Teacher: Allen Rider
Subject: Cause and Effects of War of 1812
Title: War of 1812
Topic: War of 1812
Grade:8th
Lesson Duration: 2 days
School: ACMS
Education Designs Lesson/ Unit Plan
Lesson Summary:
(A short 3-5 sentence
summary of the lesson
and how it will be
delivered)
Students will discuss through call and recall, question and answer the
political, economic and military causes of the war of 1812. Students will
demonstrate the ability to compare and contrast the different views of the
Native Americans, British, and Americans both War Hawks and New
England Yankees. The students will demonstrate an extensive knowledge of
the importance of geography in the war through map skills as well as the
strategic locations of key important events. Students will study the outcome
of the war and its impact on western movement, Indian white relations and
politics in the U.S.
National Standards
for History Era:
United States territorial expansion between 1801 and 1861, and how it
affected relations with external powers and Native Americans How the
industrial revolution, increasing immigration, the rapid expansion of
slavery, and the westward movement changed the lives of Americans and
led toward regional tensions
1f.ID the causes and effects of the western movement/4a.Analyze and
evaluate the patterns of migration and the consequences of human migration
and territorial expansion within the U.S. . 4d. Measure distances on a map
4e.Interpret special purpose maps. 4f. Analyze statistical info using social
studies tools. 6a.Assess the importance of certain traits of character in a
democracy. 6b.Evaluate the value and challenge of diversity in American
Life. 6d. Determine the origins and resolutions of political conflict in the
U.S. 7a. Compare and contrast the economic factors that led to the
development of America.
Link
Standard(s):
State, Local or National
Themes/Concept:
1.Indian White relations 2.Westward movement 3.International relations
with foreign countries 4.Political conflict and resolution
Essential questions
(2-5 questions)
(What you want the
students to know)
Questions from the section reviews 10-4/10-5
(1)Why does war breakout between white settlers and Indians in the Ohio.
(2)ID three reasons why the war hawks wanted Congress to declare war
on Britain
(3)What military problems did the U.S. face at the start of the war
(4)What was the outcome of military conflicts and battles in the West and
East
(5)How did Jackson achieve victory in the Battle of New Orleans
(6)Why did New Englanders threaten to leave the union
Elements (What you
want the students to
understand)
(1)Explain why conflicts between white settlers and native Americans
increased during the early 1800s. (2)ID the goal of Tecumseh’s Native
American Confederation. (3)Describe why the War Hawks pushed for
war against Britain. (4)Describe how the U.S. was not ready for war. (5)
list the successes Americans had in the west. (6)Describe the final
progression of the last battles of the war. (7)Explain why New Englanders
Education Designs
Launch Activity
(Hook)
Knowledge & Skills
(People, Places, times
and vocabulary-what
the student should be
able to do. What skills
will they use?)
protested the war.
Work on Map 24 which shows the major battles of the war of 1812 as
well as the lines of advance and the critical geography of certain battles.
Section Objective questions allow students to get an overview of the
material covered. These questions can only be answered if the prior
night’s assignment was to read and answer the section review. Show
students British Musket balls for Brown Bess Musket Circa 1812. These
are real and actually belonged to the government of Nepal at he time of
the war of 1812 bt they are the same as those carried by British forces in
the Revolution up through 1838. The students find real world “stuff” they
can handle interesting. One of these would be chosen based upon the
actual reality of the events of the day or prior day and what the students
would be capable of doing relevant to what they had done the day before.
T.Jefferson ,
impressments,
Embargo Act, Non
intercourse Act,
Treaty of
Greenville
,confederation,
Battle of
Tippecanoe, War
Hawks,
Tecumseh, the
Prophet, War
Hawks, Henry
Clay, James
Madison
Battle of Lake Erie,
Battle of New
Orleans, Hartford
Convention, Treaty
of Ghent, Andrew
Jackson, USS
Constitution, Oliver
Hazard Perry,
Dolley Madison, Ft
McHenry, Francis
Scott Key, Star
Spangled Banner,
Revs. Richard Allen
and Absalom Jones
Skills: Read and
Comprehend, Map
skills, Cause and effect
relationships, Consider
Multiple Perspectives,
Compare and contrast
differing sets of ideas,
Evaluate the
implementation of a
decision
Lesson Methodology (How will you conduct the lesson; activities…?)
Student will complete bell work (Hook Activity) of answering the questions at the start of the
sections under Objectives for first five to seven minutes of class or work on map 24 War of 1812.
Students will then be broken up into groups of 3 to 5 to participate in a Jigsaw learning activity to
answer the questions outlined in the Essential Questions. This will be determined based upon
the number of students in the class. Students will have to define and explain the relevance of the
key terms and places indicated in the People, Places, and Things section. Students will draw
connections between the people and places and terms relevant to the question their group has to
answer. Students will then be expected to teach their question to the class to the level of
knowledge to pass the test. Each student will be evaluated based upon their ability to present the
part of the assigned question. Students will be grouped by reading ability so that high performing
students and low performing students are not mixed but kept grouped based upon their ability.
Assessment Evidence: What evidence will show that students met the learning goal?
Traditional Assessment (Quizzes, Test, Selected Responses)Quiz chpt.10-4,10-5, Vocabulary Test
Chpt.10,
Authentic Assessment (Performance Tasks, Rubrics, Projects, Dialogues, Portfolio, etc.,)
See above also Graphic Organizers, leveled questions in the form of section objective questions
Student Self-Assessment
Allow students to grade their own guided reading and sometimes quizzes for immediate feed
back. Provide either oral or written response to other students presentation.
Education Designs
Differentiation Associated with this unit- Allow lower performing or special needs
students to work in groups on work or one on one help as needed. Give more time
for assignment completion especially true with students on Tier II or III TST.
Education Designs
Resources and instructional tools: (Including Video Sources, Text Resources, Research
Strategy)History Channel video “The War of 1812”, Text American Nation, Map 24 from map skills book
American Nation, Info provided by outside sources like “The Battle Of New Orleans, Jackson , Jean lafitte
and The War of 1812. Etc.
Education Designs