Eric+Hirschbein-Bodnar

Text Set

Eric Hirschbein-Bodnar Dr. Coiro EDC 448 3/25/13 Diverse Text Set

For my text set I will be centering my topic of study to the War of 1812. My classroom will be devised of 25 honors level 10th grade students studying American History from pre revolutionary American colonies in1760 to the end of the Civil War in 1865. The unit of study that this diverse text set will cover is the War of 1812. The lesson will mainly focus on the causes of the War of 1812, its significant battles and people and finally the effects of the War in America. The lesson will be composed for all types of learners. It will include many different readings, newspaper articles, videos, songs, pictures, maps, interactive exercises etc. The objective of this lesson is to gain my student’s attention and help engage them in active learning that will help them think outside the box and apply prior knowledge along with making connections to their everyday life. The texts will be combined with many fun activities that should keep my students active, engaged and intrigued by the topic at hand.


 * A. Print Resources**

1) **Text #1** Use of Text: I would ask my students to write down the main land, water victories used by the US Military during the War of 1812. As well as the major outcome of winning the War of 1812.
 * Citation:** //Cayton, A. Perry, E. Winkler, A. (1995). America: Pathways to the Present. Upper Saddle River, NJ: Prentice Hall//
 * Text Summary:** This Section discusses the components of the War of 1812. It explains the war on land, war on sea and major battles such as the Battle of New Orleans. Finally it discusses post war America.
 * Rationale:** The reason why I chose this piece is to give my students an idea of the main political, economic, social and militaristic successes and failures of the War of 1812.
 * Attachment:** There is no attachment for this article because it was from a textbook Page 178-181


 * 2) **** Text #2 **
 * Citation: **// Songs and poems of the war of 1812 // . (n.d.). Retrieved from http://www.galafilm.com/1812/e/people/songs_amer_poems2.html


 * Summary ** : This poem despite not having an author is very influential to the patriotism shown during the war. It expresses the horror and terror that the British brought on Americans as they burned out capitol city to the ground.
 * Rationale: ** The rationale of using this piece is that it expresses the symbolism and imagery of the battle of Baltimore and the burning of Washington.
 * Use of text: ** The question that I would ask my students to do would be pick a sentence or two and dissect its underlying meaning and what image it is making in your head. The use of this would be to see how they interpret the imagery. Ask each student to sketch the visual they would see as a result of this poem.
 * Attachment: See Attachment 1 **

3) **Text #3**
 * Citation** Henderson, R. (n.d.). //Causes and events of the war of 1812: a timeline//. Retrieved from http://www.warof1812.ca/1812events.htm
 * Text Summary:** This Time line discusses the main events prior to, and leading up to the war of 1812, during the war of 1812 and post War of 1812. It discusses many important political events going on during the time period, as well as political events and finally important military events in Europe that directly impacted the War of 1812 in America.
 * Rationale:** This is very important because it is important for my students to understand which political movements were causes and effects of military battles. As well as which European movements influenced the war.
 * Use of Text:** The question I would ask my students is which were the main political points made leading up to the War of 1812, and what were some major events going on in Europe that effected the war in America? (The British were fighting in America and Canada along with trying to fend off Napoleon in Europe) Work in groups of 3 or 4 to discuss what the main three events influenced each other throughout the war.
 * Attachment:** Attachment #2

4) **Text #4**
 * Citation: ** Goltz, H. (n.d.). //Biography of shawnee chief tecumseh 1768-1813//. Retrieved from http://www.warof1812.ca/tecumseh.htm

5) **Text # 5**
 * Text Summary:** This is a biography of the Shawnee Chief Tecumseh. Tecumseh was one of the most important figures of the War of 1812. He believed in organizing all of the Indian tribes to fight against the western expansionists of American Settlers and establish their own laws and essentially their own country. Therefore, when war broke out in 1812, he quickly aligned himself and all of his fellow Shawnees and neighboring tribes to the British and fight against the American Militias. They were tougher to fight then the British due to their brutality and guerilla warfare.
 * Rationale:** The rationale behind his biography is so that my students can understand a little bit more about Tecumseh and what he stood for. He is such an important figure in American history that there is a statue of him in Annapolis.
 * Use of Text:** The question I would ask my students is why Tecumseh was trying to unify Indian nations against western expansionists? I would use the text to help them get a better background of Tecumseh and other key Indian leaders before we started going over the in-depth analysis of the war so they would understand whom the articles were talking about. I would ask them to work with a partner and write 5 bullet points on the main points that made Tecumseh a national hero.
 * Attachment:** Attachment #3
 * Citation:** Hampson, R. (2012, June 15). War of 1812 bicentennial: USA shrugs as Canada goes all out. //USA Today//. Retrieved from http://usatoday30.usatoday.com/news/nation/story/2012-06-14/war-of-1812-bicentennial/55603666/1


 * Summary:** This news article by USA Today discusses the Bicentennial celebration of the War of 1812. It discusses its historical importance. It emphasizes how the Canadians believe it was their war of independence, however Americans just shrug their shoulders and rarely recognize it.
 * Rationale:** The rationale of this article is to push for the importance of the significance of the War of 1812 and how despite popular belief it was essentially the second War of Independence for America against the British.
 * Use of Text:** I would ask my students to discuss why the Canadians believed it was such a huge victorious war, and why Americans look at it as the “Forgotten War.” I would put students into groups and have them discuss why they believed it was such a crucial war for the British and why it was “forgotten” by American historians. I would ask them to make a T-chart with both views.
 * Attachment:** Attachment # 4
 * B. Media Resources**

6) **Text #6**
 * Citation:** Grant, G. (Artist). (1812). //Old ironsides//. [Web Drawing]. Retrieved from http://www.navsource.org/archives/09/46/094602130.jpg


 * Text Summary:** This is a picture of the USS Constitution “Old Iron Side” defeating a British Naval Vessel. The USS Constitution was one of the most important naval vessels ever created by the US Navy. This is because it was the first ship created at the time that could withstand British Cannon Balls.
 * Rationale:** The rationale behind this picture is the Small US Navy was able to beat the best Navy in the world the “Royal Navy” due to their enhancements in ship building techniques. **Use of Text:** By looking at this photograph what can you notice about the USS Constitution that makes it so powerful? As well as what can we infer from this picture, pushing students to think and create an outcome in their heads using active learning.
 * Attachment:** Attachment number five

7) **Text #7** 8) **Text #8**
 * Citation: ** Andrew Jackson Defends New Orleans in War of 1812. (2013). //The History Channel website//. Retrieved 8:15, March 26, 2013, from http://www.history.comhttp://www.history.com/videos/andrew-jackson-hero-of-new-orleans.
 * Summary:** This video explains war hero Andrew Jackson and his determination to protect the nation and drive the British out of New Orleans. New Orleans was the main port of the Mississippi River, which was America’s key to the west. Jackson was able to hold off the British in New Orleans and it was a turning point in the war.
 * Rationale:** It is very significant because not only was it the turning point of the war but it gave Americans a tremendous amount of confidence and an “era of good hope” that they needed. It allows for my students to look at images from the battle and notice its significance. **Use of text:** The question I would ask my students would be why was the Battle of New Orleans the decisive battle in the War. I would ask them to come up with a three to four sentence argumentative paragraph stating why the Battle of New Orleans was the decisive battle of the war.
 * Attachment:** Not attached, see citation
 * Citation: ** Scott Key, F. (1814). //National anthem lyrics//. Retrieved from http://www.ourflagwasstillthere.org/the-star-spangled-banner/national-anthem-lyrics.html
 * Summary:** The lyrics to the Star Spangled banner written by Francis Scott Key were written as he was a prisoner of war, and during the Battle of Baltimore he was simply just able to watch. He recalled vividly the Battle through the Star Spangled Banner. It was such a patriotic and passionate poem that represented the union so well that in 1931 it was declared our national anthem.
 * Rationale:** This is very significant for my students to understand where the Star Spangled Banner derived from and what it is essentially about.
 * Use of Text:** I would ask my students to focus mainly on the symbolism and vivid imagery and what they represent the country stands for currently.
 * Attachment:** Attachment number six

9) **Text #9** //Treaty of Ghent, 1814; International Treaties and Related Records, 1778-1974; General Records of the United States Government; Record Group 11; National Archives. Retrieved from http://www.ourdocuments.gov/doc.php?flash=true&doc=20//


 * Summary:** This Is a picture along with explanation of the Treaty of Ghent. The Treaty of Ghent signed in Belgium between the United States and Great Britain officially ended the war of 1812. The terms of the treaty states that all territories would be returned to their original countries.
 * Rationale:** It is very important for my students to understand the exact outcomes of the War of 1812, stated by the treated not jus the general outcomes stated by historians.
 * Use of text:** I would ask my students despite the return to normalcy for the United States what did their victory against the British signify? Put them on the map as a world power).
 * Attachment:** Not attached, website posted in citation.


 * C. Online Interactive Resources**

10) **Text #10**
 * Citation: **// The war of 1812 timeline // . (n.d.). Retrieved from http://www.ourflagwasstillthere.org/the-war-of-1812/2011-12-06-17-10-16.html

It lets students really get a feel of where the battle is being fought, who is involved and what strategies and progressions the military is making as the war progresses.
 * Summary:** This is an interactive map with key events, battles, treaty signings etc. of the War of 1812. It is a very good tool because there is a picture and little quick summary of the event followed by a zoomed in shot of the area in which the event takes place.
 * Rationale:** The rationale is students get to get a visual of the events taking place and sees them on a map.
 * Use of Text:** I would ask my students to go through the events and over the years tell me if they see any patterns with tactics the U.S. and British were using against each other, and notice if they see any new technology come into play.
 * Attachment:** Not attached, the website is posted in citation.

11) **Text #11**
 * Citation:** General, D. (n.d.). //The war of 1812 website war of 1812 quiz: General knowledge//. Retrieved from http://www.warof1812.ca/quiz1.htm
 * Summary:** This is a quiz on general knowledge of the War of 1812. This is important because it asks generalized questions on the war. It tests student on what they learned on the war of 1812.
 * Rationale:** It is important to pretest students and see where they stand so that you can go back and revisit popular tough topics so they are ready for their exam.
 * Use of text:** This would be a great pre test quiz to help me understand where my students were at before the quiz, I would use these results to see what materials I need to go over more before the exam.
 * Attachment:** Website is posted in citation

12) **Text #12**
 * D. Instructional Resources**
 * Citation:** PBS.org. (2013) What is a border? Retrieved on March 23, 2013 from PBS.org at http://www.pbs.org/wned/war-of-1812/classroom/intermediate/what-border/


 * Summary:** This lesson plan would go perfect with the topic that I am currently discussing, the War of 1812. It is composed of people, places, events and environments of the war. The task is to investigate why people and places are located where they are located and what patterns can be perceived in these locations. The teacher will show students what the borders looked like before the war and after. He will then show them how the borders would look if the war had turned out in another manner.
 * Rationale:** It is very important for students to understand not just the literal meanings behind historical outcomes but also the other possible outcomes of crucial historical events.
 * Use of Text:** I would ask my students to draw a map, and write three to four sentences about what they believed America would have looked like if the Canadians, British and Indians had won the War of 1812.
 * Attachment:** Attachment number 7

The lesson will begin with a quick playing of our national anthem by Francis Scott Key. I will then ask them to write down the images that are popping into their head while they are listening to the star spangled banner. Once the song has completed I will ask them what our national anthem means to them. After going over this little “Do Now” I will discuss what was really going on while Francis Scott Key wrote the national anthem while he watched his fellow countrymen defend the coast. I will then show them the cause and effect time line of political and military events that will hopefully give them a chronological Idea of what is going on before they start diving into their text books to read more about the topic. I will then show them the interactive map of the progression of the war and different battles so that they have an idea of where and how the war is being fought. Finally I will ask them to read the textbook chapter for homework, as well as watch the video on the Battle of New Orleans and come back to class on Monday with what they believed to be the most important battle of the war. As well as answer the following question. Did America actually win the war?
 * Using these texts in the classroom**
 * Standards**
 * Core Standard-**
 * 1)** [|CCSS.ELA-Literacy.RI.9-10.7]  Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
 * 2)** [|CCSS.ELA-Literacy.RI.9-10.2]  Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


 * RI Standard- HP 1 (9-12) -2** Students Interpret history as a series of connected events with multiple cause-effect relationships.


 * Learning Objective:** At the end of this unit students will be able to explain the main cause and effects of the War of 1812. They will be able to look in depth into the main events leading up to war, the main events during the war. They will be able to state why and how the U.S. won the war. Finally, they will be able to discuss outcomes of the war as well. They have been tested to think outside of the box and come up with their own interpretation and their use of background knowledge of the war. They have learned enough about this topic that they will be able to take a unit test consisting of a map of key battles of the war, identifications of key people such as “Tecumseh” and Andrew Jackson. As well as being able to construct a well thought out essay on the pre, during and post war America.