The War of 1812:
Is Every War Important?
http://www.bcpl.lib.md.us/~etowner/patriots.html
You are an editor for Holt, Rinecourt, &
Winston, a publisher of Social Studies books for middle school students.
The costs of paper, ink, and printing have sky-rocketed, and the publishers are
looking for ways to cut expenses. One of the ways suggested was to
eliminate information about
One of the publishers wants to eliminate the War of 1812, thereby reducing the
textbook by 5 pages. He says, "Daniel Boorstin, a famous editor and
author of history books, said that 'Despite the fact that (The War of 1812)
events cast up one of the most popular leaders of the century, and that the
National Anthem was composed during one of its battles, it has not attained
romance in our history books or become a fertile source of folklore.'" But
another alert publisher disagrees, noting some recent historians "have dignified it as 'The Second War for
American Independence'.
Constitution and Guerriere, 1812
http://home.earthlink.net/~gfeldmeth/lec.1812.html
Investigation/Presentation
Task
The publishers
have asked you and your team to investigate to decide if the
three-year period of the Napoleonic War, known in
1. Background
Reflection
Before your team can make decisions about "important" and "not
important", you must come to agreement about what these terms mean in the
context of history. Reflect on events in your own lives that have
led to qualities you have today.
2. Defining the
Issues
The
team will now investigate key causes leading to the War, key events during the
War, and consequences of the War.
a. Use the
template in your web quest packet to evaluate the importance of each cause,
event, or consequence listed below. Remember to look for point of view,
especially when dealing with controversial topics.
b. Have
each team member choose 2 topics from this list they will become experts on.
Impressment of American Sailors: Design a
poster to stop this practice.
Declaration
of War: Create the conversation that the President must have had with his
advisors before signing the document.
Tecumseh's speech to the Osages: Decide if Tecumseh's
speech is propaganda. Write a critique of his speech for the newspaper.
Tippecanoe:
Recreate the battle scene, either with maps and figures, or a diorama.
Who won? Why? Was it fair? What could have made a different
result?
Star-Spangled Banner: Write
two additional stanzas, one that would reflect events before the song began,
and one that would reflect events following the battle.
Fort McHenry: Recreate archaeological replicas of the items
being unearthed at
"Old Ironsides": Write another stanza to the
poem about "Old Ironsides'" life since Holmes wrote the poem.
Battles of the War: Create a
time line of battles that includes at least five major battles fought in the
War of 1812. In addition to the time line,
include a brief synopsis of each battle and its significance on the outcome of
the war.
Letters from a Thomas Warner en route to Sacket's
Harbor: Identify the changes this man went through, and how it
is expressed in his letters. Compare his account of the battle at
Sackett's Harbor, and a historic account.
The Treaty of Ghent: What
are the terms and dates of the treaty? Was anything gained as a result of
the war that is reflected here?
The Unusual Circumstance of the Battle of New Orleans:
Write a letter from
:
c.
Develop a product to teach the other members
of your team about the two topics you have become an expert on. Keep in
mind you are investigating to determine the
consequences of the War of 1812 on American social, economic, political, and
territorial development, so your product
should include information that reflects development, if possible. A
suggestion for a product is given after each topic, but you are free to create
a report, or a product of your own choice, as long as it provides the
information your team needs to make an informed decision and has teacher
approval.
3. Taking a
Stance
Answer the following questions in your web quest packet:
a. Read the summative results of these events; what were the
results to the development of the
b. As a
team, using your completed template, make a decision: The War
of 1812 is/is not important enough to include in a middle school U.S. History text.
4. Preparing the Presentation
Now you know what you want to advise the editor. Prepare a persuasive
presentation to support your opinion. You must be careful to be accurate
and not blatantly biased. In other words, you must include factual
information so the audience does not accuse you of holding back information or
twisting the facts.
a. Choose at least
5 of the listed topics that best support your opinion to include in the final
presentation. You may have to add to or adapt the products your team
members presented to clarify the big picture.
b. Look
at the rubric found in your web quest packet so you
know what they will be looking for.
c. Role-play the office presentation of evidence to the panel
of editors (your classmates and teacher) using visual and media materials when
appropriate. Their vote on your presentation will be decisive in your future!
Reflect on the
following questions contained in your web quest packet:
1.
Were some of the sites you encountered targeted towards a specific
audience or point of view?
2.
How did you know?
3.
Why do you think this occurs?
4.
What are some of the artifacts from the past that helped you
determine your point of view?
5.
Which was your favorite--and why?
6.
Did any of them give you a point of view you hadn't had with a
regular text?
7.
Did your point of view about the importance of this event change
from the beginning of the task to the end? If so, why? How?
Grading
You will receive an individual as well as a
group grade for this assignment, the total of both equaling 100 points. Forty of those points will be from the group
presentation while sixty will be from the work you do individually. This project takes the place of a traditional
chapter test. You will have three days
in the computer lab to work with your group on this assignment before
presentations begins the following week.
Your completed web quest packets and individual projects are due on your
given presentation date. All groups
should be ready to present by Tuesday, February 8th.
|
Assignment |
Description |
Points Possible |
|
Causes that Affected Me |
worksheet in web quest packet |
5 |
|
Evaluation Chart |
chart in web quest packet |
15 |
|
Defining the Issues Project #1 |
graded on accuracy, neatness,
thoroughness, design and originality |
20 |
|
Defining the Issues Project #2 |
graded on accuracy, neatness,
thoroughness, design and originality |
20 |
|
Taking a Stance |
worksheet in web quest packet |
5 |
|
Group Presentation |
see presentation rubric |
30 |
|
Conclusion |
worksheet in web quest packet |
5 |
Total Points= 100
*Note: There will be a 10 point/per day penalty for
each day an assignment is late.
Incomplete assignments will not be accepted. All work for individual projects 1 & 2
should be typed and double spaced using 12 point font when appropriate. Worksheets and chart may be handwritten.
Presentation Criteria
|
|
5
points |
3
points |
1
points |
|
|
Production
Qualities |
Appealing
variety of many visual and audio products to emphasize team's decision.
Products are relevant, focus on a main idea, and have many details to add to
understanding of the cause or event. All text is grammatically correct and
neat. |
A
few products which focus on the main idea. Each has a few details. Most of
the text is grammatical, and most of the presentation is neat and clear |
2-3
products which do not necessarily support the team's decision. Products are
not neat or interesting. Grammatical errors can be easily spotted |
|
|
|
Inclusion
of several economic circumstances of the time period to explain the
significance (or not) of the War of 1812 and several examples of economic
interdependence leading to or resulting from the War of 1812 |
One
example of an economic circumstance that contributed to the War of 1812; One
example of economic interdependence leading to or resulting from the War of
1812 |
No
evidence of economic circumstances leading to the War of 1812 |
|
|
Political
Causes |
Inclusion
of several political circumstances of the time period to explain the
significance (or not) of the War of 1812 |
One
political situation leading to or resulting from the War of 1812 |
No
evidence of political contributions to or results of the War of 1812 |
|
|
Interdependency |
Inclusion
of evidence of several economic interdependencies leading to or resulting
from the events that happened |
One
example of economic interdependence leading to or resulting from the War of
1812 |
No
evidence of political contributions to or results of the War of 1812 |
|
|
Geographic
Understanding |
Inclusion
of information that reflects geographic understanding of world events in 1812 |
Information
that reflects limited geographic understanding of world events of 1812 (for
example, only in |
No
information reflecting understanding of where events of 1812 were taking
place in the world |
|
|
Presentation |
All
students participate equally. Presentation flows in purposeful sequence.
Participants are audible and enthusiastic. |
Several
students dominate. Presentation is somewhat disorganized or disjointed. Some
mumbling or hesitation |
|
|
|
Originality |
Bonus
2 points for appropriately extending beyond the assigned tasks |
|
|
|
A score of 30 or above: Not only have you convinced the editor, you have done such an excellent job that he has given you a bonus of 10% of your salary!
21-29 : The boss is pleased with your work, and writes a note commending your effort, judgment, and presentation skills for your permanent record.
11-20: The boss has a lot of questions for you, and is unclear about his next move. He requires you to work overtime (without extra pay) in order to provide the missing information.
0-10 points : The boss closes your presentation by saying you are of no use to the company, and fires you.
Credits
This web quest was adapted from an earlier version
created by Jan Hayes of the Anne Arundel County Public Schools in February 2000.
