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.com2. Student generated timeline of war – www.timetoast.com3. 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/raising-stakes-raises-issues-indian-gaming-conference-sponsored-cultural

http://www.npr.org/2011/06/01/136845555/casino-revenue-helps-tribes-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/sixnations.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 follows structure for chosen format

Writing generally follows structure for chosen format

Writing loosely organized in general format

Writing includes multiple mistakes in format

Writing does not follow format structure.

Writing contains no major errors in grammar, usage, mechanics

Writing contains minimal errors in grammar, usage, mechanics

Writing contains multiple errors, but does not detract from the work

Writing contains multiple errors which slightly detract from the author’s message

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-flash-cards/>.

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 timeline2. 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=61

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_W-12_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 Portrait of Tecumseh byto Harrison’s refusal to reverse the Treaty of Fort Wayne. 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.