Why Fight? The War of 1812
Target Grade Level: 9th-12th (High School)
Time for Lesson: 60-90 minutes, and homework (optional)
Overview & Major Themes
This activity requires students to take a close and critical look at the tensions leading up to the War of 1812 and the causes
that led the United States to declare war on Great Britain. Students will be asked to represent a historic individual, and
present a persuasive argument on whether or not to go to war.
Objectives
Outcomes
Materials & Resources
Students learn some of
the causes (Free Trade,
Sailor’s Rights, and Western
Expansion) and at least two
conflicting perspectives of
the War of 1812.
Students will come
away from the program
understanding the
complicated causes of
the War of 1812 as well
as the war’s outcome and
importance to the newly
formed United States.
• A Sailor’s Life For Me: Leaving Home scene
Students participate in a
classroom debate.
• United States Declaration of War on Great Britain
• Perspectives of:
• “War Hawk” Congressman
• Navy Sailor (Cooper)
• Boston Merchant
• Wife/Family of a Navy Sailor
Students read at least
2 primary sources: the
United States Declaration
of War and the Treaty of
Ghent.
Time
Instructional Activity
Prior
Read through Causes of the War of 1812 and create four individual cards with a different perspective
in each one – “War Hawk,” Navy Sailor, Boston Merchant, and Wife or family member of a Navy
Sailor.
5 min.
Split students into 4 groups. Arrange the room so students are sitting together in their groups.
© 2011 USS Constitution Museum
Illustrations © 2010 Stephen Biesty
Why Fight? The War of 1812 1
www.asailorslifeforme.org
Time
Instructional Activity
10 min.
Briefly introduce students to Causes of the War of 1812, using our online Overview in War of 1812
Resources.
2 min.
Explain to students that they will represent an individual in a debate in front of Congress (you). It
will be their job to help the nation decide whether or not to declare war on Great Britain in 1812.
15 min.
Students (as a group) take the time to “meet” their individual. Each individual has a short biography
and key concerns, including what would happen to them personally if the War of 1812 was declared.
Students should prepare a quick presentation to introduce their individual to the rest of the class.
5 min.
The staging of the debate will ask students to make their short presentations on their individual’s
position on whether or not America should declare war on Great Britain, and then the floor will be
opened for debate.
20 min.
Begin the debate. Ask key questions, like: views about war; allegiance to America; personal
obligations to family, occupation, or military service; individual freedoms and rights. Encourage
students to be powerful in making stronger comments for their group, and move at a quick pace.
5 min.
After hearing every point of view, the students now make a decision by themselves, either to defend
or challenge the idea that the nation should declare war on Great Britain. Have them secretly write
down their decision and three reasons for, or against, declaring war.
5 min.
Students turn in their votes. What was your students’ final decision? Why? Who had the most
persuasive argument? Did that have an impact on their final decisions?
10 min.
Ask questions and discuss how your students felt about being on different sides with opposing views.
Discuss empathy for each historic individual represented and other social or economic concerns.
Homework, or 1-2 hours of class time
Introduce students to A Sailor’s Life For Me Leaving Home scene, and then send them on a mission through A Sailors
Life For Me: Explore Old Ironsides or Sail to Victory, and other War of 1812 websites to learn and report on the historical
outcome of the War. After the debate, summarize the main ideas of the War of 1812 and the final conclusion, reading
together America’s Declaration of War and a brief on the Treaty of Ghent.
Can mention that the war was highly contested with votes broken down geographically.
© 2011 USS Constitution Museum
Illustrations © 2010 Stephen Biesty
Why Fight? The War of 1812 2
www.asailorslifeforme.org
Leaving Home
“Step this way, gentlemen, to join the crew of America’s finest frigate.” Standing in the
street of a seaport, Constitution’s recruiting officer Charles Morgan has a well-rehearsed
story. He tells potential seamen about the pay, the food, and the chance of glory and
fortune in the Navy. Many men in the crowd do not need any persuasion. Willing
volunteers file into the Rendezvous. This makeshift recruiting office is a boarding
house that Morgan has rented for two weeks.
© 2011 USS Constitution Museum
Illustrations © 2010 Stephen Biesty
Leaving Home
www.asailorslifeforme.org