A Black Soldier |
| |The Friends of Fort McHenry | | | |Defends Fort McHenry,” |
| | | | |- Prepare for Fort McHenry Field Trip |“Francis Scott Key and |
| | | | | |The Star-Spangled |
| | | | | |Banner,” “The Flag and |
| | | | | |the Second War of |
| | | | | |Independence,” “The |
| | | | | |Star-Spangled Banner” |
| | | | | |-Web-Shaped and |
| | | | | |Gathering Information |
| | | | | |graphic organizers |
| | | | | |-Vocabulary list |
| | | | | |-Celebration of |
| | | | | |Defender’s Day Field |
| | | | | |Trip Plan (9/7/07) |
|“The War of 1812 – Baltimore’s Role” |Author: Donna Olszewski, Baltimore City|4-10 |Maryland’s Role in the|- Students read an analyze a song Baltimore |- Baltimore Song |
| |Public Schools | |War of 1812 |citizens sang as British troops approached |- Pictorial Field-Book |
| | | | |of the War of 1812 (by |
|load/YDLesson.pdf |The Maryland Historical Society | | |- Student groups analyze and share parts of |Benson J. Lossing, |
| |(documents) | | |“Pictorial Field Book” |1869) |
| | | | | |- Recruitment Poster |
| |Fort McHenry | | |- Students work with primary sources in various |- John and S. Bell |
| | | | |stations |letter to Thomas C. |
| | | | | |Bell |
| | | | |- Students create newspaper report |- John Harris letter to|
| | | | | |Doctor William Harris |
| | | | | |- Newspaper article |
| | | | | |template |
|“Fort McHenry as a Prison: A Soldier’s|National Park Service |9-12 |Life of Fort McHenry |- Students read letters from soldiers stationed |-Graphic Organizer |
|Life” | | |Soldiers |at Fort McHenry and fill out graphic organizers |-Images of Fort McHenry|
| | | | | |and soldiers |
| | | |- Students share results (class discussion) |-Letters from Fort |
|/upload/CWLesson_View.pdf | | | | |McHenry soldiers |
| | | | |-Students write newspaper articles in which | |
| | | | |soldier’s describe their life in the fort. | |
|“The Role of Citizens in the Defense |School Improvement in Maryland |4-8 |Baltimore citizens’ |- Students read primary source documents from the|- “Why Baltimore?” |
|of Baltimore During the War of 1812” |() | |contributions to the |Committee of Vigilance and Safety in order to |reading |
| | | |war effort |decide how Baltimoreans helped to defend their |-Committee of Vigilance|
| | | |city. |and Safety instructions|
|ies/HISTORY/PB_battle_baltimore.pdf | | | | |(Aug 26-27, 1814) |
| | | | |- Students read and report on documents about |-Report of the |
| | | | |specific actions that Baltimoreans took in |Committee of Claims on |
| | | | |defense of their city |the Petition of John |
| | | | | |Chalmers |
| | | | |- Students pretend to be Baltimore merchants |-Congressional Report |
| | | | |during the war as they write historical letters |on Vessels Sunk in the |
| | | | |detailing their contributions to the war effort. |Baltimore Harbor |
| | | | | |-Letter from the |
| | | | | |Committee of Vigilance |
| | | | | |and Safety, September |
| | | | | |17, 1814 **difficult to|
| | | | | |read, should probably |
| | | | | |be typed out for |
| | | | | |students. |
|“Baltimore and the War of 1812” |Maryland with Pride: Exploring Maryland|6-10 |- Causes of War of |- Students graph and analyze impact of |-Export handouts |
| | | |1812 |British-French Wars, British-French Truce, |-British and American |
|: Barbrina Ertle | | |Embargo Act and War of 1812 on American exports |resources charts |
|Lesson10/Lesson10_Guide.html | | |- Role of Baltimore, |(Activity 1) |-Simulation game |
| | | |the privateers, and | |instructions, game |
| | | |Baltimore Clippers in |- Students compare and analyze American and |pieces, and game board.|
| | | |the War of 1812 |British resources (Activity 2) | |
| | | | | |-Newspaper article |
| | | | |- Students read online article Pride of Baltimore|template |
| | | | |II and answer questions (Activity 3) | |
| | | | | | |
| | | | |- Students engage in Baltimore and the War of | |
| | | | |1812 simulation game. | |
| | | | | | |
| | | | |- Students write newspaper article | |
|“The Rockets’ Red Glare:” Francis |National Park Service |6-12 |Battle of Baltimore |-Students analyze photographs, maps, readings and|-“Setting the Stage” |
|Scott Key and the Bombardment of Fort | | | |other artifacts and answer accompanying questions|reading |
|McHenry” |Teaching with Historic Places Lesson | | | |-Map of Baltimore and |
| |Plans | | |-Students complete related activities: writing |Fort McHenry in 1814 |
| | | |historic letters, participating in a debate, |-Armistead’s Account of|
|lps/lessons/137FOMC/137FOMC.htm | | | |writing patriotic songs, devising guidelines for |the Battle |
| | | | |the anthem’s performance, and creating tours |-Reading “Francis Scot |
| | | | | |Key and the Writing of |
| | | | | |‘The Star-Spangled |
| | | | | |Banner’” |
| | | | | |-Reading “Defense of |
| | | | | |Fort McHenry” |
| | | | | |-Reading “After the |
| | | | | |Battle” |
| | | | | |-Illustration: Fort |
| | | | | |McHenry in 1814 |
| | | | | |-Photo: The Walls of |
| | | | | |Fort McHenry |
| | | | | |-Map: The Battle of |
| | | | | |Baltimore |
| | | | | |-Photo: Fort McHenry |
| | | | | |Today |
| | | | | |-Illustration “A View |
| | | | | |of the Bombardment of |
| | | | | |Fort McHenry |
| | | | | |-Poster: “Star-Spangled|
| | | | | |Heart” |
| | | | | |-Photo: The |
| | | | | |Star-Spangled Banner |
| | | | | |Today |
|“By the Dawn’s Early Light: Maryland |Maryland Council on Economic Education |4 |War of 1812 causes and|- Students participate in a simulation that |-Graphic Organizer: |
|and the War of 1812” | | |Maryland’s involvement|reveals the cause of the War of 1812 |Baltimore Clipper Ships|
| |Adopted from a lesson originally | |in its events |(specifically embargoes and impressments) as well| |
| by Barbara Yingling | | |as beginning of the War of 1812 | |
|a/By%20the%20Dawn.pdf | | | | | |
| | | | |- Students read By the Dawn’s Early Light by | |
| | | | |Steven Kroll and create a timeline of events | |
| | | | | | |
| | | | |-Students watch video “Pride of Baltimore II,” | |
| | | | |and complete graphic organizer using the jigsaw | |
| | | | |method | |
| | | | | | |
| | | | |-Students design an exhibit about the Baltimore | |
| | | | |Clipper Ship for the Baltimore Museum of | |
| | | | |Industry. | |
| | | | | | |
| | | | |*Lesson also includes discussion questions | |
THEATERS OF WAR OUTSIDE BALTIMORE
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
|“Battle of New Orleans: Art as History” |Louisiana Digital Library |5-12 |Art History |- analyze different paintings of battles in New |Analysis templates |
| | | | |Orleans | |
| Gumbo | | | | |
|yrics.pdf | | | | | |
|“War of 1812” |Author: Heather Kronemeyer |6 |Comparing and |- Students create a pop-up book based either on |Links and handouts |
| | | |Contrasting the |the American or the Canadian perspective on the | |
| | |American and Canadian |war | |
|/units/Kronemeyer.pdf | | |perspective | | |
|“Battle of New Orleans: British |Making Connections: A Project of the |7 |Battle of New Orleans |- Complete investigation of primary sources |Investigation graphic |
|Intrigue” |Lousiana Department of Education | | | |organizer |
| | | | |- Write newspaper article | |
|: Memory Seymour | | | |Letters |
|preview.php?lesson_id=49955 | | | | | |
| | | | | |Rubrics |
|“Pigeon Roost Massacre Lesson Plans” |Historic Southern Indiana Project of |Elementary |Pigeon Roost |- Make timeline of events |Readings, maps, |
| |the University of Southern Indiana | |Massacre/Western | |handouts |
| | |Theater of War |- Analyze primary and secondary resources | |
| | | | | | |
| |Author: Candace T. Tarr | | |- Label event locations on a map | |
| | | | | | |
| | | | |- Work in groups to draw conclusions | |
|“The Battle of Plattsburgh: Our Place in| |4-8 |Battle of Plattsburgh,|- timeline activities |Timeline |
|History” | | |New York | | |
| | | | |- journal creation |Document-based question|
| | | | |and essay handouts |
|n5/lfive.pdf | | | |- picturebook creation | |
| | | | | | |
| | | | |- document-based questions and essay | |
STAR-SPANGLED BANNER
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
|“Music, Poetry, and History: The |Smithsonian National Museum of |3-5 |The Star-Spangled |- Read/discuss Star-Spangled Banner |- Text of The Star |
|National Anthem” |American History | |Banner Analysis | |Spangled Banner |
| | | | |- Student groups paraphrase/rewrite national | |
| | | |anthem in their own words | |
|edbanner/pdf/SSB_Music_3_5.pdf | | | | | |
| |The Star Spangled Banner Project | | | | |
|“Francis Scott Key” |ProTeacher |5-10 |Francis Scott Key |- Students read article |Reading “Francis Scott |
| | | | | |Key” |
| |Fort McHenry National Monument and | | |- Students create timeline with events of Key’s | |
|cgi-bin/outsidesite.cgi?id=13080&externa|Historic Shrine | | |life | |
|l…090100.shtml&title=Fort%20M| | | | | |
|cHenry%20National%20Monument |National Park Service | | |- Students create interview with their questions | |
| | | | |for Key and his answers. | |
| | | | | | |
| | | | |- Students use their interview to write newspaper| |
| | | | |article. | |
|“The Star-Spangled Banner” |ProTeacher |4-8 |Star-Spangled Banner |- Students read and illustrate first verse of the|“The Star-Spangled |
| | | | |Star Spangled Banner |Banner.” |
| |Fort McHenry National Monument and | | | | |
|cgi-bin/outsidesite.cgi?id=13080&externa|Historic Shrine | | |- Students pretend they were interviewing Francis| |
|l…090100.shtml&title=Fort%20M| | | |Scott Key, use the first verse as a depiction of | |
|cHenry%20National%20Monument |National Park Service | | |what happened, and write a newspaper article. | |
|“Star-Spangled Math” |Core Knowledge |4 |Star-Spangled Banner |- Students complete activities related to the |Handouts |
| | | | |events of the War of 1812 (comparing them to the | |
|: Paula McCain, Gwen Zaborowski| | |Revolutionary War) | |
|ns/4_97_StarSpangledMath.pdf | | | | | |
| | | | |- Students examine the Star-Spangled Banner, its | |
| | | | |vocabulary and imagery | |
| | | | | | |
| | | | |-Students will complete measurements of the | |
| | | | |Garrison Flag | |
|“The Star-Spangled Banner – Fact or |Making Master Teachers in Baltimore |4-8 |Star-Spangled Banner’s|- Students use primary resources to give specific|Background summaries |
|Fiction?” |County (partnership between Baltimore | |meaning |evidence, line by line, of the Star-Spangled | |
| |County Public School System and the | | |Banner’s accuracy |List of resources |
| |Center for History Education at the | | | | |
| of Maryland, Baltimore | | | | |
|ah/pdf/FT.%20McHenry%20PFV2.pdf |County) | | | | |
| | | | | | |
| |Author: Wendy Schanberger, Hereford | | | | |
| |Middle School, Baltimore County Public| | | | |
| |Schools | | | | |
|Educational Resource Handbooks |The American Flag Foundation, Inc. |3-5 |The Star-Spangled |- Variety of grade-level activities including |Readings |
| | | |Banner |readings, handouts, discussion questions, | |
|CDROM | | | |instructional tools |Handouts |
| | | | | | |
|410-563-3524 | | | | |Primary Source |
| | | | | |Documents |
KEY FIGURES
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
|“Understanding and Using Primary and |Smithsonian National Museum of |6-8 |War of 1812 Events |- Class discussion questions about |- Primary/Secondary |
|Secondary Sources in History” |American History | | |primary/secondary sources |sources including: |
| | | |Analyzing Primary and | |Caroline Pickersgill Purdy|
| | |Secondary Sources |- Analysis questions about various |letter, Midshipman Robert |
|edbanner/pdf/SSB_Sources_6_8.pdf | | | |primary/secondary sources |J. Barrett’s account, |
| |The Star Spangled Banner Project | | | |Benson J. Lossing’s |
| | | | | |magazine clip, Eben |
| | | | | |Appleton’s letter |
|“President Madison’s 1812 War Message” |EDSITEment |9-12 |President |- Analyze President Madison’s war message by |Text of President |
|Curriculum Unit | | |Madison/Beginning of |examining corresponding primary source documents |Madison’s War Message to |
| | | |the War of 1812 | |Congress |
| | | | |Primary Source Document |
|an.asp?id=571 | | | | |Excerpts |
|“Saving History: Dolley Madison, the |The White House Historical Association|6-12 |Dolley Madison and the|- Analyze Dolley Madison’s letter |Primary Source Documents |
|White House, and the War of 1812” | | |Burning of the White | | |
| | | |House |- Create a theatrical performance of the event | |
| | | | | |
|/images_subs/primary_1812.pdf | | | | | |
|“The Importance of the “Battle of New |Author: Dorthy Davis |2-4 grade |Battle of New Orleans |- Read books about the War of 1812 and Andrew | |
|Orleans” in Andrew Jackson’s Life and in| | |and Andrew Jackson |Jackson | |
|the History of Our Country” |Ashland City, Tennessee | | | | |
| | | | |- Act out parts of the Battle of New Orleans | |
| | | | | |
|/units/Davis,%20Dorothy.pdf | | | |- Have discussion (questions included) | |
MILITARY AND DOMESTIC LIFE
|Title and Location |Sponsoring Organization(s) |Grade Level |Topic Detail |Activities |Resources/Notes |
| |Learning on the Great Lakes Seaway |4-6 |Ships of the War of |- Students read story about life on a War of 1812|- Information about |
|“Ships during the War of 1812” | | |1812 |ship |waterways used during the |
| | | | | |War of 1812, different |
| | | |- Students write journal or diary entry about |ships, ship-building |
|ature1-IceAge.pdf | | | |life on a ship |techniques, and sailor |
| | | | | |life |
| | |6-8, can be adapted|Different Perspectives|- Students assume role and research how they | |
|“Time Travel…Primary Sources, |University of Wisconsin Green Bay |for high school |on the War of 1812 |would have perceived the War of 1812 in that | |
|Perspective, and the War of 1812” | | |(military, British, |role. | |
| |Authors: Heather Tomchek, Neil Hamel, | |Native American, | | |
| Atkins | |Northwest Settlers, |- Students role play and present their findings. | |
|ages/pdfs/2003_lessons/war_1812.pdf | | |New England States) | | |
| | |7 |Niagara Frontier Life |- Students study the Niagara Frontier during the | |
|“The War of 1812” |Ontario Government | | |War of 1812 | |
| | | | | | |
| | | | |- Students create their own historical character | |
| | | | | |
|ucational-resources/war-1812/pdf/lesson-| | | | | |
|plan-1812.pdf | | | | | |
| | | | | | |
|“Rural Life in the 19th Century” | |Elementary |Life during War of |- Students use research tools to answer questions| |
| |National First Ladies Library | |1812 |as though they lived during the 19th Century. | |
| | | | | |
|rriculum.aspx?Curriculum=1008 | | | | | |
|“Sea and Learn – Lesson Plan: A Fleet of| |4-8 |British Fleet and |- Teacher shares notes |handouts |
|Nations – 3” |Sea and Learn | |Impressment | | |
| | | | |- Students complete handouts using internet and | |
| | | | |other resources | |
| | | | | |
|2/filetodownload,31558,en.pdf | | | | | |
ADDITIONAL RESOURCES
|Topic |Description |Sponsoring Organization |Location |
|War of 1812 Events |Webquest (websites and questions |Scholastic | |
| |provided) | | |
|War of 1812 (General) |Assessment (includes all types of |Louisiana Department of Education | |
| |assessment questions) | | |
|War of 1812 (General) |Link to important websites | | |
|Star-Spangled Banner |Provides music, sing-along words, and |East Chester Middle School in New | |
| |images to the Star-Spangled Banner so |York |/starspangled.htm |
| |that students can practice singing the | | |
| |anthem and can better understand its | | |
| |meaning. | | |
|War of 1812 (General) |Link to documents/primary sources/and |LEARN NC | |
| |other resources | | |
|War of 1812 in Maryland |Interactive online activities |Maryland with Pride: Exploring | |
| | |Maryland | |
|Star-Spangled Banner |Online exhibits – including an |Smithsonian Institution | |
| |interactive exploration of the flag | | |
| |flown over Fort McHenry | | |
|Fort McHenry and the Star-Spangled |Links to supplementary resources |National Park Service | |
|Banner | | |137lrnmore.htm |
| | |Teaching with Historic Places Lesson| |
| | |Plans | |
|The Canadian Campaign of the War of |Readings and questions |LessonSnips | |
|1812 | | | |
|War of 1812 |List of useful links |42explore: Thematic Pathfinders for | |
| | |All Ages | |
|War of 1812 Events and Major Battles|Links to photographs and descriptions | | |
|“Events Leading to the War of 1812” |Readings and questions |LessonSnips | |
|“The War of 1812” |Resources, including powerpoint | | |
| |presentations | | |
|“Commodore Oliver Hazard Perry |Readings and questions |LessonSnips | |
|“War of 1812” |Readings and questions |Digital History | |
|Educational Resource Handbook: |Star-Spangled Banner resources |The American Flag Foundation, Inc. | |
|General Resource Guide | | | |
Overview of Select Sources (Not Comprehensive):
The American Flag Foundation, Inc
Educational Resource Handbooks (Star-Spangled Banner) (Additional Resources)
Fort McHenry National Monument and Historic Shrine/National Park Service
“Where in the World is Baltimore?” (Baltimore History)
“Why Baltimore?” (Baltimore History)
“Now Where Do We Place the Fort?” (Baltimore History)
“The Star Fort” (Baltimore History)
“Defenders of Fort McHenry” (Baltimore History)
“An African American Soldier Defends Fort McHenry” (Baltimore History)
“Fort McHenry Measurements Today” (Baltimore History)
“The Great Garrison Flag” (Baltimore History)
“The History of Fort McHenry” (Baltimore History)
“Baltimore and the War of 1812: The Formation of Our National Identity” (Baltimore History)
“Francis Scott Key” (Star-Spangled Banner)
“The Star-Spangled Banner” (Star-Spangled Banner)
Learning on the Great Lakes Seaway Trail: One of America’s Byways
“Battles of War of 1812” (War of 1812 Events)
“Ships during the War of 1812” (Military and Domestic Life)
Maryland Council on Economic Education
“By the Dawn’s Early Light: Maryland and the War of 1812” (Baltimore History)
Maryland Schools (Baltimore City Public Schools, Baltimore County Public Schools, School Improvement in Maryland, etc.)
“The War of 1812-Baltimore’s Role” (Baltimore History)
“The Role of Citizens in the Defense of Baltimore During the War of 1812” (Baltimore History)
“The Star-Spangled Banner – Fact or Fiction?” (Star-Spangled Banner)
“Baltimore and the War of 1812: The formation of Our National Identity” (Baltimore History)
National Park Service
“Fort McHenry as a Prison: A Soldier’s Life” (Baltimore History)
“The Rockets’ Red Glare: Francis Scott Key and the Bombardment of Fort McHenry” (Baltimore History)
Smithsonian National Museum of American History
“A History of the War of 1812 and The Star-Spangled Banner” (War of 1812 Events)
“Music, Poetry, and History: The National Anthem” (Star-Spangled Banner) *
“Understanding and Using Primary and Secondary Sources in History” (Key Figures)* * The Star-Spangled Banner Project
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