1

Unit Title

The War of 1812

Lesson Title

The Path to War: War Hawks vs. Doves

Subject Area

Social Studies

Grade Level

Grade 8

GLCEs/HSCEs Social Studies

USHG ERA 4 EXPANSION AND REFORM (1792-1861)

8 U4.1.2 Establishing Americas Place in the World Explain the changes in Americas relationships
with other nations by analyzing treaties with American Indian nations, Jays Treaty (1795), French
Revolution, Pinckneys Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty
(1819), and the Monroe Doctrine. (C4) (National Geography Standard 13, p. 169)
8 U4.1.3 Challenge of Political Conflict Explain how political parties emerged out of the competing
ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers),
despite the worries the Founders had concerning the dangers of political division, by analyzing
disagreements over
relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) and of
the executive branch (e.g., during the Jacksonian era)
(C3) (National Geography Standard 13, p. 169)
foreign relations (e.g., French Revolution, relations with Great Britain) (C3)
(National Geography Standard 13, p. 169)
economic policy (e.g., the creation of a national bank, assumption of revolutionary debt) (C3, E2.2)

METS-S/NETS-T

Essential
Questions

Objectives

Video
Prezi
1. Why did the War Hawks want to go to war?
2. What did the War Hawks hope to gain out of a war with Great Britain?
3. Why did the British help the Native Americans?

After completing this lesson, the student will be able to provide the reasons why the United
States Congress went to war with Great Britain. Students will make inferences from the text
and listen to critically interpret and evaluate the reasoning for the call to war. Students will
also create a poster to support their stance on whether or not they would have supported a
war with Great Britain.

Tools, Materials,
and Resources:

1.
2.
3.
4.
5.

Textbook
Blank White Paper or Construction Paper
Colored Pencils, Pens, Markers
Prezi
YouTube Video

Rationale

This lesson will explore the reasons why the United States felt another war with
Great Britain was important and gainful to solidify their independence and create
a sense of nationalism.
Sequence of Lesson: Beginning - Middle - End

Methods of
Instruction
Anticipatory Set

Beginning of
Lesson

Cooperative Learning: Small groups of students work together to solve a problem or

complete a task.
Collaborative Learning: Students process information and derive knowledge through
discussing course-related issues and topics with each other.

I.

Instructor will go over the first portion of Section 10.4 Homework.

Native American Conflict
Tecumseh & the Prophet
Treaty of Greenville

II.

Students will transition into the Prezi Presentation

Prezi: The Road to War Part II

Link: http://prezi.com/ecoaorqb71ag/?utm_campaign=share&utm_medium=copy&rc=ex0share
I.

Conflict with Britain and Congress

a. British supplying Native Americans
b. Trade disagreements/Neutrality
c. War Hawks
d. Nationalism
e. Henry Clay
f. Congress declares war

II.

Assess student comprehension through questioning.

Example:
Why did the War Hawks want to go to war with Great Britain?

Middle of Lesson

I.

Video: YouTube

War of 1812 (Katy Perry Roar Parody)

http://youtu.be/PatU9kzs-bA
o Video is approximately 3 Minutes Long
Conclusion of
Lesson

Student Handouts

I.

Students will complete a Propaganda poster supporting the War Hawks or the
Doves
a.
Student must support a specific side [War Hawk or Dove] and create a poster
to influence an audience to their cause.
b.
Rubric Handout
c.
Due Tuesday: 18th
d.
A sample will be provided for students
e.
Students will begin their poster by discussing ideas with their group members.
Based on time restrains, students may begin working on their poster.

II.

Students will be reminded to complete their 10.4 Section Homework

1. Propaganda Poster Directions & Rubric

Product/ Sample

Propaganda Poster Sample

Lesson
Assessment/
Rubric

1. Instructor will make rounds throughout the group activities for comprehension
and understanding.
2. Students will be graded on their participation with discussions and questions
asked by the instructor.
3. Propaganda Poster Completion
Lesson Differentiation: Below, Above

Differentiation

I.
II.

Students will be working with their group members throughout the lesson.
Students who struggle with reading and/or comprehension or excel will be
able to consult with their table group members.
Honors Class will complete an additional Dove and Hawk assignment