Grade 5 Social Studies Unit: 07 Lesson: 02 Suggested Duration: 3 days Grade 05 Social Studies Unit 07 Exemplar Lesson 02: War of 1812 Grade 05 Social Studies Unit 07 Exemplar Lesson 02: War of 1812 This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) 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 The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase ) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 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 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: 5.19C 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 Social studies skills. The student communicates in written, oral, and visual forms. The Last Updated 4/23/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 19
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Grade 5
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 3 days
Grade 05 Social Studies Unit 07 Exemplar Lesson 02: War of 1812Grade 05 Social Studies Unit 07 Exemplar Lesson 02: War of 1812
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact yourchild’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
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
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
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 Citizenship. The student understands the importance of effective leadership in a
constitutional republic. The student is expected to:
5.19C 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 Social studies skills. The student communicates in written, oral, and visual forms. The
Last Updated 4/23/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 19
Political, Economic, Geographic, Social Characteristics
POLITICAL ECONOMIC GEOGRAPHIC SOCIAL
Political is government: it can be elections, or conflict and war, or treaties and alliances, territory, rights, or the lack of rights of the people who live there, voting, or not voting, taking care of the common good
Economic is what we value and how we pay for things we need: money, time, work or employment, cost, taxes, banking, trade, business, industry, educational level, inventions, standard of living
Geographic is where in the world people live: what the land is like there physically and what natural benefits or limitations does that land provide?
Social is what people do together. It is their language, dress, foods, religion, beliefs, health, recreation, art, music, literature, rules and laws that govern behavior.
Government Structure
War
Treaties
Courts/Laws
Leaders
Citizen Participation
State control of trade/industry
Agriculture/Industry importance
Labor systems
Levels of technology
Levels of international trade
Gender and racial equity
Money system
Location
Physical
Human Interaction
Movement
Spatial Diffusion
Family order –patriarchal, matriarchal
Gender relations – role of women, children
Social classes and enslavement
Entertainment
Dress
Religion
Education
Language
Lifestyle
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en‐us/images/
POLITICAL ECONOMIC GEOGRAPHIC SOCIAL
Government Structure War Treaties Courts/Laws Leaders Citizen Participation
State control of trade/industry Agriculture/Industry importance Labor systems Levels of technology Levels of international trade Gender and racial equity Money system
Location Physical Spatial Diffusion Landscape Natural Resources Population
Human Interaction Family order –patriarchal,
matriarchal Gender relations – role of
women, children Social classes and enslavement Entertainment Dress Religion Education Language Lifestyle Movement
PEGS Chart KEY Causes and Effects of the War of 1812
Possible Suggestions are shown. Answers will vary.
Political:
Causes:
Great Britain was interfering with relationship between Americans and American Indian tribes, taking the side of the tribes about westward movement.
Great Britain was far more powerful than the United States.
Britain burned the national capital and all its buildings.
America won battles against Canada and Britain and felt a national spirit because of it.
Effects:
American Indian tribes Anglos at war.
Americans were furious with Britain and felt good about invading Canada to pay them back.
Americans established several symbols as a result of their successes in battle.
American Indian tribes lost power and influence in the U.S.
Treaty of Ghent
The last time America and Great Britain were on opposing sides of an armed conflict, and the beginning of the rise of the United States joining with Great Britain as a sea power
United States gained confidence in its naval power
United States gained international respect
Economic
Causes:
Britain was disrupting trade and commerce on the high seas for Americans, forcing trade restrictions, Not allowing Americans to trade with Britain’s enemies by blockading ports.
Britain was forcing American sailors to serve in the British navy, or impressment.
Britain was short of money because of war with France.
Effects:
Disrupting trade cause economic hardships on Americans and made them mad.
Sailors were angry and not wanting to be forced to serve Britain. Felt captured and missing their pay.
Britain did not have the money and resources to fight the U.S. because they used it to fight France.
The United States had enormous debt from the war and had to rebuild the entire capital city.
United States gained trading power
Geographic
Causes:
Britain was interfering with westward movement in the U.S.
America was claiming Canadian soil.
Britain was destroying American ships, lives and claiming American soil.
None of the war was waged in Great Britain.
Effects:
America became even more proud of its place in the world.
America had to repair the capital and many other ports and cities.
American Indian tribes lost more of their people and their land.
Washington D.C. was rebuilt.
Social
Causes:
Britain was forcing American sailors to serve in the British navy not giving them the freedom to choose.
American Indian tribes were being forced off their land.
Canadians were threatened by the American invasions.
Effects:
American sailors hated and mistrusted the British.
American Indians trusted white Americans less than ever, and they lost much of their land and status.
America gained more nationalism, or patriotism and pride in symbols such as the national anthem by Francis Scott Key, Uncle Sam, new capitol building, “Old Ironsides”
The USS Constitution, a wooden-hulled American ship, was nicknamed “Old Ironsides” after a fierce battle with a British warship during the War of 1812. During the battle, a surprised sailor observed a British ship firing cannonballs at the USS Constitution. The cannon balls were bouncing harmlessly off, causing the sailor to shout, “Huzza! Her sides are made of iron!” From then on the USS Constitution has been called “Old Ironsides.”
Figure 1
In a letter to his superiors in England, Capt. Dacres, captain of the British ship Guerriere battling the USS Constitution, said:
“The Guerriere was so cut up, that all attempts to get her in would have been useless. As soon as the wounded were got out of her, they set her afire, and I feel
it my duty to state that the conduct of Captain Hull* and his Officers to our Men
has been that of a brave Enemy.” The HMS Guerriere sank in flames on Aug. 20, 1812. The USS Constitution returned to Boston on Aug. 30. Although one ship battle did not win the war, it gave Americans more spirit and courage and continues to be viewed as a symbol of American strength. The poem “Old Ironsides,” by Oliver Wendell Holmes solidified the status of the ship USS Constitution in America’s eyes as a symbol of American strength and naval might, standing for the Constitution itself. The ship is now a museum floating in Charlestown Navy Yard just outside Boston.
* Captain Hull was the captain of the USS Constitution.
During the War of 1812, the United States and Great Britain were once again at war. Most of the battles were on the East Coast in the ports and harbors, including around Boston, Baltimore and Washington, D. C. One very brave man named Francis Scott Key boarded a truce ship to meet the British fleet and ask for a prisoner’s release. The year was 1813. Key successfully negotiated the release, but was detained by the British until the attack on Baltimore was over. So there in the truce ship he watched a mighty sea battle between the British and the Americans in the Baltimore harbor. Mr. Key especially had his eyes on Fort McHenry where he could see a large American flag, with bold stripes and stars flying in the breeze over the fort. Fort McHenry was the United States fort at the entrance of the Baltimore harbor. Another brave man was Commander Major George Armistead who was assigned to be the commander of Fort McHenry. Commander Armistead had commissioned Mary Young Pickersgill and her 13-year-old daughter Caroline to create that big flag so it could be flown high to help encourage his men in battle. The huge flag was 30 feet by 42 feet and was made of fine quality wool bunting. Each star was two feet across from point to point. On the 24th of August, 1814, the British had invaded and captured Washington, D.C. They set fire to the Capitol and the White House, the flames visible 40 miles away in Baltimore. By September 13, 1814, the British began bombarding Ft. McHenry. The bombardment continued for 25 hours, with the British firing newly-designed red rockets across the sky. The bombs and rockets lit up the sky and created loud, frightening noises all night long. In the early morning dawn there came a sudden and strange silence. The British decided that Fort McHenry and Baltimore were too costly a battle, and they ordered a retreat. Dr. Key and his friends had no way of knowing who had won, but as the sun began dawning, they could see the jubilant sight of the huge American flag waving over Ft. McHenry! The fort had not fallen. Key took paper from his pocket and began to write a poem. The next day Key took a letter from his pocket, and began to write some verses on the back of it. Key checked into a hotel and completed his poem. Eventually the famous poem was put to a tune and today we know it as "The Star-Spangled Banner." It officially became our national anthem in 1931, more than 100 years later. People always stand when the national anthem is played or sung, and most put their right hand over their heart as a sign of allegiance and respect. Both the song and the flag are called the Star-Spangled Banner. The flag is on exhibit in the National
Museum of American History at the Smithsonian Institution. Key’s original manuscript of the lyrics can be visited online at the Smithsonian Institution.
National Capitol Building Today the United States Capitol stands as a proud symbol and monument to freedom and democracy. For over 200 years it has housed the Congress, or the meetings of the House of Representatives and the Senate. It is the building where important decisions are made that effect all the citizens every day. The design by Dr. William Thornton was commended by President Washington, and it was soon accepted by the Commissioners who were to select the design. President Washington also laid the cornerstone in 1793. On August 24, 1814, British troops set fire to the all the buildings in Washington, D.C. (except the patent building) during the War of 1812. There was a mighty rainstorm that prevented the Capitol from being destroyed completely. In 1815 workmen began to make repairs to the damaged Capitol and President’s house. At this time new materials, such as marble, were added and the dome was made higher. The chambers of the Senate and House, as well as the Supreme Court, were ready for use in four years. After it was completed, work began on the landscaping. Capitol, sketch after 1812 burning The Capitol today.
Figure 4 Figure 5
Eventually, the size had to be increased since there were more representatives and senators, and then, in 1856, a new, fireproof cast-iron dome was added to better match the larger building. In 1861, during the Civil War, the Capitol was used as a military barracks, hospital, and bakery, so it could not be completed until after the war. The Capitol is continuously updated, made fire-proof, and changed to provide safety for the people who work there every day. The Capitol has become a museum of American art and history focusing on the legislative branch of the United States government. If you are standing at the end of the National Mall, you will see Capitol Hill as the beautiful, shining centerpiece.
Figure 1: Grant, G. (Artist). (1927). USS constitution. [Print Drawing]. Retrieved from http://www.navyhistory.org/wp-content/uploads/2012/07/NH-54592.jpg
Figure 3: 1964). The flag from the song. (1964). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/d/d9/Star_Spangled_Banner_Flag_on_display_at_the_Smithsonian's_National_Museum_of_History_and_Technology,_around_1964.jpg
Figure 4: (2013). The U.S. Capitol. (2013). [Print Photo]. Retrieved from http://www.aoc.gov/capitol-buildings/about-us-capitol
Figure 5: Goode, J. (Artist). (1812). Capitol, sketch after 1812 burning. [Print Drawing]. Retrieved from http://www.nps.gov/nr/travel/wash/buildings/Cap2.jpg
Figure 6: (2012). The white house after the 1814 fire. (2012). [Print Drawing]. Retrieved from http://www.whitehousehistory.org/whha_classroom/images/classroom_4-079.jpg
Figure 7: (2012). Lions champions of change - white house. (2012). [Print Photo]. Retrieved from http://lionsclubs.org/blog/wp-content/uploads/2012/08/iStock_000009197404Medium-1024x681.jpg
Figure 8: (2008). I want you for the U.S. Army nearest recruiting station / James Montgomery Flagg. (2008). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/thumb/1/1d/Unclesamwantyou.jpg/445px-Unclesamwantyou.jpg