Students learn about the causes of the War of 1812 and the challenges the United States faced in preparing for a war with Great Britain. Then, students write a persuasive argument supporting or opposing the war.
Students learn about the causes of the War of 1812 and the challenges the United States faced in preparing for a war with Great Britain. Then, students write a persuasive argument supporting or opposing the war.
Students read background text about U.S. attempts to remain neutral during the Napoleonic Wars, British impressment of American sailors, the attack on the U.S.S. Chesapeake, the Embargo Act, and Madison’s eventual call for war. They view an image of the Chesapeake incident and respond to a collaborative wall prompt about the challenges of staying neutral when two friends are in conflict, then reply to at least two classmates with questions or positive comments.
Teacher MovesIntroduce the experience and objectives, then connect students’ ideas about the difficulty of staying neutral between friends to the United States’ efforts to remain neutral between Britain and France. Highlight how British actions, such as impressment, made neutrality difficult, and preview that students will next examine how these pressures built toward war and how leaders like Jefferson and Madison responded.
Students are introduced to James Madison and read War of 1812: An Introduction to learn about additional causes of the war beyond impressment. They then complete a shared table listing major causes of the War of 1812, and read follow-up text explaining British occupation of the Northwest Territory, British support for Native American resistance, and trade restrictions that contributed to Madison’s request for a declaration of war.
Teacher MovesInvite students to share causes they recorded in the table, ensuring that key factors such as trade blockades, Orders in Council, impressment, the Chesapeake incident, War Hawk pressure, and British support for Native Americans are surfaced. Ask students whether any one cause seems more important than the others in pushing the United States toward war, prompting them to justify their views with evidence from the reading.
Students read explanatory text describing differing American views on the war, including New England opposition and War Hawk support, as well as the United States’ limited military readiness. They then read the “Naval Power Before the War of 1812” section of Atlantic Campaign of the War of 1812 to learn about naval challenges and advantages, and complete a graphic organizer listing three key challenges the United States faced in preparing for the War of 1812.
Teacher MovesHave students share their entries from the graphic organizer, checking that they identify issues such as a small and poorly prepared army, reliance on reluctant militias, British naval strength, and divided public opinion. Accept all reasonable responses that reflect understanding of the United States’ disadvantages going into the war.
Students review what they have learned about support for and opposition to the War of 1812, then use additional sources—War or No War?, Federalists Oppose Madison’s War, and War Hawks—to research differing perspectives. Drawing on these sources and prior scenes, they write a persuasive argument either supporting or opposing the decision to go to war, using evidence to justify their position in a written response.
Teacher MovesEmphasize that this scene is essential preparation for the quiz. After students write their arguments, share at least one example in favor of the war and one against it with the class to prompt discussion of the competing viewpoints and the evidence used to support each side.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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