Grade 5

Social Studies

Unit: 07

Lesson: 02

Suggested Duration: 3 days

Grade 05 Social Studies Unit 07 Exemplar Lesson 02: War of 1812Grade 05 Social Studies Unit 07 Exemplar Lesson 02: War of 1812

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to

customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs

of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet

students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact yourchild’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education

Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

This lesson focuses on the war of 1812. It focuses on causes and effects, and on using primary sources. American

symbols related to the War of 1812 are included. Students recognize political, economic, geographic, and social

influences on events.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of

Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that

portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education

Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

5.4 History. The student understands political, economic, and social changes that occurred in

the United States during the 19th century. The student is expected to:

5.4A Describe the causes and effects of the War of 1812.

5.17 Citizenship. The student understands important symbols, customs, celebrations, and

landmarks that represent American beliefs and principles and contribute to our national

identity. The student is expected to:

5.17A Explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and

elephant.

5.17B Sing or recite "The Star-Spangled Banner" and explain its history.

5.19 Citizenship. The student understands the importance of effective leadership in a

constitutional republic. The student is expected to:

5.19C Identify and compare leadership qualities of national leaders, past and present.

Social Studies Skills TEKS

5.24 Social studies skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including electronic technology. The

student is expected to:

5.24A Differentiate between, locate, and use valid primary and secondary sources such as computer software;

interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about

the United States.

5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, finding the main idea, summarizing, making

generalizations and predictions, and drawing inferences and conclusions.

5.25 Social studies skills. The student communicates in written, oral, and visual forms. The

Last Updated 4/23/13

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student is expected to:

5.25A Use social studies terminology correctly.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 05 Social Studies Unit 07 PI 02

Create an illustrated web showing the causes, effects, and important events of the War of 1812. Explain the illustrations by writing

captions that use academic vocabulary.

Standard(s): 5.4A , 5.17A , 5.24B , 5.25A

ELPS ELPS.c.1C

Key Understandings

Conflicts often have political, economic, and social causes and effects.

— What were the causes and effects of the War of 1812?

— How did political, economic, social, and geographic factors affect the United States in 1812?

Vocabulary of Instruction

political

economic

geographic

social

cause and effect

international relations

impressment

blockade

patriotism

national identity

Materials

highlighters

paper for drawing

pictures of the Star-Spangled Banner

pictures of Fort McHenry

Information about the USS Constitution, Uncle Sam, the White House, the Capitol, and the Star-Spangled Banner

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for

grading or student assessment, attachments that are connected with Performance Indicators or serve as answer

keys are available in the district site and are not accessible on the public website.

Handout: Political, Economic, Geographic, and Social Characteristics Chart (1 per student)

Handout: Blank PEGS Chart (1 per student)

Handout: The War of 1812 (1 per student)

Teacher Resource: PEGS Chart KEY

Handout: Star-Spangled Banner (1 per student)

Handout: Symbols of the New Nation (1 per group)

Teacher Resource: Creating a Mind Map PI

Resources

Grade 5

Social Studies

Unit: 07

Lesson: 02

Suggested Duration: 3 days

Last Updated 4/23/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 19

The Star-Spangled Banner

US Army band: http://bands.army.mil/music/nationalanthem.asp

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the causes and effects of the War of 1812,

and the categories of political, economic, geographic, and social.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this

lesson.

4. Preview materials and websites according to district guidelines.

5. Prepare materials and handouts as necessary.

Background Information

Though the American Revolution ended with the 1783 Treaty of Paris, there were still many unresolved issues and tensions between the

two countries. One of these was impressment, the continued hijacking of American sailors onto British ships, declaring the sailors British

deserters from the British navy.

Napoleon had come to power in France in 1802, with the goal of conquering Europe. One of his main goals was to disrupt the British

economy, including by disrupting shipping trade. Britain declared war on France. Napoleon blockaded British ports and declared all ports

of Europe closed to British vessels. Britain retaliated by preventing imports from entering French ports without first stopping in Britain to

pay a duty. America took a stand to support nations who stopped the embargo of American ships. Napoleon had indicated that he would

do so, and so America took a more aggressive position against the British as a result, which led to complications when Napoleon did not

actually follow through on his promise to not stop American ships.

The situation deteriorated, and soon Britain and the United States were at war. In this way the War of 1812 was an outgrowth of the

Napoleonic Wars. It was really the nation’s first major foray into international relations.

Other situations added to the situation as well. Before the American Revolution, the British had forts west of the Appalachian Mountains, in

land formerly claimed by Britain. But the British did not abandon those forts, even though this was part of the 1783 Treaty of Paris. In 1812,

the British still occupied their forts, preventing settlers from moving west and protecting/supporting Indians, who also did not want the

Americans to move west.

James Madison was president in 1812. Having served as Secretary of State under Jefferson, Madison became president in 1808. In

regard to Madison’s leadership, the Miller Center analysis says, “Behind the scenes, in small intimate groups, few men, … could resist his

sharp mind or his persuasive reasoning.” He was author of the constitution, a strong nationalist, and supporter of a powerful central

government.

In 1812 the United States declared war on Britain. Canada was a British Colony, and American forces invaded Canada, attacking its capital

(then York, now known as Toronto) and burned the Parliament building there.

The British defeated Napoleon in Europe in 1814 and turned their attention to the United States. In revenge for burning the capital of its

colony, Canada, British troops attacked the United States capital of Washington, D.C. They burned the Capitol Building and destroyed the

Library of Congress. Then they headed for the White House, where Dolley Madison packed the White House valuables, including Gilbert

Stuart’s portrait of George Washington, before fleeing ahead of the invading forces who set fire to the White House before moving toward

Baltimore.

It was at Fort McHenry in Baltimore that Francis Scott Key, while arranging for the release of a prisoner, wrote the poem “The Defense of

Fort McHenry,” the words of which became the lyrics to the Star­Spangled Banner, which became the national anthem of the United States.

The lack of timely communication was involved in both the beginning and end of the War of 1812. It is likely that if word had gotten to the

American leaders when President Madison sent a war message to Congress on June 1, 1812, that Britain was revoking (on June 23)

those restrictions on trade that had angered the Americans that the invasion of Canada would not have taken place. Likewise, it is likely

Grade 5

Social Studies

Unit: 07

Lesson: 02

Suggested Duration: 3 days

Last Updated 4/23/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 19

that if communication had been more timely and the forces at New Orleans had known that the Treaty of Ghent had been signed on

December 24, 1814, the Battle of New Orleans would not have taken place on January 8, 1815.

The War of 1812 is sometimes referred to as America’s Second War for Independence because by winning this war the United States

solidified its independence from Britain and set itself as a force to be reckoned with in the world. The War of 1812 is often skimmed over,

but several key events in American history occurred at the time. The United States “grew up” and became a recognized entity in the world;

the Star­Spangled Banner was written; the story of Dolley Madison became part of our nation’s heritage; and Andrew Jackson, who later

became the 7th president, became a national figure at the Battle of New Orleans.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of

learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance

Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the

Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Listen

Notes for Teacher

Suggested Day 1 ‒ 5 minutes

1. Play the Star-Spangled Banner. Materials

Audio of the Star-Spangled Banner

US Army band:

http://bands.army.mil/music/nationalanthem.asp

EXPLORE – War of 1812, PEGS Suggested Day 1 (continued) ‒ 30 minutes

1. Distribute the Handout: Political Economic Geographic

and Social Chart. Use the Lewis and Clark expedition or

the American Revolution as an example to help students

understand political, economic, geographic, and social

factors that impact events.

2. Distribute the Handout: The War of 1812.

3. Read the Handout: The War of 1812 while students follow

along. Add more information as appropriate to present the

story of the War of 1812. (See the Handout: The War of

1812 and Background Information above.)

4. Students listen and follow along, highlighting information

related to the political, economic, geographic and social

causes and effects of the war.

5. Using the handout and the chart for reference, students

discuss what they learned about the War of 1812 including

what caused the war and the influence of international

relations on the actions of the United States.

Materials

highlighters

Attachments:

Handout: Political, Economic, Geographic,

and Social Characteristics Chart (1 per

student)

Handout: Blank PEGS Chart (1 per student)

Handout: The War of 1812 (1 per student)

Teacher Resource: PEGS Chart KEY

TEKS: 5.4A; 5.17A; 5.24B; 5.25A

Instructional Note:

Be aware that some causes and effects may fit into more than

one of the categories, such as re-building Washington, D.C.

Grade 5

Social Studies

Unit: 07

Lesson: 02

Suggested Duration: 3 days

Last Updated 4/23/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 19

6. Distribute the Handout: Blank PEGS Chart and lead

students in a discussion of the information on the War of

1812.

7. Create a class chart using input from students about the

political, economic, geographic, and social factors related

to the war. (See the Teacher Resource: PEGS Chart KEY

for suggestions of what could be included in the

discussion.) Students add to and adjust information on

their charts, too.

8. Help students understand the War of 1812 by facilitating a

discussion where students list the major issues leading to

the war, the major events during the war, and the lasting

effects of the war. (See chart at left and see also the IFD)

President Madison led the nation through the

war.

One of the effects of the war was the elevation

of Andrew Jackson who, as a result of his

leadership during the War of 1812, became a

national hero and would become the 7th

president of the United States.

9. Students deepen their understanding of issues and events

of the War of 1812 by reading appropriate sections of the

textbook and other classroom materials as homework.

could be political, economic, geographic and social.

Events, issues, people of the War of 1812 that may come up

in discussion:

Fort McHenry, Battle of Chesapeake, War Hawks, Federalists,

invasion of Canada, Old Ironsides (Constitution), Battle of

York (Toronto), Battle of New Orleans, Tecumseh, Andrew

Jackson, Dolley Madison, President James Madison,

EXPLAIN – Illustrate, Use a Word Bank Suggested Day 1 (continued) ‒ 15 minutes

1. Students illustrate important issues and events of the War of 1812

and explain their drawings to a classmate using academic

vocabulary from a word bank.

Suggested word bank (add words from classroom discussion as

well)

political economic social geographic

impressment embargo blockade lyrics

international relations occupy colony

Materials

paper for drawing

EXPLORE – Star­Spangled Banner Suggested Day 2 ‒ 25 minutes

1. Play the national anthem.

2. Show pictures of the Star-Spangled Banner, Fort McHenry, etc.

3. Introduce a discussion of national symbols by asking:

We played the national anthem at the beginning of

class yesterday and today.

Why? What does it have to do with what we are

studying?

4. Distribute the lyrics of the national anthem (See Handout: Star-

Spangled Banner.)

5. Students draw a vertical line along the right side of the lyrics to

create a 2-column note organizer.

6. Students read through the lyrics and use a 2-column notes

Materials

highlighters (optional)

Attachments

Handout: Star-Spangled Banner (1

per student)

Instructional Note

Pictures of the original manuscript are

available on the Smithsonian website.

Grade 5

Social Studies

Unit: 07

Lesson: 02

Suggested Duration: 3 days

Last Updated 4/23/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 19

strategy to begin analysis of the lyrics, underlining or highlighting

interesting phrases or words (including words they do not

understand) in the left column and writing questions, comments,

connections in the right column.

7. With students in pairs to encourage dialogue, facilitate a

discussion of what they found in the national anthem (provide brief

definitions of words/terms they do not know).

8. Conclude the discussion by again showing pictures of the Star-

Spangled Banner (displayed at the National Museum of American

History at the Smithsonian Institution) and using words such as:

The Star-Spangled Banner evoked feelings of pride,

patriotism, and courage. It recognized the feelings of

resilience Americans felt as the new United States, a

fledgling country, in battle with the world’s “super­power” of the day.

EXPLAIN – Sing, Recite Suggested Day 2 (continued) ‒ 5 minutes

1. Students sing or recite the Star-Spangled Banner and explain its

history to a partner.

EXPLORE – Symbols from War of 1812 Suggested Day 2 (continued) ‒ 20 minutes

1. Distribute the Handout: Symbols of the New Nation.

2. Begin a discussion of other symbols of the new nation with

connections to the War of 1812.

The ship the USS Constitution (Old Ironsides) became

a symbol of America’s strength and victory in the Warof 1812.

Other symbols with ties to the War of 1812 include

Uncle Sam, the White House, the Star-Spangled

Banner, and the Capitol building.

3. Divide students into groups of 5.

4. Distribute the Handout: Symbols of the New Nation to each

group.

5. Each student in the group receives one symbol page to

investigate. Students read and learn about the symbol using the

handout, the textbook, and other appropriate information.

6. In their groups, students each share what they have learned.

Materials

Information about the USS Constitution,

Uncle Sam, the White House, the

Capitol, and the Star-Studded Banner

Attachments

Handout: Symbols of the New Nation

(1 per group)

EXPLAIN – 3­2­1 Suggested Day 3 ‒ 5 minutes

1. To review learning for this lesson, students list

3 symbols of the United States that are related to the War of

1812

2 factors that led to the War of 1812 (identified as political,

economic, social, or geographic)

1 result of the War of 1812

ELABORATE – Summarize Learning Suggested Day 3 (continued) ‒ 10 minutes

1. Help students summarize their learning by applying what they have

learned about the War of 1812 to answer the guiding questions in

Grade 5

Social Studies

Unit: 07

Lesson: 02

Suggested Duration: 3 days

Last Updated 4/23/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 19

support of the Key Understanding.

Conflicts often have political, economic, and social

causes and effects.

What were the causes and effects of the War of

1812?

How did political, economic, social, and geographic

factors affect the United States in 1812?

EVALUATE – Performance Indicator Suggested Day 3 (continued) ‒ 35 minutes

Grade 5 Social Studies Unit07 PI02

Create an illustrated web showing the causes, effects, and important events of

the War of 1812. Explain the illustrations by writing captions that use academic

vocabulary.

Standard(s): 5.4A , 5.17A , 5.24B , 5.25A

ELPS ELPS.c.1C

1. Distribute paper for students to use to create their illustrated web.

2. Students first create the web using words and then add illustrations

and captions.

3. For one way to create a web (mind map) see the Teacher

Resource: Creating a Mind Map PI.

Materials

Paper for drawing

Attachments

Teacher Resource: Creating a Mind

Map PI

TEKS: 5.4A; 5.17A; 5.24B; 5.25A

Grade 5

Social Studies

Unit: 07

Lesson: 02

Suggested Duration: 3 days

Last Updated 4/23/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 7 of 19

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 4/23/13 page 1 of 1

Political, Economic, Geographic, Social Characteristics

POLITICAL ECONOMIC GEOGRAPHIC SOCIAL

Political is government: it can be elections, or conflict and war, or treaties and alliances, territory, rights, or the lack of rights of the people who live there, voting, or not voting, taking care of the common good

Economic is what we value and how we pay for things we need: money, time, work or employment, cost, taxes, banking, trade, business, industry, educational level, inventions, standard of living

Geographic is where in the world people live: what the land is like there physically and what natural benefits or limitations does that land provide?

Social is what people do together. It is their language, dress, foods, religion, beliefs, health, recreation, art, music, literature, rules and laws that govern behavior.

Government Structure

War

Treaties

Courts/Laws

Leaders

Citizen Participation

State control of trade/industry

Agriculture/Industry importance

Labor systems

Levels of technology

Levels of international trade

Gender and racial equity

Money system

Location

Physical

Human Interaction

Movement

Spatial Diffusion

Family order –patriarchal, matriarchal

Gender relations – role of women, children

Social classes and enslavement

Entertainment

Dress

Religion

Education

Language

Lifestyle

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 5/17/13 page 1 of 1

Blank PEGS Chart War of 1812

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en‐us/images/

POLITICAL ECONOMIC GEOGRAPHIC SOCIAL

Government Structure War Treaties Courts/Laws Leaders Citizen Participation

State control of trade/industry Agriculture/Industry importance Labor systems Levels of technology Levels of international trade Gender and racial equity Money system

Location Physical Spatial Diffusion Landscape Natural Resources Population

Human Interaction Family order –patriarchal,

matriarchal Gender relations – role of

women, children Social classes and enslavement Entertainment Dress Religion Education Language Lifestyle Movement

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 4/23/13 page 1 of 1

The War of 1812

2012 marked the bicentennial of the War of 1812, a conflict between Great Britain and her former

North American colonies that took place just 30 years after the American Revolution. The war was a

two-and-a-half year series of land and sea battles that has been referred to as the United States’

“Second War of Independence.” It has been 200 years since that war.

The United States declared war in 1812 for several reasons:

Britain kept enforcing trade restrictions on America by blockading ports and not allowing them

to trade with Britain’s enemies

Britain kept forcing American merchant sailors to serve in the Royal Navy against France (this

is called impressment) The British actually fired upon a U.S. ship and boarded it, killing four

seamen (which infuriated the Americans)

Britain supported the American Indian tribes when they fought American expansion in the West

At first America was doing pretty well because Great Britain was distracted fighting Napoleon and the

French in Europe. America gained control of Lake Erie and parts of Canada. But after Napoleon was

defeated in 1814, Britain turned all their forces against the United States sending in three large

invasion armies, mostly at sea, in port cities along the coast (even in the Gulf Coast) and in the

Canadian frontier. Great Britain also joined up with American Indian tribes helping them fight against

new Americans moving into the western lands.

The British victory in the large battles allowed them to capture and burn Washington, D.C. However,

the tide turned when the United States army and navy fought off three British invasions, one in New

York, one in Baltimore (Ft. McHenry) and one in New Orleans.

Both countries captured land from each other, but this was only temporary. In the Treaty of Ghent,

which officially ended the war, all land areas were returned. The Canadians felt proud to fight off the

attempt of Americans trying to annex Canada to the United States. After a few more months of minor

skirmishes, everything went back to normal.

In the United States, the victory in the Battle of Baltimore at Ft. McHenry inspired the lyrics (words) to

the United States national anthem, “The Star Spangled Banner.” The Americans were excited about

victory in a “second war of independence” against Great Britain. Peace with Britain and Canada

brought a time of good feelings to Americans and a spirit or pride in our country called patriotism.

The War of 1812 marks the last time America and Great Britain were on opposing sides of an armed

conflict, and the beginning of the rise of the United States joining with Great Britain as a sea power.

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 4/23/13 page 1 of 1

PEGS Chart KEY Causes and Effects of the War of 1812

Possible Suggestions are shown. Answers will vary.

Political:

Causes:

Great Britain was interfering with relationship between Americans and American Indian tribes, taking the side of the tribes about westward movement.

Great Britain was far more powerful than the United States.

Britain burned the national capital and all its buildings.

America won battles against Canada and Britain and felt a national spirit because of it.

Effects:

American Indian tribes Anglos at war.

Americans were furious with Britain and felt good about invading Canada to pay them back.

Americans established several symbols as a result of their successes in battle.

American Indian tribes lost power and influence in the U.S.

Treaty of Ghent

The last time America and Great Britain were on opposing sides of an armed conflict, and the beginning of the rise of the United States joining with Great Britain as a sea power

United States gained confidence in its naval power

United States gained international respect

Economic

Causes:

Britain was disrupting trade and commerce on the high seas for Americans, forcing trade restrictions, Not allowing Americans to trade with Britain’s enemies by blockading ports.

Britain was forcing American sailors to serve in the British navy, or impressment.

Britain was short of money because of war with France.

Effects:

Disrupting trade cause economic hardships on Americans and made them mad.

Sailors were angry and not wanting to be forced to serve Britain. Felt captured and missing their pay.

Britain did not have the money and resources to fight the U.S. because they used it to fight France.

The United States had enormous debt from the war and had to rebuild the entire capital city.

United States gained trading power

Geographic

Causes:

Britain was interfering with westward movement in the U.S.

America was claiming Canadian soil.

Britain was destroying American ships, lives and claiming American soil.

None of the war was waged in Great Britain.

Effects:

America became even more proud of its place in the world.

America had to repair the capital and many other ports and cities.

American Indian tribes lost more of their people and their land.

Washington D.C. was rebuilt.

Social

Causes:

Britain was forcing American sailors to serve in the British navy not giving them the freedom to choose.

American Indian tribes were being forced off their land.

Canadians were threatened by the American invasions.

Effects:

American sailors hated and mistrusted the British.

American Indians trusted white Americans less than ever, and they lost much of their land and status.

America gained more nationalism, or patriotism and pride in symbols such as the national anthem by Francis Scott Key, Uncle Sam, new capitol building, “Old Ironsides”

Strengthened the American friendship with France.

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 04/17/13 page 1 of 1

Star-Spangled Banner

Oh, say can you see by the dawn's early light

What so proudly we hailed at the twilight's last gleaming?

Whose broad stripes and bright stars thru the perilous fight,

O'er the ramparts we watched were so gallantly streaming?

And the rocket's red glare, the bombs bursting in air,

Gave proof through the night that our flag was still there.

Oh, say does that star-spangled banner yet wave

O'er the land of the free and the home of the brave?

On the shore, dimly seen through the mists of the deep,

Where the foe's haughty host in dread silence reposes,

What is that which the breeze, o'er the towering steep,

As it fitfully blows, half conceals, half discloses?

Now it catches the gleam of the morning's first beam,

In full glory reflected now shines in the stream:

'Tis the star-spangled banner! Oh long may it wave

O'er the land of the free and the home of the brave!

And where is that band who so vauntingly swore

That the havoc of war and the battle's confusion,

A home and a country should leave us no more!

Their blood has washed out their foul footsteps' pollution.

No refuge could save the hireling and slave

From the terror of flight, or the gloom of the grave:

And the star-spangled banner in triumph doth wave

O'er the land of the free and the home of the brave!

Oh! thus be it ever, when freemen shall stand

Between their loved home and the war's desolation!

Blest with victory and peace, may the heav'n rescued land

Praise the Power that hath made and preserved us a nation.

Then conquer we must, when our cause it is just,

And this be our motto: "In God is our trust."

And the star-spangled banner in triumph shall wave

O'er the land of the free and the home of the brave!

Scott Key, F. (2013). Star-spangled banner. Retrieved from http://kids.niehs.nih.gov/games/songs/patriotic/anthemmid.htm

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 4/23/13 page 1 of 6

Symbols of the New Nation

The USS Constitution (“Old Ironsides”)

The USS Constitution, a wooden-hulled American ship, was nicknamed “Old Ironsides” after a fierce battle with a British warship during the War of 1812. During the battle, a surprised sailor observed a British ship firing cannonballs at the USS Constitution. The cannon balls were bouncing harmlessly off, causing the sailor to shout, “Huzza! Her sides are made of iron!” From then on the USS Constitution has been called “Old Ironsides.”

Figure 1

In a letter to his superiors in England, Capt. Dacres, captain of the British ship Guerriere battling the USS Constitution, said:

“The Guerriere was so cut up, that all attempts to get her in would have been useless. As soon as the wounded were got out of her, they set her afire, and I feel

it my duty to state that the conduct of Captain Hull* and his Officers to our Men

has been that of a brave Enemy.” The HMS Guerriere sank in flames on Aug. 20, 1812. The USS Constitution returned to Boston on Aug. 30. Although one ship battle did not win the war, it gave Americans more spirit and courage and continues to be viewed as a symbol of American strength. The poem “Old Ironsides,” by Oliver Wendell Holmes solidified the status of the ship USS Constitution in America’s eyes as a symbol of American strength and naval might, standing for the Constitution itself. The ship is now a museum floating in Charlestown Navy Yard just outside Boston.

* Captain Hull was the captain of the USS Constitution.

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 4/23/13 page 2 of 6

The Star-Spangled Banner (flag and song)

During the War of 1812, the United States and Great Britain were once again at war. Most of the battles were on the East Coast in the ports and harbors, including around Boston, Baltimore and Washington, D. C. One very brave man named Francis Scott Key boarded a truce ship to meet the British fleet and ask for a prisoner’s release. The year was 1813. Key successfully negotiated the release, but was detained by the British until the attack on Baltimore was over. So there in the truce ship he watched a mighty sea battle between the British and the Americans in the Baltimore harbor. Mr. Key especially had his eyes on Fort McHenry where he could see a large American flag, with bold stripes and stars flying in the breeze over the fort. Fort McHenry was the United States fort at the entrance of the Baltimore harbor. Another brave man was Commander Major George Armistead who was assigned to be the commander of Fort McHenry. Commander Armistead had commissioned Mary Young Pickersgill and her 13-year-old daughter Caroline to create that big flag so it could be flown high to help encourage his men in battle. The huge flag was 30 feet by 42 feet and was made of fine quality wool bunting. Each star was two feet across from point to point. On the 24th of August, 1814, the British had invaded and captured Washington, D.C. They set fire to the Capitol and the White House, the flames visible 40 miles away in Baltimore. By September 13, 1814, the British began bombarding Ft. McHenry. The bombardment continued for 25 hours, with the British firing newly-designed red rockets across the sky. The bombs and rockets lit up the sky and created loud, frightening noises all night long. In the early morning dawn there came a sudden and strange silence. The British decided that Fort McHenry and Baltimore were too costly a battle, and they ordered a retreat. Dr. Key and his friends had no way of knowing who had won, but as the sun began dawning, they could see the jubilant sight of the huge American flag waving over Ft. McHenry! The fort had not fallen. Key took paper from his pocket and began to write a poem. The next day Key took a letter from his pocket, and began to write some verses on the back of it. Key checked into a hotel and completed his poem. Eventually the famous poem was put to a tune and today we know it as "The Star-Spangled Banner." It officially became our national anthem in 1931, more than 100 years later. People always stand when the national anthem is played or sung, and most put their right hand over their heart as a sign of allegiance and respect. Both the song and the flag are called the Star-Spangled Banner. The flag is on exhibit in the National

Museum of American History at the Smithsonian Institution. Key’s original manuscript of the lyrics can be visited online at the Smithsonian Institution.

Figure 2

Figure 3

Grade 5 Social Studies

Unit: 07 Lesson: 02

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National Capitol Building Today the United States Capitol stands as a proud symbol and monument to freedom and democracy. For over 200 years it has housed the Congress, or the meetings of the House of Representatives and the Senate. It is the building where important decisions are made that effect all the citizens every day. The design by Dr. William Thornton was commended by President Washington, and it was soon accepted by the Commissioners who were to select the design. President Washington also laid the cornerstone in 1793. On August 24, 1814, British troops set fire to the all the buildings in Washington, D.C. (except the patent building) during the War of 1812. There was a mighty rainstorm that prevented the Capitol from being destroyed completely. In 1815 workmen began to make repairs to the damaged Capitol and President’s house. At this time new materials, such as marble, were added and the dome was made higher. The chambers of the Senate and House, as well as the Supreme Court, were ready for use in four years. After it was completed, work began on the landscaping. Capitol, sketch after 1812 burning The Capitol today.

Figure 4 Figure 5

Eventually, the size had to be increased since there were more representatives and senators, and then, in 1856, a new, fireproof cast-iron dome was added to better match the larger building. In 1861, during the Civil War, the Capitol was used as a military barracks, hospital, and bakery, so it could not be completed until after the war. The Capitol is continuously updated, made fire-proof, and changed to provide safety for the people who work there every day. The Capitol has become a museum of American art and history focusing on the legislative branch of the United States government. If you are standing at the end of the National Mall, you will see Capitol Hill as the beautiful, shining centerpiece.

Grade 5 Social Studies

Unit: 07 Lesson: 02

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The President’s House (The White House or the Executive Mansion)

The person elected to serve for four years as President of the United States is provided a home.

The home was designed and built originally after President George Washington selected the site in

1791. President John Adams and his wife Abigail were the first to live there, although it was not yet

completed or furnished. Every president since John Adams has occupied the White House

Sadly, during the War of 1812, the British soldiers burned the President’s House in 1814.

Thankfully, Dolley Madison saved some of the belongings as she scrambled to safety. One of the

things she saved was the portrait of President George Washington. In 1817 the house was repaired

and the scorch marks on the outside were repaired and repainted white, though some marks were

left as a reminder. That is why people began calling it the White House.

Different Presidents made changes to the house. President Teddy Roosevelt had many children, so

he had the West Wing built and moved his offices out of the East Wing of the house. President

Truman knew the house was in great disrepair, so after World War II was over, he had the house

renovated and updated.

The White house is a symbol of the leadership of the United States. People see the White House

and think of the freedoms that our nation stands for. The address of the White House is 1600

Pennsylvania Avenue.

The White House after the 1814 fire. The White House today.

Figure 6 Figure 7

Grade 5 Social Studies

Unit: 07 Lesson: 02

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Uncle Sam-

Notice his initials are U. S. like the United States. Named for Samuel Wilson during the War of 1812, the

citizens of the United States of America have made Uncle Sam into a beloved symbol of American

Government. Even earlier in the American Revolutionary War, Uncle Sam was mentioned in the 13th verse of

the song Yankee Doodle:

Old Uncle Sam come there to change

Some pancakes and some onions,

For ’lasses cakes, to carry home

To give his wife and young ones.

September 7th, 1813, during the War of 1812, the United States nicknamed Uncle Sam. There was a real Uncle

Sam, Samuel Wilson, who lived in Troy, New York (the town now calls itself "The Home of Uncle Sam"). Sam

supplied barrels of beef to the soldiers during the War of 1812. He stamped the barrels U.S. for United States,

so hungry soldiers started referring to the meat as Uncle Sam’s grub. A local newpaper ran a story about it and

the idea spead for nicknaming the United States government, or the national government Uncle Sam.

A political cartoonist, Thomas Nast, used an image of Uncle Sam in the 1860s, giving Uncle Sam a white beard

and stars and stripes on a suit. (Thomas Nast was also famous for creating the image of Santa Claus, as well

as the donkey for the Democratic Party and the elephant for the Republican party.)

The most famous image of Uncle Sam was created by artist James Montgomery Flagg who drew Uncle Sam

wearing a tall top hat and blue jacket and pointing straight ahead at you. During World War I this picture and

the words "I Want You For The U.S. Army" created a poster to be used as a recruiting poster.

WWI Recruiting poster

Figure 8

Grade 5 Social Studies

Unit: 07 Lesson: 02

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Figure 1: Grant, G. (Artist). (1927). USS constitution. [Print Drawing]. Retrieved from http://www.navyhistory.org/wp-content/uploads/2012/07/NH-54592.jpg

Figure 2: (2004). Star-Spangled Banner. (2004). [Print Photo]. Retrieved from http://www.si.edu/Encyclopedia_SI/nmah/starflag.htm

Figure 3: 1964). The flag from the song. (1964). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/d/d9/Star_Spangled_Banner_Flag_on_display_at_the_Smithsonian's_National_Museum_of_History_and_Technology,_around_1964.jpg

Figure 4: (2013). The U.S. Capitol. (2013). [Print Photo]. Retrieved from http://www.aoc.gov/capitol-buildings/about-us-capitol

Figure 5: Goode, J. (Artist). (1812). Capitol, sketch after 1812 burning. [Print Drawing]. Retrieved from http://www.nps.gov/nr/travel/wash/buildings/Cap2.jpg

Figure 6: (2012). The white house after the 1814 fire. (2012). [Print Drawing]. Retrieved from http://www.whitehousehistory.org/whha_classroom/images/classroom_4-079.jpg

Figure 7: (2012). Lions champions of change - white house. (2012). [Print Photo]. Retrieved from http://lionsclubs.org/blog/wp-content/uploads/2012/08/iStock_000009197404Medium-1024x681.jpg

Figure 8: (2008). I want you for the U.S. Army nearest recruiting station / James Montgomery Flagg. (2008). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/thumb/1/1d/Unclesamwantyou.jpg/445px-Unclesamwantyou.jpg

Grade 5 Social Studies

Unit: 07 Lesson: 02

©2012, TESCCC 05/17/13 page 1 of 1

Creating a Mind Map

1. Start from the center with a main idea and web out from there.

2. Make the center a clear and strong visual image that depicts the general theme of the mind map. (Generalization)

3. Create sub-centers for sub-themes.

4. Use key words, or wherever possible, images.

5. Put key words on lines to reinforce the structure of note taking.

6. Think three-dimensionally.

7. Use arrows, icons or other visual aids to show links between different causes and effects.

8. Feel free to move to more than one area or idea at a time. You don’t have to work on one area only before you go to another branch.

9. Brainstorm. Put ideas down as they occur, wherever they fit. Don't judge or hold back.

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

War of 1812

Conflicts often have political, economic, and social causes and effects.

Causes Events

Effects

Political

Economic

Social

Geographic

British-occupied forts in land ceded to United States after the American Revolution were a threat to the United States.

While watching the battle of Fort McHenry, Francis Scott Key wrote a poem that became our national anthem.