FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: December 14-15
M T W TH F
Madison and the War of 1812
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
5A: describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a
military, creating a stable economic system, setting up the court system, and defining the authority of the central government
5D: explain the causes, important events, and effects of the War of 18
U.S. History Textbook
Colonization through
Reconstruction pp.
(304-315)
Interactive Map:
Indians Lands Lost by
1810 (p. 304-305)
Address and the Monroe Doctrine
Analyze Charts: (p.
309)
10A: locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
Interactive Map: The
War of 1812 (p. 310)
5E: identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell
10C: analyze the effects of physical and human geographic factors on major historical and contemporary events in the United
States
23C: identify ways conflicts between people from various racial, ethnic, and religious groups were resolved
Analyzing Political
Cartoons
(p. 314)
Digital Activity:
Causes and Effects of
the War of 1812
(p. 314)
Digital Lesson Quiz:
(p. 314)
Objective/Key Understanding:




Explain the reasons for conflict between white settlers and Native
Americans during the early 1800s.
Identify the causes of the War of 1812.
Explain the challenges that the United States faced in preparing for
war.
Describe the important events and effects of the War of 1812.
Introduce Vocabulary Activity (p. 304)
Treaty of Greenville
Battle of Tippecanoe
Battle of New Orleans
John Quincy Adams
Confederation
Nationalism
Treaty of Ghent
Battle of Lake Erie
Hartford Convention
Andrew Jackson
War Hawks
Henry Clay
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 315)





Why were Native American groups resistant to white settlement west of the Appalachians?
Why, when the Americans had already defeated a British ship near New York Harbor, were New England merchants fearful of British attacks on their seaports?
Compare the ability of the U.S. Army in 1812 with that of the Patriots at the beginning of the American Revolution.
Summarize what Andrew Johnson did that made him a national hero.
Contrast U.S. military might before and after the War of 1812.
Stop & Check for Understanding—High Level Questions






Critical Writing Prompt:
Why did Tecumseh advise many Native Americans to stop trading with the settlers?
Who were the War Hawks?
What problems did the United States military face?
What became of the War Hawks’ plan to conquer Canada?
What achievement made Andrew Jackson well known throughout the country?
What was the purpose of the Hartford Convention?
Small Group Purposeful Talk Question Stems
Conflicts in Ohio (p. 305-306)
 Why did leaders of the new Republic have difficulty maintaining national security along the frontier?
 How do you think human geographic factors contributed to the fighting between Native American groups and white settlers along the frontier?
The Causes of the War of 1812 (p. 306-308)
 What were the causes the War Hawks gave for engaging in the War of 1812?
 Why did some Americans not think these causes justified going to war?
 Cite evidence from the text to explain the causes of the War of 1812?
 Identify James Madison’s foreign policy and how it was connected to the causes of the War of 1812.why didn’t the new Republic have a strong military?
Early Events in the War of 1812 (p. 309-310)
 Why didn’t the new republic have a strong military?
 How did the United States go about building a military at the start of the War of 1812?
 Explain the importance of the battle between the U.S.S. Constitution and the HMS Guerriere.
The War in Canada (p. 310-311)
 Why was the battle of Lake Erie such an important event in the War of 1812?
The War’s Conclusion (p. 311-313)
 Examine the painting on page 310 of Captain Oliver Perry transferring to another American ship. Point out Perry’s navy blue battle flag with the words “Don’t
Give Up the Ship.” What Does this painting convey about Perry?
The Effects of the War of 1812 (p. 314-315)
 Explain the effects of the War of 1812.
 What was the effect of the War of 1812 on Native Americans?
 How did the war resolve the conflicts between white settlers and Native American groups?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Map: Indians Lands Lost by 1810 (p. 304-305)
Project the Interactive Map: Indians Lands Lost by 1810 (p. 304-305) and click through the levels. Have students locate the area of Ohio on the map and discuss its
importance.
 How will conflicts in Ohio help cause the War of 1812?
Analyze Charts: (p. 309)
Review the chart, The War of 1812, on page 309. The United States faced the world’s greatest power in the War of 1812.
 How does the graph on the right help to explain the graph on the left?
Interactive Map: The War of 1812 (p. 310)
Project the Interactive Map: The War of 1812 (p. 310) and click through the hotspots.
 Why was the Battle of Lake Erie such an important event in the War of 1812?
Analyze Maps (p. 312)
Review the map, The War of 1812, on page 312. Both sides won victories in the War of 1812, with no clear overall winner.
 Where did Andrew Jackson’s forces win victories on their route to New Orleans?
Analyzing Political Cartoons (p. 314)
In this cartoon, King George III offers New England politicians wealth and titles of nobility if they jump off the cliff to the Brittish side.
 What does this cartoon imply about some New Englanders’ proposal to secede?
Digital Activity: Causes and Effects of the War of 1812 (p. 314)
Project the Digital Activity: Causes and Effects of the War of 1812 (p. 314). Have students fill in the chart with the causes and effects of the War of 1812 and compare
their charts with a partner.
Digital Lesson Quiz: (p. 314)
Assign the Digital Lesson Quiz. Pose these questions to the class. In Madison and the War of 1812, you read about the causes, effects, and important events of
Madison’s foreign policy and the War of 1812.
 Based on the effects of the War of 1812, do you think it was worth it for the United States to go to war? Explain your reasoning.
 Why did the United States and Britain go to war in 1812?
Engage
~Have students preview the lesson objectives and the list of key terms (p.304). Use the Editable Presentation found on the digital course to present the
main ideas of the lesson (p. 304).
Complete the Start Up Activity on p 304. Ask students to think about how Americans might have felt about fighting another war against Britain. Write a
reason they think some people might have been in favor of the war.
Tell students that in this lesson they will be learning about the causes, effects, and important events of the War of 1812.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
Conflicts in Ohio (p. 305-306)
The Causes of the War of 1812 (p. 306-308)
Early Events in the War of 1812 (p. 309-310)
The War in Canada (p. 310-311)
The War’s Conclusion (p. 311-313)
The Effects of the War of 1812 (p. 314-315)
Explain
Elaborate
Evaluate
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Tell students that in this lesson they will be learning about the causes, effects, and important events of the War of 1812.
Conflicts in Ohio (p. 305-306)
 Fighting often broke out between these Native American groups and the settlers. Isolated acts of violence led to larger acts of revenge. As both
sides killed innocent people, warfare spread.
The Causes of the War of 1812 (p. 306-308)
 Fighting with Native Americans hurt relations between the United States and Britain. The British were supplying guns and ammunition to the
Native Americans on the frontier. They also encouraged Indians to attack United States settlements.
Early Events in the War of 1812 (p. 309-310)
 The American declaration of war took the British by surprise. They were locked in a bitter struggle with Napoleon and could not spare troops to
fight the United States. As the war began, however, the United States faced difficulties of its own.
The War in Canada (p. 310-311)
 One goal of the War Hawks was to conquer Canada. They were convinced that Canadians would welcome the chance to throw off British rule
and join the United States.
The War’s Conclusion (p. 311-313)
 While Tecumseh was defeated in Canada, some sections of the Creeks continued their fight against U.S. settlers in the South. Andrew Jackson, a
Tennessee officer, took command of American troops in the Creek War. In March 1814, with the help of Cherokees, Choctaws, and friendly
Creeks, Jackson won a crushing victory at the Battle of Horseshoe Bend.
The Effects of the War of 1812 (p. 314-315)
 By late 1814, Americans knew that peace talks had begun, but they did not know if they would succeed or how long they would last. As Jackson
was preparing to fight the British at New Orleans, New Englanders were meeting to protest “Mr. Madison’s War.”
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 315). Teachers can also opt to have students demonstrate mastery by responding to the following
questions on paper:
 Why were Native American groups resistant to white settlement west of the Appalachians?
 Why, when the Americans had already defeated a British ship near New York Harbor, were New England merchants fearful of British attacks on
their seaports?
 Compare the ability of the U.S. Army in 1812 with that of the Patriots at the beginning of the American Revolution.
 Summarize what Andrew Johnson did that made him a national hero.
 Contrast U.S. military might before and after the War of 1812.
TEACHER:
CLASS: 8th Grade
DATE: December 16-18
M T W TH F
FRAME THE LESSON
Jefferson’s Presidency
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and
ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements,
sectionalism, Civil War, and Reconstruction, and describe their causes and effects
5A: describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic
system, setting up the court system, and defining the authority of the central government
U.S. History Textbook
Colonization through
Reconstruction
pp. (316--328)
Interactive Chart: The
Beginnings of
Sectionalism (p. 318)
5B: summarize arguments regarding protective tariffs, taxation, and the banking system
Analyze Charts (p. 320)
5D: explain the causes, important events, and effects of the War of 1812
5E: identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine
Interactive Gallery: The
Expansion of Federal
Power (p. 322)
7A: analyze the impact of tariff policies on sections of the United States before the Civil War
7D: identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John
C. Calhoun, Henry Clay, and Daniel Webster
Digital Activity: The
Legacy of President
Monroe (p. 324)
Digital Lesson Quiz
(p. 324)
10A: locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
12A: identify economic differences among different regions of the United States
13A: analyze the War of 1812 as a cause of economic changes in the nation
18B: summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v.
Ogden;
21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
22A: analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln
22B: describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe,
Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton
Objective/Key Understanding:




Explain the significance of regional differences during the Era of Good Feelings
Identify different points of view on tariffs.
Explain how the Supreme Court under John Marshall expanded federal power.
Explain U.S. foreign policy under Monroe, including the Monroe Doctrine and
policies toward Florida.
Rigor & Relevance: (Real World Connection)
Introduce Vocabulary Activity (p. 316)
American System
sectionalism
Internal Improvements
Negro Fort
McCulloch v. Maryland
Monroe Doctrine
Gibbons v. Ogden
Daniel Webster
Interstate commerce
Adams-Onis Treaty
Republic of Great Columbia
John C. Calhoun
United Provinces of Central America
creole
intervention
Henry Clay
James Monroe
Informal Assessment Questions 1-5 (p. 328)
 After the War of 1812, British goods were again available in the United States. Why were these imported British goods less expensive than similar American goods?
 Identify the principal reason the South rejected the American System, Henry Clay’s plan to promote economic growth in all regions of the United States.
 In what ways were the outcomes in McCulloch v. Maryland and Gibbons v. Ogden similar?
 Evaluate the argument that a lack of experience in self-government affected the ability of Spain’s former colonies in Latin America to form stable democratic governments.
 Why might southern slave states have supported the acquisition of Florida by the United States?
Stop & Check for Understanding—High Level Questions
Critical Writing Prompt:
 Which position did Webster share with Clay?
 Why did many states in the South and West oppose the Tariff of 1816?
 How did the decision in McCulloch v. Maryland increase federal power?
 What characteristics of physical geography make it more difficult for Latin American colonies to unite than it had been for the United States?
 What was the result of the Adams-Onis Treaty?
 What was the purpose of the Monroe Doctrine?
Small Group Purposeful Talk Question Stems
Sectionalism in the Era of Good Feelings (p. 317-318)
 How did James Monroe contribute to feelings of national unity after the war?
 Compare and contrast the leadership qualities of Calhoun, Webster, and Clay.
 On what points did the y disagree?
 Identify the economic differences between the North and South.
Creating a Stable Economy After the War (p. 318-321)
 Have students use the Write 1-Get3 Strategy to answer the question. What are four key areas in which sectional leaders disagreed? Have students take a piece of paper and
fold it into quarters. Students write down one response in the first box and then go around the room asking to hear other responses. When students think a response is
correct, they write it in one of their boxes until they have three more responses on their pages. Students are to share responses with the class.
Supreme Court Decisions Expand Federal Power (p.322-323)
 Summarize the decision of the Supreme Court in McCulloch v. Maryland as well as the issues behind the decision and its significance.
 Summarize the issues behind the landmark case Gibbons v. Ogden. What was the court’s decision and the significance of this decision?
Latin America Wins Independence (p. 323-325)
 How do you think revolutions in Latin America would impact Monroe’s foreign policy?
 Compare and contrast America’s Revolutionary War to the revolutionary movements in Latin America.
 How do you think revolutions in Latin America affected the United States?
Gaining Florida & The Monroe Doctrine (p. 326-328)
 Explain the Monroe Doctrine wand its impact.
 How did Monroe’s foreign policy toward Spain lead to the acquisition of new territory?
 Why was Monroe’s statement about foreign policy toward Latin America an important historical contribution?
 Why do you think the author calls the Monroe Doctrine “bold”? Explain your reasoning.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Chart: The Beginnings of Sectionalism (p. 318)
Project Interactive Chart: The Beginnings of Sectionalism (p. 318) and click through the columns. Have students describe how each leader wanted to approach the
major domestic problems faced by the new Republic, including creating a stable economic system and defining the authority of the central government.
Analyze Charts (p. 320)
Cotton played a key role in the early U.S. economy, especially in the South.
 As cotton production soared, what other features of the American economy also grew?
Interactive Gallery: The Expansion of Federal Power (p. 322)
Project Interactive Gallery: The Expansion of Federal Power (p. 322) and click through the images with students.
 Summarize the decision of the Supreme Court in McCulloch v. Maryland as well as the issues behind the decision and its significance.
 Summarize the issues behind the landmark case Gibbons v. Ogden. What was the court’s decision and the significance of the decision?
Digital Activity: The Legacy of President Monroe (p. 324)
Project Digital Activity: The Legacy of President Monroe (p. 324). Have students complete the concept web with the significant events that took place during
Monroe’s presidency. Have partners review their webs and consider the following:
 What domestic and foreign problems did Monroe face during his presidency?
 How did Monroe address the domestic and foreign problems during his presidency?
Digital Lesson Quiz (p. 324)
Assign the Digital Lesson Quiz. Pose these questions to the class: In Monroe’s Presidency, you read about major domestic problems and foreign policies during
Monroe’s presidency.
 In what ways did the War of 1812 cause domestic change in the nation?
 How did events during Monroe’s presidency define the authority of the central government? Give examples for support.
Engage
~Have students preview the lesson objectives and the list of key terms (p.316). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 316).
Complete the Start Up Activity on p 316. Tell students that when James Monroe became President, one newspaper called it an “era of good feelings.”
How did America fare at the end of the War of 1812?
Explore
Tell students that in this lesson they will be learning about the domestic and foreign policies of James Monroe and the causes of sectionalism.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Sectionalism in the Era of Good Feelings (p. 317-318)
 Creating a Stable Economy After the War (p. 318-321)
 Supreme Court Decisions Expand Federal Power (p.322-323)
 Latin America Wins Independence (p. 323-325)
 Gaining Florida & The Monroe Doctrine (p. 326-328)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
~ Tell students that in this lesson they will be learning about the domestic and foreign policies of James Monroe and the causes of sectionalism.
Explain
Elaborate
Evaluate
Sectionalism in the Era of Good Feelings (p. 317-318)
 Monroe was the last Revolutionary War officer to become President. He was almost 60 years old when he took office, and he had old-fashioned manners.
Creating a Stable Economy After the War (p. 318-321)
 After the War of 1812, leaders such as Calhoun, Webster, and Clay had to deal with serious economic issues. Despite the nation’s great physical growth, the
United States economy faced severe problems. This was due in part to the lack of a national bank.
Supreme Court Decisions Expand Federal Power (p.322-323)
 Under Chief Justice John Marshall, the Supreme Court strengthened the power of the federal government. The Court gave the federal government the power to
regulate the economy.
Latin America Wins Independence (p. 323-325)
 By 1810, many people in Spain’s colonies in the Americas were eager for independence. They had many reasons to be unhappy. Most people, even wealthy
creoles, had little or no say in government.
Gaining Florida (p. 326)
 Spain lost another one of its colonies, Florida-not to independence, but to the United States. Many Americans wanted to gain possession of Florida. White
southerners were especially worried about disturbances across the border. Florida was a refuge for many Africans and African Americans who escaped slavery.
The Monroe Doctrine (p. 327)
 Americans cheered as Latin American nations won independence. The actions of European powers, however, worried Secretary of State Adams and President
Monroe. In 1815, Prussia, France, Russia, and Austria formed and alliance aimed at crushing any revolution that sprang up in Europe.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 328). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 After the War of 1812, British goods were again available in the United States. Why were these imported British goods less expensive than similar American
goods?
 Identify the principal reason the South rejected the American System, Henry Clay’s plan to promote economic growth in all regions of the United States.
 In what ways were the outcomes in McCulloch v. Maryland and Gibbons v. Ogden similar?
 Evaluate the argument that a lack of experience in self-government affected the ability of Spain’s former colonies in Latin America to form stable democratic
governments.
 Why might southern slave states have supported the acquisition of Florida by the United States?