Grade 5
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 3 days
La Guerra de 1812
Lesson Synopsis:
This lesson focuses on the war of 1812. It focuses on causes and effects, and on using primary sources. American
symbols related to the War of 1812 are included. Students recognize political, economic, geographic, and social
influences on events.
TEKS:
5.4
History. The student understands political, economic, and social changes that occurred in the United States during
the 19th century. The student is expected to:
5.4A
Describe the causes and effects of the War of 1812.
5.17
Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent
American beliefs and principles and contribute to our national identity. The student is expected to:
5.17A
Explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant.
5.17B
Sing or recite "The Star-Spangled Banner" and explain its history.
5.19
5.19C
Citizenship. The student understands the importance of effective leadership in constitutional republic. The student
is expected to:
Identify and compare leadership qualities of national leaders, past and present.
Social Studies Skills TEKS:
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
5.24A
Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews;
biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United
States.
5.24B
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
5.25
5.25A
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Use social studies terminology correctly.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create an illustrated web showing the cause, effects, and important events of the war of 1812. Explain the
illustrations by writing captions that use academic vocabulary. (5.4A; 5.17A; 5.24B; 5.25A)
1C
Key Understandings and Guiding Questions:

Con frecuencia, los conflictos tienen causas y efectos políticos, económicos y sociales.
— ¿Cuáles fueron las causas y efectos de la Guerra de 1812?
— ¿Cómo los factores políticos, económicos y sociales afectaron a los Estados Unidos en el 1812?
Vocabulary of Instruction:



políticos
económicos
geográficos




sociales
causa y efecto
relaciones internacionales
reclutamiento



bloqueo
patriotismo
identidad nacional
Materials:

Refer to Notes for Teacher section for materials.
©2012, TESCCC
4/23/13
page 1 of 6
Grade 5
Social Studies
Unit: 07 Lesson: 02
Attachments:







Handout: Political, Economic, Geographic, and Social Characteristics Chart (1 per student)
Handout: Blank PEGS Chart (1 per student)
Handout: The War of 1812 (1 per student)
Teacher Resource: PEGS Chart KEY
Handout: Star-Spangled Banner (1 per student)
Handout: Symbols of the New Nation (1 per group)
Teacher Resource: Creating a Mind Map
Resources and References:

US Army band: http://bands.army.mil/music/nationalanthem.asp
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including the causes and effects of the War of 1812,
and the categories of political, economic, geographic, and social.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview materials and websites according to district guidelines.
5. Prepare materials and handouts as necessary.
Background Information:
Though the American Revolution ended with the 1783 Treaty of Paris, there were still many unresolved issues and
tensions between the two countries. One of these was impressment, the continued hijacking of American sailors onto
British ships, declaring the sailors British deserters from the British navy.
Napoleon had come to power in France in 1802, with the goal of conquering Europe. One of his main goals was to disrupt
the British economy, including by disrupting shipping trade. Britain declared war on France. Napoleon blockaded British
ports and declared all ports of Europe closed to British vessels. Britain retaliated by preventing imports from entering
French ports without first stopping in Britain to pay a duty. America took a stand to support nations who stopped the
embargo of American ships. Napoleon had indicated that he would do so, and so America took a more aggressive
position against the British as a result, which led to complications when Napoleon did not actually follow through on his
promise to not stop American ships.
The situation deteriorated, and soon Britain and the United States were at war. In this way the War of 1812 was an
outgrowth of the Napoleonic Wars. It was really the nation’s first major foray into international relations.
Other situations added to the situation as well. Before the American Revolution, the British had forts west of the
Appalachian Mountains, in land formerly claimed by Britain. But the British did not abandon those forts, even though this
was part of the 1783 Treaty of Paris. In 1812, the British still occupied their forts, preventing settlers from moving west
and protecting/supporting Indians, who also did not want the Americans to move west.
James Madison was president in 1812. Having served as Secretary of State under Jefferson, Madison became president
in 1808. He was author of the constitution, a strong nationalist, and supporter of a powerful central government.
In 1812 the United States declared war on Britain. Canada was a British Colony, and American forces invaded Canada,
attacking its capital (then York, now known as Toronto) and burned the Parliament building there.
The British defeated Napoleon in Europe in 1814 and turned their attention to the United States. In revenge for burning
the capital of its colony, Canada, British troops attacked the United States capital of Washington, D.C. They burned the
Capitol Building and destroyed the Library of Congress. Then they headed for the White House, where Dolley Madison
packed the White House valuables, including Gilbert Stuart’s portrait of George Washington, before fleeing ahead of the
invading forces who set fire to the White House before moving toward Baltimore.
It was at Fort McHenry in Baltimore that Francis Scott Key, while arranging for the release of a prisoner, wrote the poem
©2012, TESCCC
4/23/13
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Grade 5
Social Studies
Unit: 07 Lesson: 02
“The Defense of Fort McHenry,” the words of which became the lyrics to the Star-Spangled Banner, which became the
national anthem of the United States.
The lack of timely communication was involved in both the beginning and end of the War of 1812. It is likely that if word
had gotten to the American leaders when President Madison sent a war message to Congress on June 1, 1812, that
Britain was revoking (on June 23) those restrictions on trade that had angered the Americans that the invasion of Canada
would not have taken place. Likewise, it is likely that if communication had been more timely and the forces at New
Orleans had known that the Treaty of Ghent had been signed on December 24, 1814, the Battle of New Orleans would
not have taken place on January 8, 1815.
The War of 1812 is sometimes referred to as America’s Second War for Independence because by winning this war the
United States solidified its independence from Britain and set itself as a force to be reckoned with in the world. The War of
1812 is often skimmed over, but several key events in American history occurred at the time. The United States “grew up”
and became a recognized entity in the world; the Star-Spangled Banner was written; the story of Dolley Madison became
part of our nation’s heritage; and Andrew Jackson, who later became the 7 th president, became a national figure at the
Battle of New Orleans.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 ‒ 5 minutes
Materials:
 Audio of the Star-Spangled Banner
 US Army band:
http://bands.army.mil/music/nationalanthem.
asp
ENGAGE – Listen
1. Play the Star-Spangled Banner.
EXPLORE – War of 1812, PEGS
1. Distribute the Handout: Political Economic Geographic and
Social Chart. Use the Lewis and Clark expedition or the
American Revolution as an example to help students
understand political, economic, geographic, and social factors
that impact events.
2. Distribute the Handout: The War of 1812.
3. Read the Handout: The War of 1812 while students follow
along. Add more information as appropriate to present the
story of the War of 1812. (See the Handout: The War of 1812
and Background Information above.)
4. Students listen and follow along, highlighting information
related to the political, economic, geographic and social
causes and effects of the war.
5. Using the handout and the chart for reference, students
discuss what they learned about the War of 1812 including
what caused the war and the influence of international
relations on the actions of the United States.
Suggested Day 1 (continued) ‒ 30 minutes
Materials:
 highlighters
Attachments:
 Handout: Political, Economic, Geographic,
and Social Characteristics Chart (1 per
student)
 Handout: Blank PEGS Chart (1 per student)
 Handout: The War of 1812 (1 per student)
 Teacher Resource: PEGS Chart KEY
TEKS: 5.4A; 5.17A; 5.24B; 5.25A
Instructional Note
Be aware that some causes and effects may fit into
more than one of the categories, such as re-building
Washington, D.C. could be political, economic,
geographic and social.
6. Distribute the Handout: Blank PEGS Chart and lead
©2012, TESCCC
4/23/13
page 3 of 6
Grade 5
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures
Notes for Teacher
students in a discussion of the information on the War of
1812.
7. Create a class chart using input from students about the
political, economic, geographic, and social factors related to
the war. (See the Teacher Resource: PEGS Chart KEY for
suggestions of what could be included in the discussion.)
Students add to and adjust information on their charts, too.
8. Help students understand the War of 1812 by facilitating a
discussion where students list the major issues leading to the
war, the major events during the war, and the lasting effects
of the war. (See chart at left and see also the IFD)
 President Madison led the nation through the war.
 One of the effects of the war was the elevation of
Andrew Jackson who, as a result of his leadership
during the War of 1812, became a national hero and
would become the 7th president of the United States.
9. Students deepen their understanding of issues and events of
the War of 1812 by reading appropriate sections of the
textbook and other classroom materials as homework.
EXPLAIN – Illustrate, Use a Word Bank
1. Students illustrate important issues and events of the War of
1812 and explain their drawings to a classmate using
academic vocabulary from a word bank.
Suggested word bank (add words from classroom discussion
as well)
political economic social geographic
impressment embargo blockade lyrics
international relations occupy colony
EXPLORE – Star-Spangled Banner
Causes
 Continued
impressment
 British trade
restrictions
 British
occupied
forts
War of
1812
 Attack on
Canada
 Burning of
Washington
DC
 StarSpangled
Banner
 Andrew
Jackson
Effects
 National pride,
patriotism, stature,
national identity
 Increase
manufacturing and
trade
 Peace but no
cession of land
Events, issues, people of the War of 1812 that may
come up in discussion:
Fort McHenry, Battle of Chesapeake, War Hawks,
Federalists, invasion of Canada, Old Ironsides
(Constitution), Battle of York (Toronto), Battle of New
Orleans, Tecumseh, Andrew Jackson, Dolley
Madison, President James Madison,
Suggested Day 1 (continued) ‒ 15 minutes
Materials:
 paper for drawing
Suggested Day 2 ‒ 25 minutes
Materials:
 highlighters (optional)
1. Play the national anthem.
2. Show pictures of the Star-Spangled Banner, Fort McHenry,
etc.
3. Introduce a discussion of national symbols by asking:
 We played the national anthem at the beginning of
class yesterday and today.
 Why? What does it have to do with what we are
studying?
Attachments:
 Handout: Star-Spangled Banner (1 per student)
Instructional Note
 Pictures of the original manuscript are available
on the Smithsonian website.
4. Distribute the lyrics of the national anthem (See Handout:
Star-Spangled Banner.)
5. Students draw a vertical line along the right side of the lyrics
to create a 2-column note organizer.
©2012, TESCCC
4/23/13
page 4 of 6
Grade 5
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures
Notes for Teacher
6. Students read through the lyrics and use a 2-column notes
strategy to begin analysis of the lyrics, underlining or
highlighting interesting phrases or words (including words
they do not understand) in the left column and writing
questions, comments, connections in the right column.
7. With students in pairs to encourage dialogue, facilitate a
discussion of what they found in the national anthem (provide
brief definitions of words/terms they do not know).
8. Conclude the discussion by again showing pictures of the
Star-Spangled Banner (displayed at the National Museum of
American History at the Smithsonian Institution) and using
words such as:
 The Star-Spangled Banner evoked feelings of pride,
patriotism, and courage. It recognized the feelings of
resilience Americans felt as the new United States, a
fledgling country, in battle with the world’s “superpower” of the day.
EXPLAIN – Sing, Recite
Suggested Day 2 (continued) ‒ 5 minutes
1. Students sing or recite the Star-Spangled Banner and explain
its history to a partner.
EXPLORE – Symbols from War of 1812
1. Distribute the Handout: Symbols of the New Nation.
2. Begin a discussion of other symbols of the new nation with
connections to the War of 1812.
 The ship the USS Constitution (Old Ironsides)
became a symbol of America’s strength and victory
in the War of 1812.
 Other symbols with ties to the War of 1812 include
Uncle Sam, the White House, the Star-Spangled
Banner, and the Capitol building.
Suggested Day 2 (continued) ‒ 20 minutes
Materials:
 Information about the USS Constitution, Uncle
Sam, the White House, the Capitol, and the StarStudded Banner
Attachments:
 Handout: Symbols of the New Nation (1 per
group)
3. Divide students into groups of 5.
4. Distribute the Handout: Symbols of the New Nation to each
group.
5. Each student in the group receives one symbol page to
investigate. Students read and learn about the symbol using
the handout, the textbook, and other appropriate information.
6. In their groups, students each share what they have learned.
EXPLAIN – 3-2-1
Suggested Day 3 ‒ 5 minutes
1. To review learning for this lesson, students list
 3 symbols of the United States that are related to the War
of 1812
 2 factors that led to the War of 1812 (identified as
political, economic, social, or geographic)
 1 result of the War of 1812
©2012, TESCCC
4/23/13
page 5 of 6
Grade 5
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures
Notes for Teacher
ELABORATE – Summarize Learning
Suggested Day 3 (continued) ‒ 10 minutes
1. Help students summarize their learning by applying what they
have learned about the War of 1812 to answer the guiding
questions in support of the Key Understanding.
 Conflicts often have political, economic, and social
causes and effects.
— What were the causes and effects of the War of
1812?
— How did political, economic, social, and
geographic factors affect the United States in
1812?
EVALUATE – Performance Indicator

Create an illustrated web showing the causes, effects and
important events of the war of 1812. Explain the illustrations
by writing captions that use academic vocabulary. (5.4A;
5.17A; 5.24B; 5.25A)
1C
1. Distribute paper for students to use to create their illustrated
web.
Suggested Day 3 (continued) ‒ 35 minutes
Materials:
 Paper for drawing
Attachments:
 Teacher Resource: Creating a Mind Map PI
TEKS: 5.4A; 5.17A; 5.24B; 5.25A
2. Students first create the web using words and then add
illustrations and captions.
3. For one way to create a web (mind map) see the Teacher
Resource: Creating a Mind Map PI
©2012, TESCCC
4/23/13
page 6 of 6