War of 1812: Lesson Plan Inventory

Table of Contents

Lesson SubjectPage Number

Causes of the War2

War of 1812 Events2

War of 1812 Conclusion4

Baltimore History4

Theaters of War Outside of Baltimore11

Star-Spangled Banner12

Key Figures13

Military and Domestic Life14

Additional Resources15

CAUSES OF THE WAR

Title and Location / Sponsoring Organization(s) / Grade Level / Topic Detail / Activities / Resources/Notes
“The War of 1812: A Suchman Inquiry Approach”
/ Lesson plan author: Shaunna Reinisch, South Colonie Central School District in Colonie, New York / 7-8 / Causes of the War of 1812 / - Students receive various artifacts related to the War of 1812.
- In groups students pose theories about War of 1812 causes
- Teacher summarizes groups’ theories and reveals the true causes of the War of 1812 / - Artifacts including: Dolley Madison letter, letter from impressed sailor, photograph of English stamp on china, political cartoon, table of exports, Star-Spangled Banner
“War of 1812 – US History 8”
/ Authors: Avis Balliet, Jeff Morgan, Amanda Oelrichs / 8 / Causes of the War of 1812 (Land, Impressment, Neutral Trade) / - Brochure creation
- students describe 3 causes of the War of
1812 (land, impressments, neutral trade)
- illustration of each cause
- extension: students describe the effects
of the War of 1812
“Impressed with Embargo”
/ LEARN NC
Author: Andrea McGuire / 8 / War of 1812 causes / - Students create political cartoon about Jefferson’s embargo
- 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
The Star-Spangled Banner”
/ Smithsonian National Museum of American History
Thinkfinity.org
The Star Spangled Banner Project / 3-8 / General War of 1812 History / - read brief summary of War of 1812
- discussion questions
- extension activities (timeline of events creation, Star-Spangled Banner information poster creation, Battle of Fort McHenry map creation) / - Summary of War of 1812 (included bolded vocabulary words)
- List of vocabulary words
“The War of 1812”
/ Instructor WEB / 4-6 / General War of 1812 History / - brief reading
- comprehension questions / - War of 1812 Summary
“The War of 1812 in the News”
/ Educator’s Reference Desk
Author: Dean Smith, Prosser School District, Prosser, WA / 7-9 / War of 1812: causes, events, actors, etc. / - student teams will create accurate newspapers that are “published” during various years of the war: 1812, 1813, 1814. Each student group will also be writing papers in different locations: England, France, Massachusetts, and an Ohio frontier town. / - can be combined history/art project
“Turning Point in History: the War of 1812: Should it be called the Second War of American Independence?”
/ Schools of California Online Resources for Education / 8-12 / War of 1812 – events / - students research a battle or event of War of 1812
- Students create broad sheet or magazine article about their event
- 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 Trail: One of America’s Byways
Author: Irene Sullivan / 4-6 / Battles of the War of 1812 / - Investigate battles of the war
- Write essay / Battle graphic organizer
List of battles
“Write a Song About American History”
/ Education World
Author: Gary Hopkins / 6-12 / Battle of New Orleans, but lesson plan can be used for any War of 1812 event / - Share Battle of New Orleans background (or any War of 1812’s background)
- Share background information about songs written during wars
- Have students write their own songs / Links to sample 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
- 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?”

cgi-bin/outsidesite.cgi?id=13080&external…eacher.com/090100.shtml&title=Fort%20McHenry%20National%20Monument / ProTeacher
Fort McHenry National Monument and Historic Shrine
National Park Service / 4-9 / Why was Baltimore a good location for privateers? / - Students examine a maps that include wind and ocean currents
- Students identify oceans, seas, England and Baltimore
- Students answer the question “why was Baltimore a good location for privateers?”
2.“Why Baltimore?”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-9 / Why would the British choose to attack and destroy Baltimore? / - Students read article
- Students write a speech to Congress asking for a war declaration
- Students, pretending to be British merchants, write letters to Parliament asking for help in stopping Baltimore privateers from attacking their vessels. / Reading “Why Baltimore?”
3.“Now Where Do We Place the Fort?”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-9 / - Construction of Fort McHenry / - Students choose a place to construct Fort McHenry based on their analysis of a place’s ability to be supplied by land, to prevent ships from getting close to Baltimore’s harbor, and to spot enemy ships / Map of Baltimore and surrounding region
4.“The Star Fort”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-9 / - The Star Fort / - Students read an article about the Star Fort and its buildings
- Based on readings students create their own map of the Fort
- Students compare their drawings to a real map / - Reading “The Star Fort”
- Map of the Star Fort
5.“Defenders of Fort McHenry”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-8 / - 3 different Fort McHenry defenders groups: US Army “Corps of Artillery,” Maryland Militia, sailors / - Students read an article
- Students hypothesize about the identity of defenders in a drawing
- Students describe why they would want to belong to a particular group / - Reading “The Defenders” (includes drawing of defenders)
6.“An African American Soldier Defends Fort McHenry”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-10 / African-American in War of 1812: William Williams / - Students read article
- Students create poem, song, rap, picture, or plaque that honor Private William’s actions / - Reading “A Black Soldier Defends Fort McHenry.”
7.“Fort McHenry Measurements Today”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-10 / Fort McHenry’s structural function / - Students examine drawing of the Fort and its measurements
- Students answer questions:
-What was the Fort’s perimeter?
- If 1,000 soldiers protected the fort
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? / - Fort McHenry Today: Wall Measurements
**Students may need more resources to complete activity
8.“The Great Garrison Flag”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-8 / Garrison Flag / - Students read article in groups and determine the flag’s size/description/history
- Students brainstorm (and possibly create) ways to demonstrate the flag’s size (ex. using a string or rope to create flag’s outline) / - Reading and visual reproduction “Great Garrison Flag”
9.“The History of Fort McHenry”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-9 / History of Fort McHenry / - Students read article
- Students create and illustrate timeline of major events in Fort McHenry’s history / - Reading “History of Fort McHenry”
“Baltimore and the War of 1812: The Formation of Our National Identity”
/ Baltimore City Public Schools
Fort McHenry Monument and Historic Shrine
The Baltimore Heritage Area
In the Office of Mayor Dixon
The Friends of Fort McHenry / 6-10 / History of Baltimore’s involvement in the War of 1812 / ***The activities involve some of the materials used in the previous nine lessons.
- Students complete readings and fill out graphic organizers
- Watch video
- Read Star-Spangled Banner together
- Prepare for Fort McHenry Field Trip / -Background Reading for Teachers
-Readings: “Why Baltimore?” “The Defenders,” “Mary Pickersgill and The Making of the Star-Spangled Banner,” “A Black Soldier Defends Fort McHenry,” “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 Public Schools
The Maryland Historical Society (documents)
Fort McHenry / 4-10 / Maryland’s Role in the War of 1812 / - Students read an analyze a song Baltimore citizens sang as British troops approached
- Student groups analyze and share parts of “Pictorial Field Book”
- Students work with primary sources in various stations
- Students create newspaper report / - Baltimore Song
- Pictorial Field-Book of the War of 1812 (by Benson J. Lossing, 1869)
- Recruitment Poster
- John and S. Bell letter to Thomas C. Bell
- John Harris letter to Doctor William Harris
- Newspaper article template
“Fort McHenry as a Prison: A Soldier’s Life”
/ National Park Service / 9-12 / Life of Fort McHenry Soldiers / - Students read letters from soldiers stationed at Fort McHenry and fill out graphic organizers
- Students share results (class discussion)
-Students write newspaper articles in which soldier’s describe their life in the fort. / -Graphic Organizer
-Images of Fort McHenry and soldiers
-Letters from Fort McHenry soldiers
“The Role of Citizens in the Defense of Baltimore During the War of 1812”
/ School Improvement in Maryland (mdk12.org) / 4-8 / Baltimore citizens’ contributions to the war effort / - Students read primary source documents from the Committee of Vigilance and Safety in order to decide how Baltimoreans helped to defend their city.
- Students read and report on documents about specific actions that Baltimoreans took in defense of their city
- Students pretend to be Baltimore merchants during the war as they write historical letters detailing their contributions to the war effort. / - “Why Baltimore?” reading
-Committee of Vigilance and Safety instructions
(Aug 26-27, 1814)
-Report of the Committee of Claims on the Petition of John Chalmers
-Congressional Report on Vessels Sunk in the 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
Author: Barbrina Ertle / 6-10 / - Causes of War of 1812
- Role of Baltimore, the privateers, and Baltimore Clippers in the War of 1812 / - Students graph and analyze impact of British-French Wars, British-French Truce, Embargo Act and War of 1812 on American exports (Activity 1)
- Students compare and analyze American and British resources (Activity 2)
- Students read online article Pride of Baltimore II and answer questions (Activity 3)
- Students engage in Baltimore and the War of 1812 simulation game.
- Students write newspaper article / -Export handouts
-British and American resources charts
-Simulation game instructions, game pieces, and game board.
-Newspaper article template
“The Rockets’ Red Glare:” Francis Scott Key and the Bombardment of Fort McHenry”
/ National Park Service
Teaching with Historic Places Lesson Plans / 6-12 / Battle of Baltimore / -Students analyze photographs, maps, readings and other artifacts and answer accompanying questions
-Students complete related activities: writing historic letters, participating in a debate, writing patriotic songs, devising guidelines for the anthem’s performance, and creating tours / -“Setting the Stage” reading
-Map of Baltimore and Fort McHenry in 1814
-Armistead’s Account of the Battle
-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 and the War of 1812”
/ Maryland Council on Economic Education
Adopted from a lesson originally written by Barbara Yingling / 4 / War of 1812 causes and Maryland’s involvement in its events / - Students participate in a simulation that reveals the cause of the War of 1812 (specifically embargoes and impressments) as well as beginning of the War of 1812
- 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 / -Graphic Organizer: Baltimore Clipper Ships

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
Louisiana Gumbo / 5-12 / Art History / - analyze different paintings of battles in New Orleans / Analysis templates
“War of 1812”
/ Author: Heather Kronemeyer / 6 / Comparing and Contrasting the American and Canadian perspective / - Students create a pop-up book based either on the American or the Canadian perspective on the war / Links and handouts
“Battle of New Orleans: British Intrigue”
/ Making Connections: A Project of the Lousiana Department of Education
Author: Memory Seymour / 7 / Battle of New Orleans / - Complete investigation of primary sources
- Write newspaper article / Investigation graphic organizer
Letters
Rubrics
“Pigeon Roost Massacre Lesson Plans”
/ Historic Southern Indiana Project of the University of Southern Indiana
Author: Candace T. Tarr / Elementary / Pigeon Roost Massacre/Western Theater of War / - Make timeline of events
- Analyze primary and secondary resources
- Label event locations on a map
- Work in groups to draw conclusions / Readings, maps, handouts
“The Battle of Plattsburgh: Our Place in History”
/ / 4-8 / Battle of Plattsburgh, New York / - timeline activities
- journal creation
- picturebook creation
- document-based questions and essay / Timeline
Document-based question and essay handouts

STAR-SPANGLED BANNER

Title and Location / Sponsoring Organization(s) / Grade Level / Topic Detail / Activities / Resources/Notes
“Music, Poetry, and History: The National Anthem”
/ Smithsonian National Museum of American History
Thinkfinity.org
The Star Spangled Banner Project / 3-5 / The Star-Spangled Banner Analysis / - Read/discuss Star-Spangled Banner
- Student groups paraphrase/rewrite national anthem in their own words / - Text of The Star Spangled Banner
“Francis Scott Key”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 5-10 / Francis Scott Key / - Students read article
- Students create timeline with events of Key’s life
- Students create interview with their questions for Key and his answers.
- Students use their interview to write newspaper article. / Reading “Francis Scott Key”
“The Star-Spangled Banner”

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Fort McHenry National Monument and Historic Shrine
National Park Service / 4-8 / Star-Spangled Banner / - Students read and illustrate first verse of the Star Spangled Banner
- Students pretend they were interviewing Francis Scott Key, use the first verse as a depiction of what happened, and write a newspaper article. / “The Star-Spangled Banner.”
“Star-Spangled Math”
/ Core Knowledge
Authors: Paula McCain, Gwen Zaborowski / 4 / Star-Spangled Banner / - Students complete activities related to the events of the War of 1812 (comparing them to the Revolutionary War)
- Students examine the Star-Spangled Banner, its vocabulary and imagery
-Students will complete measurements of the Garrison Flag / Handouts
“The Star-Spangled Banner – Fact or Fiction?”
/ Making Master Teachers in Baltimore County (partnership between Baltimore County Public School System and the Center for History Education at the University of Maryland, Baltimore County)
Author: Wendy Schanberger, Hereford Middle School, Baltimore County Public Schools / 4-8 / Star-Spangled Banner’s meaning / - Students use primary resources to give specific evidence, line by line, of the Star-Spangled Banner’s accuracy / Background summaries
List of resources
Educational Resource Handbooks
CDROM

410-563-3524 / The American Flag Foundation, Inc. / 3-5 / The Star-Spangled Banner / - Variety of grade-level activities including readings, handouts, discussion questions, instructional tools / Readings
Handouts
Primary Source Documents

KEY FIGURES

Title and Location / Sponsoring Organization(s) / Grade Level / Topic Detail / Activities / Resources/Notes
“Understanding and Using Primary and Secondary Sources in History”
/ Smithsonian National Museum of American History
Thinkfinity.org
The Star Spangled Banner Project / 6-8 / War of 1812 Events
Analyzing Primary and Secondary Sources / - Class discussion questions about primary/secondary sources
- Analysis questions about various primary/secondary sources / - Primary/Secondary sources including: Caroline Pickersgill Purdy letter, Midshipman Robert J. Barrett’s account, Benson J. Lossing’s magazine clip, Eben Appleton’s letter
“President Madison’s 1812 War Message” Curriculum Unit
/ EDSITEment / 9-12 / President Madison/Beginning of the War of 1812 / - Analyze President Madison’s war message by examining corresponding primary source documents / Text of President Madison’s War Message to Congress
Primary Source Document Excerpts
“Saving History: Dolley Madison, the White House, and the War of 1812”
/ The White House Historical Association / 6-12 / Dolley Madison and the Burning of the White House / - Analyze Dolley Madison’s letter
- Create a theatrical performance of the event / Primary Source Documents
“The Importance of the “Battle of New Orleans” in Andrew Jackson’s Life and in the History of Our Country”
/ Author: Dorthy Davis
Ashland City, Tennessee / 2-4 grade / Battle of New Orleans and Andrew Jackson / - Read books about the War of 1812 and Andrew Jackson
- Act out parts of the Battle of New Orleans
- Have discussion (questions included)

MILITARY AND DOMESTIC LIFE