NPS War of 1812 Lesson Plan Outline Understanding by Design Template Teacher: Anna Newton Date: July, 2013

Grade: 4th (Elementary School Level) Subject: US History

White House & Presidents Park Primary Interpretive Themes: 1A) The responses of presidents and first ladies to the challenges of the presidency provide important lessons in their varying capabilities to handle their job. 2A. The White House is a symbol of the presidency, of a free democratic society, and through its continuity, of the stability of our nation. 3A) The White House is an example of the continuum of history through its architecture, stories, decorative, and fine arts. 4) Presidents Park, as a primary element of the nations capital city, serves as a stage for active participation in the democratic process, and is linked by Pennsylvania Avenue Americas main street to the legislative and judicial processes on Capitol Hill.

Stage 1 Desired Results

Established Standards & Objectives: Maryland Objectives (Voluntary State Curriculum): Standard 5.0 History, Topic C: Conflict between ideas & institutions, Indicator 2: Explain the political, cultural, economic, and social changes in Maryland during the early 1800s, Objectives a: The student will describe Marylands role in the War of 1812. Virginia Objectives (SOLs): Standard USI.7c: The student will demonstrate knowledge of the challenges faced by the new nation by: describing the major accomplishments of the first five presidents of the United States. Specifically James Madison and the War of 1812. Students will analyze how the War of 1812 caused European nations to gain respect for the United States. D.C. Objectives: DC does not have a specific standard for the War of 1812; however the Common Core Standards apply. Common Core Objectives (Meets many of the skills that all districts want students to meet): ELA Standards: Reading Informational Text: Grade 4 CCSS.ELA-Literacy. RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy. RI.4.3: Explain events, ideas, or concepts in a historical text, including what happened and why, based on specific information in the text. CSS.ELA-Literacy.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. CSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. ELA Standards: Writing: Grade 4 CSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. CSS.ELA-Literacy.W.4.9: Draw evidence from literary or information texts to support analysis, reflection, and research. ELA Standards: Speaking & Listening: Grade 4 CSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4 topics, texts, and issues, building on others ideas and expressing their own clearly. CSS.ELA-Literacy.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. CSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Understandings: Essential Questions: Students will understand .. The reasons why the US tried to remain neutral Why did the US want to maintain neutrality? during the Napoleonic Wars, neither siding Why did the US declare war on Great Britain with France or Great Britain. in 1812? The reasons why the US declared war on Great How did the War of 1812 affect the US? Britain and began the War of 1812. How did the War of 1812 impact their local The role their local district and state played in area or state? the War of 1812. Student Outcomes: Student will be able to Create a Photo Story presentation to describe how their local district and/or state played a role in the War of 1812 and explain the impact of the War of 1812 on their local district and/or state.

Stage 2- Assessment Evidence

Performance Tasks: Students will research key events leading up to and during the War of 1812 to gain the knowledge needed to create their Photo Story presentations. Students will create a Photo Story presentation that contains and uses evidence from primary and secondary sources to effectively support their viewpoint on how their local district Other Evidence: Formative and summative should be used. Each class has individual needs, but the following are recommended. Status Reports as graded formative assessments. These status reports will check on the status of student work on their project and speech and give them feedback in order to improve their final product.

and/or state played a role in and was impacted by the War of 1812. Students will use speaking and writing skills to create their Photo Story presentations.

Other non-formal formative assessments, such as meeting with students one-on-one to discuss their progress and written reflections during the various parts of the project. The summative assessment will be the Photo Story presentation that will be graded based upon a rubric.

Stage 3 Learning Plan

Learning Activities: 1. In order to prepare/motivate students for this lesson, begin the first class period or block with a warm-up in which students brainstorm what a person needs to do in order research or find information to create an informational presentation. (The teacher should write down their list.) 2. Have a class discussion on the list brainstormed by students, particular ask students why the items they listed would help someone when they are researching. 3. Using the above discussion, the teacher will then discuss the purpose of the discussion by stating that they will be creating their own presentation using Photo Story on the role of their district and/or state in the War of 1812. ***This is lesson will focus on Maryland, but you can get resources for other states and districts and change the project sheets to reflect your district and/or state.*** 4. Prior to this lesson, there should have been some discussion on events leading up to 1812 in order for students to have some background knowledge on why the US may be considering entering a war, particularly with Great Britain. Completing a KWL chart (Appendix A) is a great way to assess students prior knowledge of the causes of the War of 1812. 5. Students must pick a key event during the War of 1812 that involved Maryland, based upon this outline of events on the following website: http://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.html. You may also assign individual students or groups to a particular topic instead (this may be a better option, since teachers will know what documents are available online). Once the student has the topic they are going to research, students will need additional time to research in order to gather and analyze the evidence (including photographs/pictures) in order to have a well supported speech. Based on your class schedule, this could be a few days or a longer term project that can span several weeks. Students will complete a research journal to keep track of their research. (Appendix B is the Photo Story project with status reports). ***If your students have not used Photo Story, you will need to spend some time teaching them how to use it.*** 6. Once their research is done, students would turn in their research journal for feedback. 7. Students then will be given the next status report in which they will write an outline or story board describing how they plan to use their research in their Photo Story for a status report. After the teacher has reviewed this status report, this is a great time to meet with students one-on-one to discuss the teacher feedback. 8. Once the story boards are completed, students will have a fellow student review their story boards based upon the questions provided. This is a point where you could have students share their story boards with the students from Ghent, if you are a part of this international education opportunity. 9. Based upon their peer review, students will revise their story boards and then create/record their Photo Story presentations. ***Extension: You could have a field trip to Fort McHenry or other War of 1812 sites, where students could do some on-site research and take pictures for their Photo Story presentations. Or these field trips

(such as the Star Spangled Banner National Historic Trail) could be taken after the presentations are presented as a way to conclude the War of 1812 project. 10. Once students have seen all the Photo Story presentations, the students will discuss what they learned about Marylands role in the War of 1812 in the KWL chart they previously started (Appendix A). Students will then write a written reflection on what they learned about the role Maryland played in the War of 1812. 11. The teacher will also grade the students Photo Story presentations based upon the rubric. ***If you do not wish to use the Photo Story software, you can use any other media software, such as Windows Movie Maker, iMovie, Screencast-o-matic.com.***

General Resources: Thinkport War of 1812 Classroom Resources: Has interactive and documents great site! http://warof1812.thinkport.org/#home.html History Channels War of 1812 page. Good for basic info on the War of 1812: http://www.history.com/topics/war-of-1812 Galafilms War of 1812 page. Has links for primary sources from multiple perspectives and song lyrics: http://www.galafilm.com/1812/e/index.html Maryland Resources: Maryland in the War of 1812 chronology: http://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812.html Maryland War of 1812 Bicentennial Commission Teacher Resources, includes documents and other lessons: http://starspangled200.org/resources/Pages/ForTeachers.aspx Online lessons and games on the War of 1812 has good information for students: http://www.pride2.org/NewPrideSite/MD/MD_Exploring.html This guide includes resources and worksheets to help students interpret documents: http://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdf Maryland Humanities Council War of 1812 website: http://www.mdhc.org/programs/chautauqua/past-chautauquas/chautauqua-2012-exploring-the-/war-of-1812bicentennial-resou/ Maryland Historical Society: http://www.mdhs.org/ Indian Affairs & Treaties: http://digital.library.okstate.edu/kappler/Vol2/toc.htm#T http://digital.library.okstate.edu/kappler/Vol2/treaties/wya0039.htm

Virginia Resources: War of 1812 Virginia Bicentennial Commission: http://va1812bicentennial.dls.virginia.gov/ Library of Virginia: Soldiers of the war: http://www.lva.virginia.gov/public/guides/rn19_sold.htm Alexandria, VA War of 1812 Bicentennial website: http://alexandriava.gov/historic/info/default.aspx?id=49310

D.C. Resources: Burning of D.C. Eyewitness to History: http://www.eyewitnesstohistory.com/washingtonsack.htm War of 1812 D.C. Bicentennial Commission: http://www.washingtondcwarof1812bicentennialcommission.org/ Primary Sources for the Burning of the White House: http://www.ourwhitehouse.org/warof1812.html Music and Sound effects: http://starspangled200.org/Resources/Documents/1812%20Teacher%20Resource%20Guide_Color.pdf http://www.warof1812.ca/songs.htm http://www.c-spanvideo.org/program/302069-1 http://www.youtube.com/watch?v=oTNDdZ6_3pk http://www.militaryheritage.com/cd_1.htm http://www.militaryheritage.com/sound.htm - free http://www.earlyamerica.com/music/war-1812.htm http://www.cruzatte.com/warof1812.html https://itunes.apple.com/us/album/ballads-war-1812-1791-1836/id218967614 http://www.mcneilmusic.com/rev.html http://www.pbs.org/wned/war-of-1812/classroom/intermediate/every-song-tells-story/ http://www.soundgator.com/ http://www.audiomicro.com/free-sound-effects http://soundbible.com/ Books/Publications: Primary Source Accounts of the War of 1812 by Helen Koutras Bozonelis Publications on the soldiers of the War: http://societyofthewarof1812.org/about-us-2/publications/ Childress, Diana. The War of 1812. Minneapolis: Lerner Publications Co., 2004. Greenblatt, Miriam. War of 1812. New York: Facts on File, 2003. Haberle, Susan E. The War of 1812. Mankato, Minn.: Bridgestone Books, 2003. Marquette, Scott. War of 1812. Vero Beach, Fla.: Rourke Pub., 2003. Nardo, Don. The War of 1812. San Diego, Calif.: Lucent Books, 2000. Stefoff, Rebecca. The War of 1812. New York: Benchmark Books, 2001. Warrick, Karen Clemens. The War of 1812: We Have Met the Enemy and They Are Ours. Berkeley Heights, N.J.: Enslow Publishers, 2002.

Appendix A:

What I Know

What I Want to Know

What I Learned

Appendix B:

*Marylands* Role in the War of 1812!

*Change this area to reflect your own state or area.*
Situation: You are a historian. You have been commissioned by the state government to teach others about our states role in the War of 1812. Source: www.rootsweb.ancestry.com You are tasked with creating a Photo Story presentation on one of the following topics. You will need to research to find appropriate information and photos to create a fabulous presentation depicting our states key role in the events of the War of 1812. Maryland Topics: Mary Pickersgill and the Star Spangled Banner Francis Scott Key and the creation of the National Anthem Marylands Privateers Defending the Nation at Sea Battle of Bladensburg Battle of North Point The Battle of Fort McHenry & the Star Shaped Fort Joshua Barney and the Chesapeake Flotilla Battle of St. Leonards Creek (First and Second) Battle of Caulks Field The construction and destruction of Fort Warburton (now Fort Washington) Marylands slave and African-American population during the War of 1812 Virginia Topics: The Surrender of Alexandria President James Madison and the War of 1812 Aftermath of the War of 1812: The Monroe Doctrine USS Chesapeake vs. HMS Leopard: Naval Battle off the shores of Norfolk leading up to the War of 1812 Battle of Craney Island District of Columbia Topics: The Burning of Washington, D.C. Dolly Madison saves the portrait of George Washington The Octagon House The aftermath and rebuilding Washington, D.C. The civilian population of D.C.

General Topics: Northwest Theater Niagara Theater St. Lawrence River Theater Lake Champlain Theater Atlantic Theater Chesapeake Theater Southern Theater Culture during the War of 1812 (Art and Music) Clothing, Food, and Society during the War of 1812 Life of a soldier (British and American) The Home Front: During and After the War

Status Report # 1: Research Journal, Reflection, Outline

Directions: You will need to engage in research to gain evidence and information to include in your Photo Story. Without strong evidence and information in your Photo Story Presentation, the people of Maryland will not know of Marylands key role in defending our nation in the War of 1812. Using the sources from your teacher (provided in the resources section) and other sources you find on your own, you will complete the below research journal for each source you find that will help create a great Photo Story.

STUDENTS RESEARCH JOURNAL LOG

The worksheet can be found at: http://www.mdhs.org./sites/default/files/How%20to %20interpret%20a%20document.pdf Other worksheets for various types of primary sources can be found at: http://www.mdhs.org./education/teachers/primary-source-worksheets **The above questions are to be completed with each document you will use in your Photo Story. Once you have completed your research complete the reflection below.* REFLECTION: Write a reflection on how you plan to use your research in your Photo Story. Which documents are you going to include? How are you going to use these documents? What do they show about Marylands role in the War of 1812? OUTLINE: After you have completed your reflection, create an outline of your presentation. See the below outline sheet to help you get started. Use your own sheet of paper to create your outline.
I. Introduce your main topic here A. The first piece of evidence for your first main point is summarized here. The source of the information is [name] who is an expert on this topic because [explain] I found this information [specify where] B. The second piece of evidence for your first main point is summarized here. The source of the information is [name] who is an expert on this topic because [explain] I found this information [specify where] C. The third piece of evidence for your first main point is summarized here. The source of the information is [name] who is an expert on this topic because [explain] I found this information [specify where] II. Introduce your next main topic hereContinue with the above outline for each main point.

Status Report # 2: Story Boarding & Peer Review

Directions: Now that you have done your research, you are to outline your Photo Story presentation by completing the below story board worksheet you may not use all of the slides or you may use more. It must be complete because one of your peers will be reviewing your story board. One of your peers will complete the peer review sheet below.

Photo Story Storyboard Worksheet

Use this storyboard worksheet to help you plan your movie. Each box represents a movie frame. For each frame, you should also write the caption and/or date, if any, and plan what youre going to say for narration. You will use this storyboard to put your movie in sequential order. You will also use it as a sort of script when its time to add the narration to your movie.

Slide 1 Title: Citation:

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Need more? Way to go! See me! I will add more frames to your storyboard!

Peer Review
Story Board peer review critique sheet Name of presenter__________________ Name of Reviewer__________________________ Gained attention in the intro while introducing topic? Main points in the story board match the main idea of their topic? Support material for each of the main points or big ideas? Smooth transitions and signposts throughout the story board? Does the story board meet the assignment by showing the important role Maryland played in the War of 1812? What was your impression of the story board- was it memorable? Ask yourself, what would you be thinking during or at the end of the story board that the speaker should consider. Share this with them. General comments overall: _____________________________________________________________________________ _ _____________________________________________________________________________ _ _____________________________________________________________________________ _

Status Report # 3: Final Written Story Board Presentation

Directions: Based upon the comments of your peer reviewer, you must edit your story board and use this to create a Photo Story presentation about your topic. Requirements: The presentation is no more than 15 minutes long Your presentation explains Marylands role in the War of 1812 on your specific topic Several pictures that represent your topic Use Photo Story Audio & Visuals that go along with the topic and it is accurate and informative Clear audio (music and/or speaking) that enhance the presentation

Rubric:

Marylands Role in the War of 1812 Photo Story

Student Name: ________________________________________

CATEGORY Content

5-4
Covers topic in-depth with details and examples. Subject knowledge is excellent.

3
Includes essential knowledge about the topic. Subject knowledge appears to be good.

1-0

Includes essential Content is minimal information about the OR there are several topic but there are 1- factual errors. 2 factual errors.

Requirements

All requirements are All requirements are One requirement met and exceeded. met. was not completely met.

More than one requirement was not completely met.

Mechanics

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Organization

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Oral Presentation

Interesting, wellrehearsed with smooth delivery that holds audience attention.

Delivery not smooth, Delivery not smooth but able to hold and audience audience attention attention lost. most of the time.

CATEGORY

5-4

1-0

Attractiveness

Makes excellent use of graphics, effects, etc. to enhance the presentation.

Makes good use of graphics, effects, etc. to enhance to presentation.

Makes use of graphics, effects, etc. but occasionally these detract from the presentation content.

Use of graphics, effects etc. but these often distract from the presentation content.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people\'s Uses other people\'s ideas (giving them ideas, but does not credit), but there is give them credit. little evidence of original thinking.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format. The audio (music and voice) is clear and well paced. Students annunciate to make sure the viewer can understand and learn from the presentation.

Source information collected for all graphics, facts and quotes. Most documented in desired format. The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a few places.

Source information collected for graphics, facts and quotes, but not documented in desired format. The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in some places.

Very little or no source information was collected.

Clarity

The audio (music and voice) is not clear and/or well paced. The information may be harder to understand in a several places.