War of 1812: Learning through Poetry & Art

Lesson Overview 

The unit begins with the following focus question: Can poetry and song help a reader to understand the significant events, individuals and perspectives of history? The students will analyze three poems/songs that will aid in discovering historical significance and historical perspectives about the War of 1812.

Time Required

5 to 6 - 75 minute periods

Historical Thinking Concept(s)

This lesson plan uses the following historical thinking concepts: establish historical significance, use primary source evidence, take historical perspectives.

Learning Outcomes

Student will:

• Participate in activities that will allow them to understand Historical Significance, Historical Perspectives and working with Primary Source Evidence
• Research and learn about events of the War of 1812 from a number of different sources
• Summarize their research in the form of a poem and an expository essay that will express the historical significance and perspective of an individual or event

Background Information

 Students should be aware of the major dates and battles of the War of 1812 and the different groups of peoples that participated in the War of 1812 (British, Canadien, Canadian, First Nation, American).

The Lesson Activities

Part A

Focus Question: Can poetry and song help a reader to understand the significant events, individuals and perspectives of history?

1. Tell the students that as a class they will be looking at three poems/songs that will aid in discovering Historical Significance and Historical Perspective about the War of 1812.
2. To begin, ask students if they know of any poetry, ballads or songs that speak of an important or historical event or person. Write answers on the board. Some possible answers/suggestions you might show them are:
   1. Gordon Lightfoot "Canadian Railroad Trilogy"
   2. U2 "Bloody Sunday"
   3. Green Day "Wake Me Us When September Ends"
   4. Sam Roberts Band "Sang Froid"
   5. Songs from the Arab Spring
   6. (You may have an opportunity to listen/watch some songs on a YouTube video.)
3. Ask students: "Why would a poet/song writer choose to write these songs?" Discuss the concept of Historical Significance and its criteria. (see http://historicalthinking.ca/historical-significance).
4. Also ask students: "How might the poet/ song writer's point-of-view influence what words they use to describe their view-point?" Discuss the concept of Historical Perspective and its meaning (http://historicalthinking.ca/historical-perspectives).
5. You may want to go back to one of the suggested songs and analyze both the Historical Significance and Perspective.
6. Tell the students that the first poem they will look at is called, "War in Disguise." Divide students into pairs or groups and provide them with Appendix A as well as a copy of Worksheet #1: "Poetry and Song about the War of 1812." Have students read the poem and answer the pre-background questions. Discuss the questions as a class.
7. Next provide students with the Worksheet #2: "Primary Source Evidence Sheet: 'War in Disguise'". Discuss the concept of Primary Documents (see http://historicalthinking.ca/primary-source-evidence, click on "Tip-Working With Individual Primary Sources" for additional inquiry questions). Next read or hand out the "Background Information: 'War in Disguise'" sheet about the poem and have students fill in the chart questions 1 - 8 while discussing answers. Have the students read the poem again and ask:
8. Then hand out Appendix B. Explain that Samuel Leech wrote a book about his adventures at sea, one of which was the battle of the HMS Macedonian vs. The USS United States. His perspective is one of a sailor on the British ship the HMS Macedonian and the excerpt from the book is also a primary document. (To see the whole excerpt of the battle go to: http://www.nelsonsnavy.co.uk/engagement.html). You may choose to have the students read the first-hand account individually (in class or at home), in groups or as a class and then answer question 9 & 10 on the Worksheet #2: "Primary Source Evidence Sheet: 'War in Disguise'". Discuss these two answers as a class.
9. To conclude the lesson and look again at Historical Perspective have the students complete the assignment, " Constructing a Narrative Poem: Another Historical Perspective". (For more information about poetry styles and vocabulary see: http://www.types-of-poetry.org.uk/)
   1.     "How does knowing the historical context and details of the poem change your understanding of it?"
   2.     "What other perspectives of the battle might help you understand this event better?"

Part B

Focus Question: Can poetry and song help a reader to understand the significant events, individuals and perspectives of history?

1. Repeat the "Focus Question" and tell the students that the second poem they are going to study is one that they may be familiar with. Ask:
   1.     "How many of you know the name of the American national anthem?"
   2.     "Do any of you know when it was written or what it is about?"
   3.     "Can any of you sing the words?" (For fun have a sing-a-long!)
2. Hand-out a copy of Appendix C: "The Defense of Fort McHenry" (now known as "The Star Spangled Banner") as well as Worksheet #3: Poetry and Song about the War of 1812. Have students read the poem, complete the pre-background questions and discuss.
3. Background information for this second poem could take a number of forms. To begin, hand out Worksheet #4 - Primary Source Evidence: "The Defense of Fort McHenry."
   1. On their own or as a class have the students research primary documents of the original poem, broadside and song lyrics. Scroll over the pictures in the left bottom corner of the page of the following Smithsonian website. Students can continue their research by clicking on information about: "Francis Scott Key", "The Melody" and "The Anthem".
   2. "The Washington Campaign" or "Burning of Washington" is the battle previous to the "Battle of Baltimore". It was also one of the most important battles of the war. To answer question 3 on Worksheet #4 have students research the topic. Several good websites and primary documents include:
      1.     http://galafilm.com/1812/e/events/wash.html
      2.     http://www.eighteentwelve.ca  Under "Topics" type "Burning of Washington"
      3.     http://www.eyewitnesstohistory.com/pfwashingtonsack.htm
      4.     http://archive.org/details/campaignsofbriti00glei p.128
      5.     http://www.history.com/topics/war-of-1812
   3. Provide a copy of the article, "Fighting Words", by Chris Raible, Canada's History, April/May 2012.
   4. You may also choose to show a video:
      1.  "Francis Scott Key and the Defense of Fort McHenry" http://www.youtube.com/watch?v=05-sVK1SKno&feature=related
      2. The War of 1812 by Lawrence Hott and Diane Garey. PBS, 2011. Choose the scene "Autumn 1814- Secession Threat in New England". (approx. 12 mins.)
   5. Or you may also choose to have the students research the information on their own. Some excellent websites are:
      1.     www.eighteentwelve.ca Type "Battle of Baltimore" in the search box to find information about the  battle.
      2.     http://www.nps.gov/fomc/historyculture/index.htm
      3.     http://galafilm.com/1812/e/chronology/index.html
      4.     http://www.warof1812.ca/battles.htm
4. After the background research and Worksheet #4 has been completed, discuss the findings.
   1.     How many of you knew about these battles before we started studying them?
   2.     Why might people forget about 'significant' part of our past? (Especially the American Anthem!)
   3.     How has reading these primary sources and learning about the history of these two poems helped you understand the War of 1812?
   4.     Has your opinion about the significance of the War of 1812 changed? Why or why not?
5. Let the students know that they have looked at two primary sources about events of the War of 1812 and now they will be looking at a contemporary/secondary source. Review the differences between primary and secondary sources (see http://www.collectionscanada.gc.ca/education/008-3010-e.html). Hand out Appendix D: "The War of 1812". It is worthwhile to watch the video of the song while the students read the lyrics.
6. Once worksheet #5 is completed, discuss answers as a class. Have students review all three poems and attempt to answer the focus question as an exit slip or a journal assignment.
   1.     Youtube: "War of 1812 - Three Dead Trolls in a Baggie" After watching the video, have students get into groups or complete as homework Worksheet #5: Poetry and Songs About the War of 1812.