LESSON PLAN # 7 – The Battles of the Western District.
TOPIC: Historical Lessons on the various battles and skirmishes of the Western District:
Capture of Fort Detroit
Battle of Lake Erie (and subsequent retreat)
Battle of the Thames
Skirmishes at River Canard
Battle of the River Raisin
Sieges of Fort Meigs
Skirmish at McCrae House
Battle of the Longwoods
Macarthur’s raid through the Thames Valley
CURRICULUM EXPECTATIONS:
Students will –
- use appropriate vocabulary;
- analyse, synthesize, and evaluate historical information;
- analyse and describe conflicting points of view about a series of historical events;
- communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs;
- trace the historical development of their own community.
OBJECTIVES (desired student outcomes):
The students will –
a) Attitudes:
- learn to appreciate the preparation necessary for presenting learning material to students;
- develop respect for each other as individuals, team members and leaders;
- recognize the difficulty of leading a group (as presenter).
b) Skills:
- improve on their research, efficiency and teamwork skills;
- develop effective communication and presentation skills.
c) Knowledge:
- understand the historical facts they must present to their classmates;
- figure out how to present their work so that it is informative, interesting and interactive.
RESOURCES:
- War of 1812 in the Western District website
- Maps of Lake Erie and the Detroit River (on website)
- Questions assigned by teacher (see suggestions below)
INTRODUCTORY ACTIVITY:
Have students locate a map of the Detroit River on the website. Ask the students if they can identify any point(s) along the river with which they are familiar (e.g. a marina, Fort Malden, the Ambassador bridge, etc).
Specifically, see if they know or can guess where Fort Malden is and where Fort Detroit once was.
DEVELOPMENT STRATEGIES:
Students will need three to five class periods.
The students should be divided into nine groups. Each group will research an assigned battle or skirmish. It is their task to develop a short lesson on their assigned topic.
Students will use the maps and historical information on the website to answer the assigned questions. The next step will involve preparing their part of the lesson. They must summarize important information and find an entertaining method to share the information with the class.
CONCLUDING ACTIVITY:
Finally, each group will provide a five to ten minute presentation during which they will ‘teach’ the class their section of the lesson.
METHODS OF EVALUATION:
Mark the questions using the attached evaluation sheet.
Evaluate presentations using the rubric provided.
Observe how successfully students use the website, class time and their teamwork skills.
FOLLOW-UP IDEAS:
Ask students, in their groups, to develop 3-5 questions based on their topic that will be used on a quiz or unit test.
THE BATTLES AND SKIRMISHES OF THE WESTERN DISTRICT
- What is your topic?
- What was the location of your battle/skirmish?
- What was the date or dates of your battle/skirmish?
- Who were the important people in your battle/skirmish? Why are they important?
- Who won your battle/skirmish?
- Summarize the events of your battle/skirmish in your own words?
- What is the most important event? Why is it most important?
- Was there a significant development of the war as a result of your battle/skirmish?
Group Member Names:
BATTLES LESSON QUESTION SHEET RATING SCALE (Application mark)
LowHigh
(7.5-9)(9-10.5)(10.5-12)(12-15)
Well organized1234
Well defended1234
Clear and precise1234
Complete1234
Accurate1234
Useful to other students1234
Use of class time1234
/15
PRESENTATION EVALUATION
Criteria
/Level 1
10-12 /Level 2
12-14 /Level 3
14-16 /Level 4
16-20Content/ Knowledge of the Topic (Knowledge/ Understanding)
/-information accurate with noticeable errors
-understanding of topic is weak /-information accurate with one or two errors
-understanding of topic has some gaps /-information accurate with minor errors
-understanding may have minor gaps /-information accurate with no errors
-understanding of topic strong, no gapsOrganization/ Planning (Thinking/ Inquiry)
/-information presented in sequence that shows little planning
-information not clear to audience- not all group members presented /
-information presented in sequence that shows some planning
-most information is clear to audience-most members presented /
-information presented in sequence that shows planning
- information is clear to audience-all group members presented /
-information presented in sequence that shows detailed planning
-information is very clear to audience-all presented very well
Communication/Connection to the Audience (Communication)
/-information engages audience in a limited way
-all information is read from notes
-makes limited use of visual aids to enhance presentation /-information sometimes engages audience
-reads some information from notes-makes some use of visual aids to enhance presentation /
-information almost consistently engages and involves audience
-refers to notes frequently but does not read-makes good use of visual aids to enhance presentation /
-information highly engages and involves audience
-refers to notes only when required-makes excellent use of visual aids to enhance presentation
/20
TOTAL: /35
LESSON PLAN # 8 – The Treaty of Ghent – Be a Delegate!
TOPIC: To conclude, the students will study the Treaty of Ghent. This is the agreement that ended the war.
CURRICULUM EXPECTATIONS:
Students will –
- describe the impact of the War of 1812 on the development of Canada;
- use appropriate vocabulary to describe their inquiries and observations;
- trace the historical development of their own community.
OBJECTIVES (desired student outcomes):
The students will –
a) Attitudes:
- appreciate the diplomacy required in political discussions.
b) Skills:
- develop debating and public speaking skills.
c) Knowledge:
- use their acquired knowledge to be informed members of the delegation.
RESOURCES:
- War if 1812 in the Western District website
- Classroom and/or desks arranged to accommodate a conference discussion
INTRODUCTORY ACTIVITY:
Visit the website to read and discuss how the war ended. Read also the consequences of the war.
The Treaty of Ghent was an agreement that was developed in Europe. The delegates decided many issues that impacted the people of the United States and British North America.
Ask the students:
Do you agree with the decisions outlined in the Treaty of Ghent?
How did the war and the decisions outlined in the treaty impact the people of the United States and British North America in the years after the war?
DEVELOPMENT STRATEGIES:
This lesson will take up to two class periods.
The students are delegates to the treaty discussions. Have the students decide who should be American and who should be British. (Canadians and First Nation peoples were not represented at the discussions).
This is a reenactment of the discussions; however, there is a twist. The students are allowed to decide the outcome of the treaty. The students must defend their own side, but must also be reasonable, diplomatic and able to defend their position.
Suggested questions:
- What terms did the class develop for their Treaty of Ghent?
- How are your terms the same as the actual terms? How are they different?
- What are some of the consequences that may arise as a result of your treaty terms?
CONCLUDING ACTIVITY:
Together, the students should develop an official looking document indicating the terms of their agreement. They can all sign it.
METHODS OF EVALUATION:
Observe students during the discussion (who participates actively, who takes on a leadership role?)
Evaluate students’ responses to the post treaty discussion questions.
FOLLOW-UP IDEAS:
To conclude, ask students to include information about the end of the war and the Treaty of Ghent in their journals.