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Leaders of the War of 1812: Hull, Brock and Tecumseh

We will focus on three men who helped to support and drive the War of 1812.
We will first talk about the American leader William Hull and the American
motivations for the war. Then, we will focus on the British leader Isaac Brock and
his First Nations allies lead by Tecumseh. All three men were very important
leaders in the war; each had different motivations and reasons for the war.
As you learn about each leader, fill out the open mind worksheet to understand
each leader's perspective. Fill the head outline with small pictures and words
that summarize each leader's perspective. Each worksheet will be worth 5
points.
The Many Faces of the War: Isaac Brock and Laura Secord (Wednesday)
watch graphic novel about Brock
talk about Laura Secord here.
Communication (telephone) game
quote: "But Heaven will look favorably on the manly exertions which
the loyal and virtuous inhabitants of this happy land are prepared to
make, to avert such a dire calamity.
The Many Faces of the War: William Hull (Thursday)
Hull's proclamation to Canada
quote: The United States offers you Peace, Liberty, and Securityyour choice
lies between these and war, slavery and destruction. Choose, but choose
wisely.
The Many Faces of the War: Tecumseh (Friday)
watch graphic novel about Tecumseh
read a Mere Matter of Marching sheet
Tecumseh speech to the Osage
quote: A single twig breaks, but the bundle of twigs is strong

Lesson Plan #5Various Perspectives on the War of 1812


Grade: 7E Gilbert Paterson
Subject: Social Studies
Unit: Chapter 6The United States Breaks Away
Lesson Duration: 7-59 min. Classes.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes:
7.1Students will demonstrate an understanding and appreciation of the
distinct roles of, and the relationships among, the Aboriginal, French and British
peoples in forging the foundations of Canadian Confederation.
Specific Learning Outcomes:
Dimensions of Thinking 7.S.1b) Critically evaluate ideas, information and positions from multiple
perspectives.
7.S.2d)Distinguish cause, effect sequence and correlation in historical events, including the long
and short term causal relations of events.
7.S.4b)Propose and apply new ideas and strategies to contribute to problem solving and decisionmaking, supported with facts and reasons.
7.S.5c) Consider the needs and perspectives of others.
7.S.7f)Integrate and synthesize concepts to provide an informed point of view on a research
question or an issue.
LEARNING OBJECTIVES
Students will:
1. Identify the key figures/leaders of the war.
2. Apply knowledge of leaders to a song.
3. Create a music video on one perspective of the War of 1812.
ASSESSMENTS
Written/Performance Assessments: completed music videos using WeVideo.
LEARNING RESOURCES CONSULTED
Tecumseh http://www.pbs.org/wned/war-of-1812/classroom/intermediate/bundle-twigs/
iPad app: Canada 1812Forged in Fire (Brock, Tecumseh and Secord)
MATERIALS AND EQUIPMENT
Johnny Horton's Battle of New Orleans
Arrogant Worms song, The War of 1812
Star Spangled Banner anthem
God Save the King song.
Open Mind graphic organizers.
PROCEDURE
Introduction (20 mins):
Play songs about the War of 1812 that show differing perspectives. Discuss the differing
perspectives. Go over pg. 195 to help students understand and choose a perspective to
complete their music video on.
Body (min.):

Learning Activity #1: Learning Perspective and Brainstorming (3 classes).


Students will learn about Sir Isaac Brock, William Hull, Tecumseh as well as Laura Secord.
For each person, they will complete an Open Mind. sheet. This sheet will be handed in to
check for understanding. It will also be used later to help guide students during the
brainstorming stage of the video project.
Day 1: Isaac Brock
Forged In Fire graphic novel on Brock
Complete Open Mind sheet
Play telephone and talk about the problem with communication.
Discuss Laura Secord
Day 2: William Hull
read Hull's speech in the textbook
complete Open Mind sheet
Day 3: Tecumseh
Talk about what leadership looks like. Why do we only recognize some forms of
leadership and not others.
Ideology and perspective, A Twig will break, but a bundle of sticks is strong.
Forged in Fire graphic novel
Fill out Open Mind sheet
After students have learned about the different perspectives of the War of 1812, they will
gather in pre-selected groups. Together, they will choose a song and a perspective to work with
for the music video project.
Group members will also complete the group member roles worksheet to identify the primary
role of each group member. Each student will then submit evidence of their work in that role at
the end of the project.
Assessments/Differentiation: Students will hand in the Open Mind sheets and group role worksheet at
the end of classes so that I can record each group member's role and make anecdotal notes throughout
the week.
Learning Activity #2: Research and Storyboard creation (50 mins.)
Students will do some background research on their song and their famous war hero to help
guide their music video.
Some students will be doing research, others will be in charge of beginning a storyboard for
their video.
Assessments/Differentiation: Students will hand in their storyboard drafts and research at the end of
class.
Learning Activity #3: Filming and Editing (2 classes)
Students will have one day to film and one day to edit in the computer lab using WeVideo.
Assessments/Differentiation: Assess students' ability to work in groups and complete their designated
role throughout the video creation process.
Closure (59 min.):
Once all videos are complete, we will be watching/ presenting the videos and have a movie
day with popcorn.
Reflection:

WeVideo username: gpwar1812


password: war1812

Final Project: Music Video


Your final project for this chapter will be to create a music video using a mobile
device and Voddio that tells the story and a particular perspective of a figure
from the War of 1812.
Video options:
Battle of New Orleans
Arrogant worms song
Star Spangled Banner (instrumental) (Battle of Plattsburg).
God Save the Queen/King (instrumental)
You may consider doing the music video from one of the following perspectives:
William Hull
Isaac Brock
Laura Secord
Tecumseh
A British soldier
An American soldier

Group Responsibility Breakdown


This music video is a group project. However, all group members must play an
active and equal role in the project. To ensure equal participation and
involvement, each group member will sign up for a specific role. Participation will
be graded based on your fulfilment of this role.
Role #1 (Researcher): You will be in charge of researching and recording
information that you find on the internet about the songs you will use and the
perspective that you choose to portray in your video. You will be the leader
during this stage; your job will be to help guide your group to find the information
that you need. You will also help the script writer organize the information that
you found during storyboard creation.
Role #2 (Script Writer): You will be in charge of creating the storyboard or
blueprint for your music video. You will lead the brainstorming session with your
group to plan and organize which scenes you will include and where they will be
placed within the music video. The storyboard must be completed before you
begin filming.
Role #3 (Film Crew): You will be the leader during the filming process. You will
be the camera person. It is okay if you are not a character in the music video
because you will be filming instead.
Role #4 (Editor): You will be working with the WeVideo technology to edit and
publish your music video. You will be placing the film footage on a timeline so
that it matches the song lyrics and makes sense.

Music Video Rubric


Your final project for Chapter 6 is to create a music video. In groups, you will choose one perspective
and film the video footage for a song related to the War of 1812.
Insufficient/
Incomplete
0

Below
Expectations
1

Approaching
Expectations
2

Meeting
Expectations
3

Length

The music video is The music video is The music video


The music video is at
less than 1 minute. between 1:00 and ranges between 2:00 least 2:30 in length.
2:00.
and 2:29

Perspective
(x2)

No clear
perspective
discussed in class
is developed in the
music video.

Few details are


provided, resulting
in a weak or
incoherent
perspective
throughout the
video.

Most of the music


video reflects a clear
perspective but it
could have more
details that would
enhance the accuracy
of the perspective.

The music video uses


the audio clips and
video footage to
effectively and
accurately reflect at
least one clear
perspective of the War
of 1812.

Participation Some group


(x2)
members did not
participate in the
project and failed
to work
cooperatively as a
team.

The project was


completed almost
exclusively by 1 or
2 group members.
The other group
members did not
fully participate
according to their
assigned role.

Some group
members fulfilled
their roles but other
group members had
to take on other roles
to get the project
finished.

Each group member


has participated
equally and fulfilled
their assigned role as
outlined in class.

Content (x3) The footage does


not directly relate
to the historical
event and
perspective
introduced in the
song.

Most of the footage


does not accurately
depict historical
events or
perspectives. The
footage appears
mismatched with
the audio track.

The footage includes


mostly historical
details, but some
information is clearly
embellished and not
supported by
research.

The footage
effectively and
accurately represents
historical events that
have clearly been
researched. The video
enhances what was
learned in class and
provides a creative
and insightful visual
interpretation to
historical events and
people.

Grade: ____ out of 24


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