The War of 1812 and Perspectives
on the
Quest for Empire in North America
NEH Crossroads of Empire 2011
Group 5
Carla Burton
Gregory Henning
James Hosford
Lisabeth Robinson
Candace Schafer-Southard
Title of Lesson: The War of 1812 and the Quest for Empire in North America
Objectives: Students will:
1. identify the goals of the three major participant nations in the struggle for North
America which culminated in the War of 1812.
2. assess their justification for these goals and evaluate their success in achieving them
after the war.
Suggested Time: 2 -5 days
Materials and Resources:



Web based activities to build background knowledge
primary documents with guiding questions (attached)
computer lab
Development of Historical Context with technology component: Students will be required to
complete 1 or more of the following activities to create a historical context for this assignment.
1. Vocabulary of War of 1812 – www.quizlet.com
2. Student generated timeline of war – www.timetoast.com
3. Interactive map of War of 1812 – http://wadsworth.com/history_d/special
Teaching Strategy / Procedure:
1. In small groups, students will read the primary documents and answer the guiding
questions.
2. With support from their primary documents, students will identify the goals of each
participant nation.
3. Student groups will present and support the goals they have identified for each
participating nation to the class.
Evaluation / Assessment: Based on your group’s answers, choose one of the participant nations
in the War of 1812 and create a personal declaration evaluating the nation’s success in meeting
their goals. Possible choices are journal entry, editorial, letter home, persuasive essay. Citation
from the primary sources is required.
Extension Activities:
1. Extension of Evaluation – Response must include support from primary documents
provided by teacher and additional support using documents of their own discovery.
2. Debate – With a partner, choose a historic / social / cultural group and research their
goals. Debate the effectiveness of the strategies used to achieve their goals and the
group’s success.
3. Current Events – Choose a current social / cultural group and research their goals.
Identify procedures / strategies they are using to achieve these goals and evaluate
their success. Examples may include the following:
 Using the following websites, examine the current controversy over tribal
casinos and tax exemption.
o Is the right to gaming profits fair compensation for past wrongs and
does it help or harm Native Tribal and Modern American society
http://www.buffalonews.com/city/article222850.ece
http://www.culturalsurvival.org/ourpublications/csq/article/raisingstakes-raises-issues-indian-gaming-conference-sponsored-cultural
http://www.npr.org/2011/06/01/136845555/casino-revenue-helpstribes-aid-local-governments

Examine the current controversy over land claims in the Haldimand Tract of
Canada. Did the British government default on a legitimate promise made in
1815? How can this disagreement be resolved?
http://www.aboriginalaffairs.gov.on.ca/english/negotiate/sixnations/sixnati
ons.asp
http://www.warof1812rph.com/images-2/haldimand-tract/
1821 Survey of Haldimand Tract
Modern map of the same area
Current Six Nations leaders with a wampum belt
given to tribal leaders by the British in 1815
Evaluation Rubric for Group Activity
4
3
2
1
0
Using primary
documents
Using primary
documents
Using primary
documents
Using primary
documents
Using primary
documents
Group was able to
provide 4 correct
goals for each of
the participant
nations.
Group was able to
provide 3 correct
goals for each of
the participant
nations.
Group was able to
provide 2 correct
goals for each of
the participant
nations.
Group was able
provide at least
1 correct goal
for each of the
participant
nations.
Group was
unable to
provide any
correct goals
for the
participant
nations
Group was able to
correctly identify
the nation’s
justification for
each of their 4
determined goals
Group was able to
identify the
nation’s
justification for at
least 3 of their
correctly
determined goals
Group was able to
identify the
nation’s
justification for at
least 2 of their
correctly
determined goals
Group was able
to identify the
nation’s
justification for
their determined
goal
Group was
unable to
identify the
nation’s
justification for
any determined
goal
Group was able to
make a statement
evaluating the
success of each of
4 correctly
determined goals.
Group was able to
make a statement
evaluating the
success of each of
3 correctly
determined goals.
Group was able to
make a statement
evaluating the
success of 2
correctly
determined goals.
Group was able
to make a
statement
evaluating the
success of at
least one goal.
Group was
unable to make
a statement
evaluating the
success of
correctly
defined goals
Group
demonstrated
thorough
knowledge of
primary
documents and
was able to cite
support for their
decisions.
Group
demonstrated
good knowledge
of primary
documents and
able to use them
to support most of
their decisions
Group
demonstrated only
poor knowledge
of primary
documents and
made minimal use
of them to support
their decisions.
Group could not
demonstrate
knowledge of
primary
documents and
unable to
support their
decisions.
Group did not
use primary
documents in
construction of
their answers
Evaluation / Assessment Rubric
The War of 1812 and Perspectives on the Quest for Empire in North America
5
4
3
2
0
Writing clearly
identifies 4 goals
for chosen nation
Writing clearly
identifies 2 -3
goals for chosen
nation
Writing clearly
identifies 1 -2
goals for chosen
nation.
Writing attempts
to identify goals
for chosen
nation, but lacks
clarity
Writing does not
identify goals for
chosen nation.
Supports each
goal with
appropriate
citations from
primary
documents
Supports goals
with loosely
appropriate
citations from
primary
documents
Supports goals
with inaccurate
citations from
primary
documents
Attempts to
support goals
with citations
from primary
documents
No attempt made
to support goals
with citations
from primary
documents
Writing clearly
Writing generally Writing loosely
follows structure follows structure organized in
for chosen format for chosen format general format
Writing includes Writing does not
multiple mistakes follow format
in format
structure.
Writing contains
no major errors
in grammar,
usage, mechanics
Writing contains
multiple errors
which slightly
detract from the
author’s message
Writing contains
minimal errors in
grammar, usage,
mechanics
Writing contains
multiple errors,
but does not
detract from the
work
Writing contains
numerous errors
in grammar,
usage and
mechanics which
detract from
author’s message
Activities to Build Background Knowledge on the War of 1812
War of 1812 Vocabulary Web-Base Activity
Overview: There is specialized vocabulary required to comprehend the concepts surrounding the
War of 1812. Students completing this enrichment exercise will increase their ability to more
fully analyze the complex issues of this war.
Time: One class period (sixty minutes)
Directions: Using the hyperlink below students can expand their understanding of the War of
1812 by exploring the various activities. War of 1812 Vocabulary
Assessment: Students will be able to correctly identify ten of the twelve terms using the
matching test format.
Additional Activity: Student will develop a short essay regarding the various issues that pertain
to the War of 1812 using the vocabulary within this activity.
Bibliography:
War of 1812 Vocabulary flashcards | Quizlet." Flash cards, vocabulary memorization, and study games |
Quizlet. N.p., n.d. Web. 12 July 2011. <http://quizlet.com/4971034/war-of-1812-vocabulary-flashcards/>.
Timeline: Big Picture of “The War of 1812”
Overview: The chronological progression of events illustrates the significance difficulties
experienced by the various groups. The timeline activity permits the student to analyze the data
by organizing these events and draw their own conclusions on the final outcome of this conflict.
Time: Two class periods (120 minutes)
Directions: Students logon to timetoast.com and setup an account that they can access.
1. Name their timeline
2. Set the time span (Start date and end date)
3. Use the websites provided to develop a timeline that outlines the major events that
occurred within the chosen time frame.
4. Write a two – three sentence explanation of each event selected.
5. Using the information assembled in the timeline answer the following questions:
a. What is your impression as far as American success at the start of the war? What
are some of the various reasons for these strings of failures?
b. When and where did American forces finally turn the war around? What is your
explanation of these victories?
c. What is the significant of the British burning Washington DC? Why is the Battle
of New Orleans vital to the future of our new nation?
Assessment:
A. Students will able to incorporate ten significant events per year covering the timeline of
the War of 1812. Students will compile at least two sentences explaining each historical
event.
B. Students will be able to fully address the various questions required to interpret their
timeline.
Additional Activity: Student will construct an essay addressing the following questions:
A. If the War of 1812 never happened explain the various changes in development of our
new nation?
B. If the British won the War of 1812 explain the impact of this outcome on the growth of
the United States?
Websites:
http://www.michigan.gov/documents/dnr/Key_Events_W-12_Timelinecwk_WP_348066_7.pdf
http://www.societyofthewarof1812.org/timeline.htm
http://www.1812heritagetrail.org/index.php?option=com_content&task=view&id=38&Itemid=6
1
http://www.historycentral.com/1812/
Bibliography:
"War of 1812." General Society of the War of 1812. N.p., n.d. Web. 12 July 2011.
<http://www.societyofthewarof1812.org/timeline.htm>.
Welcome to the War of 1812 Heritage Trail! - War of 1812 Timeline." Welcome to the War of
1812 Heritage Trail!. N.p., n.d. Web. 12 July 2011.
<http://www.1812heritagetrail.org/index.php?option=com_content&task=view&id
War 1812 Timeline." Michigan GOV. N.p., n.d. Web. 12 July 2011.
<http://www.michigan.gov/documents/dnr/Key_Events_W12_Timelinecwk_WP_348066_7.pdf>.
"War of 1812." American History and World History at Historycentral.com the largest and most
complete history site on the web. N.p., n.d. Web. 12 July 2011.
<http://www.historycentral.com/1812/
War of 1812 Interactive Map Activity
Overview: The use of maps that illustrate the location of critical battles and events provide a
snap shot of the geography aspect of the War of 1812. Maps that chronologically move forward
illustrate how geography shaped the final outcome.
Time: One class period (sixty minutes)
Directions: Using the website below explore the interactive map starting with 1812 through
1815. Record important information from the verbiage below the map and critical events that
occurred during each year selected. Using the data gathered answer the critical thinking
questions. War 1812 Interactive Map Activity
Assessment: The student will be able to fully defend their positions using information from this
activity.
Additional Activity: The student will analyze the impact of geography on the War of 1812 by
developing an essay that supports their conclusions.
Interactive Maps." 1812 Interactive Map. N.p., n.d. Web. 12 July 2011.
<http://wadsworth.com/history_d/special
Name ____________________________________ Date ______
War 1812 Interactive Map Activity
Critical Thinking Questions
1. How do the military confrontations of the war reflect American strategy, especially the
desire for Canada?
2. What impact did Andrew Jackson’s southern campaign have on the war? What impact
did it have for the postwar period?
3. Taking the campaigns of the War of 1812 together, what do they say about the military
power of the United States? About the power of Great Britain? About the viability of the
United States as a nation?
American Perspectives on the Quest for Empire in North America during the War of 1812
Document 1A
Columbia Teaching John Bull his new Lesson. Artist William Charles, Philadelphia: 1813.
Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA,
www.loc.gov .
Document 1B
“This degrading practice must cease; our flag must protect the crew; or the United States,
cannot consider themselves an independent Nation.” (James Monroe) The Civil War of 1812 by
Alan Taylor p. 412
Document 1C
“The time is at hand when you will cross the stream of Niagara, to conquer Canada, and to
secure the peace of the American frontier. You will enter a country that is to be one of the
United States. You will arrive among a people who are to become your fellow-citizens. It is not
against them that we come to make war. It is against that government which holds them as
vassals.” (American General Alexander Smyth, Nov. 1812) The Civil War of 1812 by Alan
Taylor p. 139
Document 1D
“If the object of this war was the conquest of Canada, the Administration ought to have come
out openly and honestly , and avowed it…and have pledged themselves to the Canadians that
they would not lay down their arms until it was effected, and that they should not be delivered up
on a future peace. The Canadians would then have had something to depend upon.”
(A Federalist Congressman) The Civil War of 1812 by Alan Taylor p. 140
Document Based Questions:
1. Using Document 1A, identify the nations represented by the three characters. What
message is the maiden Columbia sending to the other two characters?
2. What concern about national identity is being expressed in Document 1B?
3. According to Documents 1C and 1D, what are the United States intentions towards
Canada? Do both documents represent the same perspective? Explain your response.
First Nations’ Perspectives on the Quest for Empire in North America during the War of 1812
Document 2A
Nineteenth-century engraving showing Tecumseh’s reaction
reverse the Treaty of Fort Wayne.
Portrait of Tecumseh byto Harrison’s refusal to
Benson Lossing, 1868
“But I should say to him [Harrison]: Sir, you have liberty to return to your own country . . . The white
people have no right to take the land from the Indian, because they had it first. It is theirs. They may sell,
but all must join. Any sale not made by all is not valid . . . It requires all to make a bargain for all. All red
men have equal rights to the unoccupied land. The right of occupancy is as good in one place as in
another. There cannot be two occupations in the same place. The first excludes all others. It is not so in
hunting or traveling; for there the same ground will serve many, as they may follow each other all day.
But the camp is stationary, and that is occupancy. It belongs to the first who sits down on his blanket or
skins which he has thrown upon the ground; and till he leaves it no other has a right.”
--Tecumseh (Shawnee) killed in the War of 1812 while fighting on the British side. Quote from Thomas A. Bailey
and David M. Kennedy. The American Spirit, Volume 1. (1991)
Document 2B
“A Map Describing the Situation of the several Nations of Indians between South Carolina and the Mississippi River,”
was brought to South Carolina’s colonial governor, Francis Nicholson, by a headman from the Carolina Piedmont in the
early 1720s. http://www.newberry.org/smith/slidesets/ss31.html
Document 2C
http://www.lib.utexas.edu/maps/united_states/early_indian_east.jpg
Document 2D
Glass trade beads
Trade Silver
Document Based Questions:
1.
Who was Tecumseh and why was he significant?
2.
How were natives involved in British, French and American commerce?
3.
How did the native concept of property and boundaries differ from the practices of
those of European descent?
4.
If one doesn’t accept Tecumseh’s premise, that the land sold to Westerners could in
fact not be purchased, then how can native tribes still negotiate power in North
America, particularly after 1814?
Imperial Rivalries of the War for North America in 1812: The British
Document 3A
www.home.gci.net/~stall/lake_region_map_war_of_1812.htm
Document 3A Continued
www.archives.gov.on.ca
Document 3B
“After the revolution, the British empire and the American republic remained uneasy neighbors
in North America. In addition to spawning the republic, the revolution led the British to build a
counterrevolutionary regime in Canada, beginning with 38,000 American Loyalists expelled by
Patriot victory. In Upper Canada they developed a Loyalist America meant to set an example of
superior stability and prosperity that eventually would entice the rebel Americas to forsake their
republican experiment. Loyalists did not believe that their empire had permanently lost the fight
against the republican revolution.
Neither Britons nor Americas thought that their rival political systems could coexist for
long a shared continent. Britons predicted that the republic inevitably would collapse into
anarchy and civil war. Surely repentant Americas would then beg for readmission into the
empire. With equal conviction, the Americans insisted that nature destined their republic to
dominate the continent. Eventually, they predicted the Canadians would join the United States
by rejecting the artificial rule of a foreign empire. Created by revolution, the border between the
republic and the empire seemed tenuous and temporary, destined to shift either north or south as
one or the other regime collapsed. Paradoxically, until 1812, the parallel convictions of
providential inevitability kept relations tense but short of war, for why risk blood and treasure on
an invasion when the rival’s collapse would come naturally in due time?” The Civil War of 1812
by Alan Taylor, p. 5-6.
Document 3C
“The principal subject of dispute is drawn to this point. The American Government alleges that
a subject of G(reat) B(ritain) may expatriate himself & that after becoming a citizen of the U. S.,
by our laws of naturalization, he is free to navigate our ships & that to impress him from thence
is on the part of G. B. a violation of our neutral rights & an infringement of our Sovereignty.
While G.B. maintains the doctrine that no man can abandon his natural allegiance to his King &
that, whenever his services are required by his Monarch, the latter has a right to them &
therefore so long as we continue to entice their seamen from them & suffer them to enter our
merchant service, they will continue to take them from us whenever they catch them on the
ocean.” (A Federalist Merchant) The Civil War of 1812 by Alan Taylor, p. 411.
Document 3D
Treaty of Paris, 1783 Article VII
“The navigation of the river Mississippi, from its source to the ocean, shall for ever remain free
and open to the subjects of Great Britain and the citizens of the United States.”
www.avalon.law.yale.edu/18th_century/paris.asp
Document Based Questions:
1. Examine the maps in Document 3A. The nation that controls Fort Niagara would have
an advantage in controlling what geographic feature?
2. Using Document 3B, describe the attitude of the British and Americans towards each
other after the Revolutionary War. According to the author, why was each nation not
necessarily willing to commit to a war?
3. Using Document 3C, describe the British definition of citizenship. How could they use
this definition to justify the impressments of American sailors?
4. Using Document 3D, determine why access to the Mississippi River was important to
both the British and the Americans.