Lesson Plan #2 Racism in the War of 1812

Introduction: This lesson introduces important figures whom impacted decisions made before, during, and after the War of 1812 concerning the treatment of Native Americans. The lesson explores the representation of Native Americans during this time and the rampant racism and oppression they encountered.

Objectives: Content/Knowledge (Head):

1. Students will be able to identify important figures of the War of 1812. 2. Students will be able to compare and contrast the viewpoints and positions of Americans,

Native Americans, the British, and the French.

Process/Skills (Hands): 1. Students will be able to write a journal entry and role-play as one of these important

figures.

Values/Dispositions (Heart): 1. Students will be able to empathize with different viewpoints and explore a variety of

different skills such as communication and leadership. 2. Students will learn of the racism and oppression faced by Native Americans.

Standards:

State – Illinois Social Science Learning Standards (2016) 1. SS.H.1.9-12: Evaluate how historical developments were shaped by time and place as

well as broader historical contexts. 2. SS.H.5.9-12: Analyze the factors and historical context that influenced the perspectives of

people during different historical eras. 3. SS.H.9.9-12: Analyze the relationship between historical sources and the secondary

interpretations made from them.

State – Common Core State Standards: Grades 6-12 Literacy in History/Social Studies 1. CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a

primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

National Council for the Social Studies 1. NCSS II: Time, Continuity, and Change

Central Focus:

1. The student will utilize facts to the backgrounds of the people that allow them to analyze why certain actions by certain individuals were made on a military level and their views on equality. These analyses will allow the student to make their own argument as they role-play as a leader from this times and display why they support or do not support Native Americans.

Academic & Conceptual Foundation: Facts and Concepts

1. During James Madison’s first year as president, the United States was banned from trading with Britain and France due to the Embargo Act of 1807, but in 1810, after declaring neutral rights, Madison declared non-intercourse with Britain.

2. Major General Andrew Jackson won a victory over British under-Major General Edward Pakenham at New Orleans, sending the war into a stalemate before the treaty was signed to officially end the war.

3. After witnessing the bombing at Fort McHenry from September 13th to 14th, Francis Scott Key wrote a poem called “Defense of Fort McHenry,” which later became the National Anthem of the United States.

4. General Sir Isaac Brock from Britain and Tecumseh, a Native American leader, formed the Native Alliance that defended Upper Canada.

5. Major General Henry Proctor did not ally himself with the Native American warriors, and William Henry Harrison led troops in the Battle of the Thames where Tecumseh would be killed.

Inquiry, Interpretations, or Analyses 1. Chief Tecumseh had qualities of bravery, leadership, and a desire to remain non-violent

that inspired many people and allowed for the protection of Canada from invasion. 2. The Star-Spangled Banner resonates with Americans today as it recounts the bombing of

Fort McHenry and the freedom of Americans. However, it ignores Native Americans and contains racist undertones when the original resource is read.

3. President Madison had limited knowledge of military affairs, which in part led to the British victory at Bladensburg and the sacking of Washington, D.C.

Arguments or Conclusions 1. Why would Henry Proctor not work with the Native Americans after Isaac Brock did?

The students can explore ideas of strategy, racism, supply, or miscommunication to draw their own conclusion.

Assessment:

Informal 1. The students will analyze the primary poem, “Defense of Fort McHenry,” by Francis Scott Key to

examine its resonation with Americans and the parts largely ignored by history.

Formal 1. The students will write a letter, taking the role of a real leader or figure of this time, to comment

on their views of the role of Native Americans in the War of 1812.

Syntax – Procedures

1. Engagement:

a. Teacher Instructions 1. The teacher will introduce the class by engaging the students in a discussion of The Star

Spangled Banner. First, the students will watch a rendition of the national anthem from the Super Bowl XXV sung by Whitney Houston.

2. Then, the teacher will pass out the lyrics of the national anthem and a copy of the original poem written by Francis Scott Key.

3. The teacher will have the students compare and contrast the two versions, writing at least three similarities and three differences of the two sources.

4. The teacher will lead a discussion over possibilities of why this song became the anthem and the fighting that would have led Francis Scott Key to write this.

b. Resource 1. Whitney Houston rendition (See Resource 2.1) 2. Lyrics to “The Star Spangled Banner” (See Resource 2.2) 3. “The Defense of Fort McHenry” written by Francis Scott Key (See Resource 2.3) 4. Compare and Contrast Graphic Organizer (See Resource 2.4)

c. Student Activity 1. The students will watch a rendition of The Star Spangled Banner. 2. The students will receive a copy of the lyrics to the anthem and then the original poem

written by Francis Scott Key. 3. On a graphic organizer, the students will write three similarities and three differences of

the two sources. 2. Exploration:

a. Teacher Instructions 1. The teacher will provide the students with the battle strategies of Isaac Brock through secondary material. 2. The teacher will have the students, in partners and then as a group, analyze the relationships between the British and the Native Americans, specifically with Chief Tecumseh and Isaac Brock by reading quotes from each man.

b. Resource 1. Secondary Material on Brock’s Early Military Experience in War of 1812 (See Resource

2.5). 2. Tecumseh’s Motive Comments (See Resource 2.6) 3. Letter from Brock to Hull (See Resource 2.7) 4. Questions on Quotes displayed on SmartBoard (See Resource 2.8)

c. Student Activity 1. The students will individually read the secondary material on Isaac Brock’s strategies. 2. The students will then partner up and discuss the quotes from Tecumseh and Brock. They

will answer the questions shown on the SmartBoard. 3. Then, the teacher will bring the students back to discuss the comments they made on

these quotes. 3. Explanation:

a. Teacher Instructions 1. The teacher will lecture on the treatment of Native Americans before and during the War of 1812.

b. Resource 1. Lecture Notes for Teacher (See Resource 2.9) 2. Graphic Organizer for Lecture Notes (See Resource 2.10)

c. Student Activity 1. The students will fill out the graphic organizer of notes on the treatment of Native

Americans before and during the War of 1812. 4. Elaboration:

a. Teacher Instructions 1. The teacher will elaborate on the treatment and oppression Native Americans faced

during this time by providing the students with two different drawings of Native Americans during the War of 1812.

2. The teacher will have the students analyze the way the pictures make them feel about Native Americans: are they displayed as savages, independent, dependent, or equals?

b. Resource 1. Print by William Charles in 1812 (See Resource 2.11) 2. “Tecumseh Saving Prisoners” print from Emmins & Co. (See Resource 2.12)

c. Student Activity 1. Students will discuss as a large group with the teacher the words that come to thought

when looking at these prints. They will describe the emotions they feel, what is being displayed, and the impacts of this type of representation.

5. Evaluation: a. Teacher Instructions

1. The teacher will then have the students write their own letter taking on the role of one of the figures discussed, whether that be Francis Scott Key, James Madison, Isaac Brock, Chief Tecumseh, or another figure the student wants to research more.

2. The letter will be evaluated on a specific rubric provided on the Assessment page on the site. However, the teacher will ensure the students know the directions: they must write based on their person’s individual views on the role of Native Americans. For example, Brock may praise Tecumseh’s fighting but only be using the Native Americans to have additional troops.

b. Resource 1. Role of Native Americans Thinksheet (See Resource 2.13)

c. Student Activity 1. The student will write as a specific leader and provide their view on Native Americans’

role in the War of 1812 and whether they should have their settlements without encroachment from white settlers.

2. The student will provide three different points to argue their viewpoint as this figure using the resources provided in class.

Resources (Source Citations & Bookmarks) Resource 2.1 Whitney Houston Video

Source: https://www.youtube.com/watch?v=N_lCmBvYMRs Resource 2.2 Star Spangled Banner (Commonly Sung Verse) 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 through 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? Resource 2.3 Francis Scott Key Complete version of "The Star-Spangled Banner" showing spelling and punctuation

from Francis Scott Key's manuscript in the Maryland Historical Society collection. O say can you see, by the dawn's early light, What so proudly we hail'd at the twilight's last gleaming, Whose broad stripes and bright stars through the perilous fight O'er the ramparts we watch'd were so gallantly streaming? And the rocket's red glare, the bomb bursting in air, Gave proof through the night that our flag was still there, O 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 - O 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 wash'd out their foul footstep's 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. O thus be it ever when freemen shall stand Between their lov'd home and the war's desolation! Blest with vict'ry and peace may the heav'n rescued land Praise the power that hath made and preserv'd 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.

Source 2.4 Graphic Organizer Similarities Differences

Source 2.5 Isaac Brock’s Military Strategy Secondary Material

The U.S. declared war on Britain June 12, 1812. Brock's preparations meant that Canada was not

unprepared for the war; however, Brock felt that those preparations would not be enough to keep

the colony secure. Thus he immediately moved to capture the strategically important Fort

Mackinac. This attack was a complete success, but Brock believed he needed to advance further.

He was hampered in these efforts by the thrusts of Governor General George Prevost who had

replaced Craig in late 1811, and who favored a cautious approach to the war. Prevost felt that a

strict emphasis should be placed on defense, and was against any attack into American territory.

On July 12, American William Hull invaded Canada at Windsor(known then as Sandwich). The

invasion was quickly halted, and Hull withdrew, but this gave Brock the excuse he needed to

abandon Prevost's orders. Securing Tecumseh's aid, Brock advanced on Detroit. At this point,

even with his American Indian allies, Brock was outnumbered approximately two to one.

However, Brock had gauged Hull as a timid man, and particularly as being afraid of Tecumseh's

natives. Brock thus decided to use a series of tricks to intimidate Hull. First, he allowed a

message (ostensibly to Prevost) declining reinforcements to fall into Hull's hands. The reason

given was that Brock had more than enough native allies to take the fort, and thus did not need

additional British troops. Then, he dressed his militia divisions in military garb, making it appear

as if his force consisted entirely of British Regulars, rather than farmers and blacksmiths. Brock

then laid siege to Fort Detroit, and through a carefully crafted series of marches, made it appear

he had far more natives with him then he actually did. Additionally, he ordered Tecumseh's

forces to make as much noise as possible, thus giving the impression of a much larger force and

intimidating Hull with the show of a raucous, barely controlled group of natives. Finally, he sent

Hull a letter demanding his surrender, in which he stated, in part, "Sir: it is far from my

inclination to join a war of extermination, but you must be aware that the numerous body of

Indians who have attached themselves to my troops will be beyond my control the moment the

contest commences." Brock then hammered the fort with cannon fire. On August 16, two hours

after receiving Brock's letter, Hull surrendered unconditionally.

From Hull's perspective, there was one, paramount reason for his surrender. Detroit was filled

with civilians, including Hull's own daughter and grandson, and Hull greatly feared what would

happen should he lose the battle. At his court-martial, he stated, "I have done what my

conscience directed—I have saved Detroit and the Michigan Territory from the horrors of an

Indian massacre."

This was a huge victory for Brock for a number of reasons. First, it struck a massive blow to

American morale, and eliminated the main American force in the area as a threat. Secondly, it

gave a badly needed corresponding morale boost to the Canadian population, many of whom had

not believed Canada stood a chance against the superior military might of the U.S. (some had

even defected to the U.S., and many were recent immigrants from that country). Third, it allowed

Brock to take the American supplies at Detroit and use them for his own forces, particularly the

ill-equipped militia. Finally, it secured the support of Tecumseh and the other American Indian

chiefs, who took it as both a sign of competency and a willingness to take action.

In enlisting the help of Tecumseh, Brock made a number of commitments to the Shawnee. He

promised to negotiate no peace treaty without addressing the Shawnee's vision of an independent

homeland. Although this was undoubtedly because Brock needed the help of Tecumseh, there is

no evidence Brock negotiated in bad faith. Also, Tecumseh evidently trusted and respected

Brock, reportedly saying, "This is a man" after meeting him for the first time.

The capture of Detroit also led to British domination over most of Michigan Territory. Brock had

planned to continue his campaign into the U.S., but he was thwarted by the negotiation of an

armistice by Prevost with American Major General Henry Dearborn. This stalled Brock's

momentum, and gave the Americans time to regroup and prepare for an invasion of Canada.

Unable to predict the point of invasion, Brock frantically worked to prepare defenses throughout

Upper Canada. Source: http://www.newworldencyclopedia.org/entry/Isaac_Brock Resource 2.6 Tecumseh’s Comments Where today are the powerful tribes of our people? They have vanished before the avarice and oppression of the white man as snow before the summer sun. Will we let ourselves be destroyed in our turn without making an effort worthy of our race? Shall we without a struggle give up on our homes, our lands, the graves of our dead and everything that is dear and sacred to us? I know you will say with me, never. Never! Resource 2.7 Letter from Brock to Hull Sir; it is far from my inclination to join a war of extermination, but you must be aware that the numerous body of Indians who have attached themselves to my troops will be beyond my control the moment the contest commences. Source: https://www.cbc.ca/history/EPCONTENTSE1EP5CH10PA3LE.html

Resource 2.8 Questions from Quotes

1. What motivates Tecumseh to fight for the tribe? 2. What does Tecumseh mean when he compares the white man’s oppression as “snow

before the summer sun”? 3. Does Brock seem to care or want to protect the Native Americans?

Resource 2.9 Lecture Notes for Teacher -More than two dozen native nations participated in the war. -The Native leaders who emerged in response to this expansion shared a single concern, that of protecting tribal lands. -There were Indians who sided with the Americans -- Red Jacket and Farmer’s Brother led a Seneca faction to help the Americans at the Battles of Fort George and Chippewa. But most Indian nations sided with the British against the U.S, believing that a British victory might mean an end to expansion. -Tecumseh and his followers had observed eastern coast and upper Great Lakes Indians being removed from their lands by settler expansion, and they had seen a domino effect as one removed nation encroached on another’s land. -The residential order of more than one hundred eastern Indian nations had been permanently disrupted. Furthermore, both the French and Indian War, called the Seven Year’s War in Canada (1756 to 1763) and the American Revolution (1775 to 1783) cost many native nations lives and land. -Attempting to build better relations with Britain and America for the future. -Despite assurances that the Proclamation of 1763 would be followed, settlers had overrun Ohio and Illinois River Valleys. -Wild food was scarce; decline in fur trade and drought that caused crops to fail after American Revolution also increased tensions. Resource 2.10 Graphic Organizer on Lecture Notes -More than _____________ native nations participated in the war. -The Native leaders who emerged in response to this expansion shared a single concern, that of _________________________________. -There were Indians who sided with the Americans -- Red Jacket and Farmer’s Brother led a Seneca faction to help the Americans at the Battles of Fort George and Chippewa. But most Indian nations sided with the British against the U.S, believing that a British victory might mean an end to __________________. -Tecumseh and his followers had observed eastern coast and upper Great Lakes Indians being removed from their lands by settler expansion, and they had seen a domino effect as one removed nation encroached on another’s land. -The residential order of more than one hundred eastern Indian nations had been permanently disrupted. Furthermore, both the ______________ War, called the Seven Year’s War in Canada (1756 to 1763) and the _________________ (1775 to 1783) cost many native nations lives and land.

-Attempting to build better relations with Britain and America for the future. -Despite assurances that the __________________________ would be followed, settlers had overrun Ohio and Illinois River Valleys. -Wild food was scarce; decline in fur trade and ___________ that caused crops to fail after American Revolution also increased tensions. Directly Quoted Source: https://www.britannica.com/topic/Native-American/Native-American-history Resource 2.11 Print by William Charles

Resource 2.12 “Tecumseh Saving Prisoners”

Resource 2.13 Role of Native Americans Thinksheet

Name: _______________________________

Directions: Choose a figure to role-play as when you write this letter or journal entry. Within your writing, answer the following question: What is my person’s view of Native Americans? What do I think of the Native Americans’ role in the war? Should the Native Americans be left alone on their own settlements? Your answer should be at least three paragraphs (at least fifteen sentences).