Students first view a print of the burning of Washington, D.C. and predict what is happening. Then they examine a timeline to identify causes of the War of 1812. Next they analyze the outcomes of the war. Finally they examine the history of “The Star-Spangled Banner.”
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 decision to ask Congress to declare 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 lesson purpose and objectives. After students post on the wall, highlight ideas about the pressures and risks of trying to stay neutral between two sides. Connect their examples to the early 1800s, explaining how Britain and France both sought U.S. support and how British actions, including impressment, made neutrality difficult. Preview that the next scene will explore how these pressures built and why many Americans ultimately called for war.
Students examine an image of James Madison and read War of 1812: An Introduction to learn more about Madison and the multiple causes of the war, including impressment, trade restrictions, and British support for Native American resistance. They list major causes of the War of 1812 in a shared table and then read additional text explaining British occupation of the Northwest Territory and continued tensions leading to Madison’s war request.
Teacher MovesInvite students to share entries from their cause table and ensure that key causes are identified, such as trade blockades, Orders in Council, impressment, the Chesapeake incident, War Hawk pressure for expansion, and British support for Native Americans. 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 text explaining differing American views on the war, including New England opposition, War Hawk support, hopes for territorial expansion into Canada, and the nation’s limited military readiness. They then read the section “Naval Power Before the War of 1812” in Atlantic Campaign of the War of 1812 to learn about naval challenges, 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 and compare responses. Confirm that they have identified major challenges such as a small and poorly trained army, militia reluctance to fight outside home states, the strength of the British Royal Navy, and divided public support for the war, while accepting other reasonable answers.
Students use what they have learned along with additional perspectives from War or No War?, Federalists Oppose Madison’s War, and War Hawks to research differing viewpoints on the War of 1812. Drawing on these sources, they write a persuasive argument either supporting or opposing the decision to go to war, using evidence to justify their position.
Teacher MovesEmphasize that this scene is essential preparation for the upcoming quiz. After students submit their arguments, share at least one argument for and one against the war with the class to prompt discussion of contrasting perspectives and the evidence used to support them.
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.
©2026 Exploros. All rights reserved.