Return of the Red Coats: The War of 1812
Gary Campbell
Fillmore Elementary
Hamilton, Ohio
Summer 2009
The fall of Washington-or Maddy in full flight.
1 print : engraving, color.
[London] : pubd. by S. W. Fores, 1814.
Prints and Photographs Division.
Reproduction Number:
LC-USZC4-3115
Students will review timeline components and construction skills. They will then utilize
those skills to understand the chronology of events in the war of 1812.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 Construct a timeline
 Gain an understanding of the historical events
embedded in the War of 1812 and its ultimate end.
The students will understand that the War of 1812 is
that last major conflict between the U.S. and Britain.
2 Days
Fifth Grade
Social Studies
 Computer with Projector or Copies of Primary
Source Documents if technology is not available
to project.
 Timeline Master
 Timelines Review worksheet
 Pencil
 Teacher Background Pages
Ohio Benchmarks and Indicators
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History
Chronology
1. Create time lines and identify possible relationships
between events.
Teaching with Primary Sources
Illinois State University
Settlement
5. Explain how the United States became independent from
Great Britain.
Procedures
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Day One:
 Review timelines using the timelines worksheet
 Informally evaluate student work with
observation and discussion
 Introduce content material dealing with the War
of 1812. An outline of the war, from beginning to
end, has been provided in the “Handouts” section
of the lesson.
 Focus areas include the Causes of the War,
British attack on Washington, DC and Fort
McHenry, The Star Spangled Banner, Naval
Battles on Lake Erie, The Battle of New Orleans,
and the Treaty of Ghent. Use the the
background information about the War of 1812
to provide appropriate content about the above
focus areas. Continue to appropriate lesson end
with the above content. Continue on Day 2.
 For the evaluation, relate the appropriate dates
for the following key events: Battle of Lake ErieSeptember 1813, British Attack Washington DCAugust 1814, Fort McHenry Attacked September
1814, Treaty of Ghent December 1814, Battle of
New Orleans January 1815.
 Primary sources to be projected or copied and
displayed to the class include in order: 1-A scene
on the frontier 2-The taking of the city of
Washington 3- Maddy on the run 4-Battle of
Lake Erie.
 Notes providing a brief explanation to share with
the students are provided in the handouts section.
 Students will complete a timeline that places the
focus areas from above into the correct
chronological order. The timeline master will be
distributed to the class containing both a blank
timeline and the list of events as the lesson
evaluation.
Teaching with Primary Sources
Illinois State University
Evaluation
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This lesson will be evaluated both formally and
informally. Evaluation will consist of a walkthrough
check of the introductory timeline activity, along with
teacher observation and notation of the questions being
asked. The formal evaluation consists of the student’s
responses to the final timeline activity, as evaluated on a
five point scale.
Extension
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There are many ways to enrich and extend the lesson.
The Library of Congress has a permanent exhibit that
deals with the ongoing relationship between England
and the United States. The students can use the
computer to visit the exhibit titled “From Enemy to
Ally” at http://www.loc.gov/exhibits/british/brit-3.html
This website is self directed showing the change in
relationship between the two countries. Students can
use this website as the source of another conflict to
research and report on.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
Citation
URL
Cartoon showing
President James
Madison and probably
John Armstrong, his
secretary of war, both
with bundles of
papers, fleeing from
Washington, with
burning buildings
behind them
The fall of
Washington-or Maddy in full
flight.
1 print : engraving,
color.
[London] : pubd. by
S. W. Fores, 1814.
Prints and
Photographs Division.
Reproduction
Number:
LC-USZC4-3115
William Charles.
"A Scene on the
Frontiers as Practiced
by the Humane
British and Their
Worthy Allies!"
Philadelphia: 1812.
Etching with
watercolor.
Prints and
Photographs Division,
Library of Congress
(62)
G. Thompson.
"The Taking of the
City of Washington in
America."
London: G.
Thompson, October
14, 1814.
Engraving.
Prints and
Photographs Division,
Library of Congress
(63)
http://memory.loc.gov
/cgibin/query/r?pp/ils:@fi
lreq(@field(NUMBE
R+@band(cph+3a053
48))+@field(COLLID
+cpbr))
A scene on the
Frontier as practiced
by the humane British
and their worthy
allies!
The taking of the city
of Washington in
America.
http://www.loc.gov/ex
hibits/british/brit3.html
http://memory.loc.gov
/cgibin/query/r?pp/ils:@fi
lreq(@field(NUMBE
R+@band(cph+3a056
80))+@field(COLLID
+pga))
Teaching with Primary Sources
Illinois State University
Battle of Lake Erie,
by Powell, in the capitol
at Washington.
Library of Congress,
Prints and
Photographs Division,
Detroit Publishing
Company Collection.
http://memory.loc.gov
/cgibin/query/r?ammem/d
etr:@field(NUMBER
+@band(det+4a26407
))
Teaching with Primary Sources
Illinois State University
Rubric
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This Project is based on a 5 point rubric. One point is allotted for each correct location
identified on the timeline. The score is then reported as the number correct out of five
points.
Teaching with Primary Sources
Illinois State University
Handouts
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Teaching with Primary Sources
Illinois State University
Timeline Review
Name________________________________________
What time is it? Timeline time!
The parts of a good time line are:
1._____________________________________________
2._____________________________________________
3._____________________________________________
4._____________________________________________
5._____________________________________________
Lets try it out!
Make a sample timeline below. Take a look at your typical school day. What important events happen
during the typical day?
Try these:
What time I get up:__________
What time school starts:__________
What time I have lunch:__________
What time school is out:__________
What time I go to bed:__________
Place your data on the line segment below. Don’t forget all the parts from the first part above!
__________________________________________________________
Teaching with Primary Sources
Illinois State University
Timeline Review Key
Name________________________________________
What time is it? Timeline time!
The parts of a good time line are:
1. Title
2. Appropriate scale with correct units of time
3. Equally spaced intervals
4. Labels for events
Try it Out!
Make a sample timeline below. Take a look at your typical school day. What important events happen
during the typical day?
Try these:
What time I get up:__________
What time school starts:__________
What time I have lunch:__________
What time school is out:__________
What time I go to bed:__________
Place your data on the line segment below. Don’t forget all the parts from the first part above!
(student responses will vary)
__________________________________________________________
Teaching with Primary Sources
Illinois State University
Teacher Background for Projected Images:
A Scene on the Frontier
Great Britain’s arming of the Native Americans was a cause of the war. Americans felt endangered, as
the Native Americans were encouraged to attack settlements.
The taking of the city of Washington
The American Army was not able to stop the British advance through Maryland. The British were able to
surround Washington DC and burn many buildings including the White House and the Capitol Building.
Maddy on the Run
This painting shows President Madison in retreat from the British. He is carrying what papers he can
escape with.
Battle of Lake Erie
Commander Oliver Hazard Perry was able to defeat the British Naval Forces on Lake Erie, near Put in
Bay, Ohio.
Teaching with Primary Sources
Illinois State University
Timeline Evaluation
Name________________________________________
Based on the information from today’s lesson, place the letter for each event during the War of 1812 at
the correct space on the timeline. When you have completed the timeline, the events will be in
chronological order.
a.
b.
c.
d.
e.
Treaty of Ghent
Battle of Lake Erie
Attack on Fort McHenry
British Attack Washington DC
Battle of New Orleans
1813------------1814------------1815------------1816
Timeline Evaluation
Name________________________________________
Based on the information from today’s lesson, place the letter for each event during the War of 1812 at
the correct space on the timeline. When you have completed the timeline, the events will be in
chronological order.
a.
b.
c.
d.
e.
Treaty of Ghent
Battle of Lake Erie
Attack on Fort McHenry
British Attack Washington DC
Battle of New Orleans
B
DC A
E
1813------------1814------------1815------------1816
Teacher Background Information
The War Of 1812
The War of 1812 was fought between the United States and Great Britain from June 1812 to
the spring of 1815, although the peace treaty ending the war was signed in Europe in
December 1814. The main land fighting of the war occurred along the Canadian border, in the
Chesapeake Bay region, and along the Gulf of Mexico; extensive action also took place at sea.
Background
From the end of the American Revolution in 1783, the United States had been irritated by the
failure of the British to withdraw from American territory along the Great Lakes; their backing
of the Indians on America's frontiers; and their unwillingness to sign commercial agreements
favorable to the United States.
American resentment grew during the French Revolutionary Wars (1792-1802) and the
Napoleonic Wars (1803-15), in which Britain and France were the main combatants.
In time, France came to dominate much of the continent of Europe, while Britain remained
supreme on the seas. The two powers also fought each other commercially: Britain attempted
to blockade the continent of Europe, and France tried to prevent the sale of British goods in
French possessions. During the 1790s, French and British maritime policies produced several
crises with the United States, but after 1803 the difficulties became much more serious. The
British Orders in Council of 1807 tried to channel all neutral trade to continental Europe
through Great Britain, and France's Berlin and Milan decrees of 1806 and 1807 declared
Britain in a state of blockade and condemned neutral shipping that obeyed British regulations
(see CONTINENTAL SYSTEM). The United States believed its rights on the seas as a neutral
were being violated by both nations, but British maritime policies were resented more because
Britain dominated the seas. Also, the British claimed the right to take from American merchant
ships any British sailors who were serving on them. Frequently, they also took Americans. This
practice of impressment became a major grievance.
The United States at first attempted to change the policies of the European powers by
economic means. In 1807, after the British ship Leopard fired on the American frigate
CHESAPEAKE, President Thomas Jefferson urged and Congress passed an EMBARGO ACT
banning all American ships from foreign trade. The embargo failed to change British and
French policies but devastated New England shipping. Later and weaker economic measures
were also unsuccessful.
Failing in peaceful efforts and facing an economic depression, some Americans began to argue
for a declaration of war to redeem the national honor. The Congress that was elected in 1810
and met in November 1811 included a group known as the War Hawks who demanded war
against Great Britain. These men were all Democratic-Republicans and mostly from the West
and South. Among their leaders were John C. Calhoun of South Carolina, Henry Clay of
Kentucky, and Felix Grundy of Tennessee. They argued that American honor could be saved
and British policies changed by an invasion of Canada. The FEDERALIST PARTY, representing
New England shippers who foresaw the ruination of their trade, opposed war.
Napoleon's announcement in 1810 of the revocation of his decrees was followed by British
refusals to repeal their orders, and pressures for war increased. On June 18, 1812, President
James MADISON signed a declaration of war that Congress--with substantial opposition--had
passed at his request. Unknown to Americans, Britain had finally, two days earlier, announced
that it would revoke its orders.
Campaigns of 1812-13
U.S. forces were not ready for war, and American hopes of conquering Canada collapsed in the
campaigns of 1812 and 1813. The initial plan called for a three-pronged offensive: from Lake
Champlain to Montreal; across the Niagara frontier; and into Upper Canada from Detroit. The
attacks were uncoordinated, however, and all failed. In the West, Gen. William HULL
surrendered Detroit to the British in August 1812; on the Niagara front, American troops lost
the Battle of Queenston Heights in October; and along Lake Champlain the American forces
withdrew in late November without seriously engaging the enemy.
American frigates won a series of single-ship engagements with British frigates, and American
privateers continually harried British shipping. The captains and crew of the frigates
CONSTITUTION and United States became renowned throughout America. Meanwhile, the
British gradually tightened a blockade around America's coasts, ruining American trade,
threatening American finances, and exposing the entire coastline to British attack.
American attempts to invade Canada in 1813 were again mostly unsuccessful. There was a
standoff at Niagara, and an elaborate attempt to attack Montreal by a combined operation
involving one force advancing along Lake Champlain and another sailing down the Saint
Lawrence River from Lake Ontario failed at the end of the year. The only success was in the
West. The Americans won control of the Detroit frontier region when Oliver Hazard PERRY's
ships destroyed the British fleet on Lake Erie (Sept. 10, 1813). This victory forced the British
to retreat eastward from the Detroit region, and on Oct. 5, 1813, they were overtaken and
defeated at the battle of the Thames (Moraviantown) by an American army under the
command of Gen. William Henry HARRISON. In this battle the great Shawnee chief
TECUMSEH, who had harassed the northwestern frontier since 1811, was killed while fighting
on the British side.
Campaigns of 1814
In 1814 the United States faced complete defeat, because the British, having defeated
Napoleon, began to transfer large numbers of ships and experienced troops to America. The
British planned to attack the United States in three main areas: in New York along Lake
Champlain and the Hudson River in order to sever New England from the union; at New
Orleans to block the Mississippi; and in Chesapeake Bay as a diversionary maneuver. The
British then hoped to obtain major territorial concessions in a peace treaty. The situation was
particularly serious for the United States because the country was insolvent by the fall of
1814, and in New England opponents of the war were discussing separation from the Union.
The HARTFORD CONVENTION that met in Connecticut in December 1814 and January 1815
stopped short of such an extreme step but suggested a number of constitutional amendments
to restrict federal power.
The British appeared near success in the late summer of 1814. American resistance to the
diversionary attack in Chesapeake Bay was so weak that the British, after winning the Battle
of Bladensburg (August 24), marched into Washington, D.C., and burned most of the public
buildings. President Madison had to flee into the countryside. The British then turned to attack
Baltimore but met stiffer resistance and were forced to retire after the American defense of
FORT MCHENRY, which inspired Francis Scott KEY to write the words of the "Star-Spangled
Banner."
In the north, about 10,000 British veterans advanced into the United States from Montreal.
Only a weak American force stood between them and New York City, but on Sept. 11, 1814,
American Capt. Thomas MACDONOUGH won the naval battle of Lake Champlain (Plattsburg
Bay), destroying the British fleet. Fearing the possibility of a severed line of communications,
the British army retreated into Canada.
Peace Treaty and the Battle of New Orleans
In late 1814 New Orleans was home to a population of French, Spanish, African, Anglo and
Creole peoples dedicated to pursuing economic opportunism and the joys of life. It also
occupied a strategic place on the map. Located just 100 miles upstream from the mouth of the
Mississippi River, the Crescent City offered a tempting prize to a British military still buoyant
over the burning of Washington, D.C. To capture the city, Admiral Sir Alexander Cochrane
fitted out a naval flotilla of more than 50 ships to transport 10,000 veteran troops from
Jamaica. They were led by Sir Edward Pakenham, the 37-year-old brother-in-law of the Duke
of Wellington and a much-decorated general officer.
For protection, the citizens of southern Louisiana looked to Major General Andrew Jackson,
known to his men as "Old Hickory." Jackson arrived in new Orleans in the late fall of 1814 and
quickly prepared defenses along the city's many avenues of approach.
Meanwhile, the British armada scattered a makeshift American fleet in Lake Borgne, a shallow
arm of the Gulf of Mexico east of New Orleans, and evaluated their options. Two British
officers, disguised as Spanish fishermen, discovered an unguarded waterway, Bayou
Bienvenue, that provided access to the east bank of the Mississippi River barely nine miles
downstream from New Orleans. On December 23 the British vanguard poled its way through a
maze of sluggish streams and traversed marshy land to emerge unchallenged an easy day's
march from their goal.
Two American officers, whose plantations had been commandeered by the British, informed
Jackson that the enemy was at the gates. "Gentlemen, the British are below, we must fight
them tonight," the general declared. He quickly launched a nighttime surprise attack that,
although tactically a draw, gained valuable time for the outnumbered Americans. Startled by
their opponents' boldness, the British decided to defer their advance toward New Orleans until
all their troops could be brought in from the fleet.
Old Hickory used this time well. He retreated three miles to the Chalmette Plantation on the
banks of the Rodriguez Canal, a wide, dry ditch that marked the narrowest strip of solid land
between the British camps and New Orleans. Here Jackson built a fortified mud rampart, 3/5
mile long and anchored on its right by the Mississippi River and on the left by an impassable
cypress swamp.
While the Americans dug in, General Pakenham readied his attack plans. On December 28 the
British launched a strong advance that Jackson repulsed with the help of the Louisiana, an
American ship that blasted the British left flank with broadsides from the river. Four days later
Pakenham tried to bombard the Americans into submission with an artillery barrage, but
Jackson's gunners stood their ground.
The arrival of fresh troops during the first week of January 1815 gave the British new hope.
Pakenham decided to cross the Mississippi downstream with a strong force and overwhelm
Jackson's thin line of defenders on the river bank opposite the Rodriguez Canal. Once these
redcoats were in position to pour flank fire across the river, heavy columns would assault each
flank of the American line, then pursue the insolent defenders six miles into the heart of New
Orleans. Units carrying fascines -- bundled sticks used to construct fortifications -- and ladders
to bridge the ditch and scale the ramparts would precede the attack, which would begin at
dawn January 8 to take advantage of the early morning fog.
It was a solid plan in conception, but flawed in execution. The force on the west bank was
delayed crossing the river and did not reach its goal until well after dawn. Deprived of their
misty cover, the main British columns had no choice but to advance across the open fields
toward the Americans, who waited expectantly behind their mud and cotton-bale barricades.
To make matters worse, the British forgot their ladders and fascines, so they had no easy
means to close with the protected Americans.
Never has a more polyglot army fought under the Stars and Stripes than did Jackson's force at
the Battle of New Orleans. In addition to his regular U.S. Army units, Jackson counted on
dandy New Orleans militia, a sizable contingent of black former Haitian slaves fighting as free
men of color, Kentucky and Tennessee frontiersmen armed with deadly long rifles and a
colorful band of Jean Lafitte's outlaws, whose men Jackson had once disdained as "hellish
banditti." This hodgepodge of 4,000 soldiers, crammed behind narrow fortifications, faced
more than twice their number.
Pakenham's assault was doomed from the beginning. His men made perfect targets as they
marched precisely across a quarter mile of open ground. Hardened veterans of the Peninsular
Campaign in Spain fell by the score, including nearly 80 percent of a splendid Scottish
Highlander unit that tried to march obliquely across the American front. Both of Pakenham's
senior generals were shot early in the battle, and the commander himself suffered two wounds
before a shell severed an artery in his leg, killing him in minutes. His successor wisely
disobeyed Pakenham's dying instructions to continue the attack and pulled the British
survivors off the field. More than 2,000 British had been killed or wounded and several
hundred more were captured. The American loss was eight killed and 13 wounded.
Jackson's victory had saved New Orleans, but it came after the war was over. The Treaty of
Ghent, which ended the War of 1812 but resolved none of the issues that started it, had been
signed in Europe weeks before the action on the Chalmette Plantation.
Bibliography:
Berton, Pierre, Flames across the Border (1981; repr. 1988) and The Invasion of Canada (1980; repr.
1988); Caffrey, Kate, The Twilight's Last Gleaming: The British against America 1812-1815 (1977);
Coles, Harry L., The War of 1812 (1965); Horsman, Reginald, The War of 1812 (1969); Mahon, John K.,
The War of 1812 (1972); Tucker, Glenn, Poltroons and Patriots: A Popular Account of the War of 1812,
2 vols. (1954).
Gateway New Orleans, Tuesday, June 16 2009 http://www.gatewayno.com/history/War1812.html