Download The War of 1812

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SECTION
WITNESS HISTORY
Step-by-Step
Instruction
Burning the Capitol
SECTION
In 1814, the British entered Washington, D.C., during
the War of 1812. They drove President Madison and
his Cabinet into the woods before burning the city.
Madison’s wife, Dolley, heroically saved a painting of
George Washington before joining the others. Years
later, a British officer described the scene:
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question and
master core content.
• Identify the events that led to the War
Hawks’s call for war.
• Analyze the major battles and conflicts of
the War of 1812.
• Explain the significance of the War of 1812.
“Of the Senate house, the President’s palace, the
barracks, the dockyard, etc., nothing could be seen
except heaps of smoking ruins, and even the bridge,
a noble structure upwards of a mile in length, was
almost wholly demolished.
—George Robert Gleig, 1826
”
䊱
A modern-day artist re-creates the burning of the White House by the British.
The War of 1812
Prepare to Read
Background Knowledge
L3
Remind students of the situation over
the impressments of Americans by
the British navy and the subsequent
U.S. embargo. Also, point out that the
British still held forts in western U.S.
territory. Tell students to read to find
out why American-British relations
broke down, leading to war.
Set a Purpose
AUDIO
L3
쐍 WITNESS HISTORY Read the selec-
tion aloud, or play the audio.
Witness History Audio CD,
Burning the Capital
Ask Why do you think that the
British targeted Washington,
D.C.? (Sample response: The British
probably wanted to weaken the
American government by destroying
its places of business and possibly
capturing the President.)
Objectives
• Identify the events that led to the War
Hawks’s call for war.
• Analyze the major battles and conflicts of the
War of 1812.
• Explain the significance of the War of 1812.
Terms and People
Tecumseh
Battle of Tippecanoe
War Hawks
War of 1812
Andrew Jackson
Francis Scott Key
“The Star-Spangled
Banner”
Battle of New Orleans
Treaty of Ghent
Hartford Convention
Reading Skill: Recognize Sequence Record
the causes of the War of 1812 in a chart like
this one.
Conflict With
Native Americans
•
•
쐍 Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question as they read. (Answer appears
with Section 4 Assessment answers.)
Foreign Conflict
• The embargo fails.
•
Why It Matters Just a few decades after its founding, the United
States found itself involved in a major war. The war tested not only
the young nation’s resources and strength but the solidarity of its
people as well. Despite their political divisions, Americans managed both to fight a war and to get the country back on track in the
war’s aftermath. Section Focus Question: Why did the United States go
to war with Britain, and what was the outcome of that war?
Gearing Up for War
Democratic Republicans felt humiliated by the failure of the 1807
embargo against Britain. With persistent British abuses on the
oceans, and Native American resistance in the West, Americans
increasingly blamed the British.
Replacing the Embargo In 1809, Congress replaced the embargo
with the Nonintercourse Act. Aimed at Britain and France, the act
stated that the United States would resume trade with whichever of
those countries lifted their restrictions on American shipping. The
following year, Congress passed legislation that went a step further.
Macon’s Bill No. 2 restored trade with both Britain and France but
also promised that if either country actively recognized American
neutrality, then the United States would resume trading sanctions
against the other country. When France agreed to withdraw decrees
against American shipping, President Madison ordered sanctions
against the British. In the meantime, however, France continued to
seize American ships.
쐍 Preview Have students preview
the Section Objectives and the list
of Terms and People.
쐍 Reading Skill Have students use
the Reading Strategy: Recognize
Sequence worksheet. Teaching
Resources, p. 12
쐍
Using the Guided
Questioning strategy (TE, p. T20),
have students read this section. As
they read, have students record the
causes leading to the War of 1812.
Reading and Note Taking Study Guide
214
The New Republic
Use the information below and the following resource to teach students the high-use word
from this section. Teaching Resources, Vocabulary Builder, p. 11
High-Use Word
Definition and Sample Sentence
momentum
n. force or speed of motion
Their victory at the Battle of Saratoga gave momentum to the colonists’
cause during the American Revolution.
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Battling Native Americans On the western frontier, two Shawnee Indian
brothers, the prophet Tenskwatawa and the warrior Tecumseh, wanted to preserve Native American culture and unite the Indian nations in armed resistance against American expansion. They were angered by the government’s
repeated use of dishonest treaties to take their lands. In late 1811, while Tecumseh was seeking allies in the South, Governor William Henry Harrison of the
Indiana Territory led troops into the brothers’ village of Prophetstown, along
the Tippecanoe River. After the Battle of Tippecanoe, the Americans burned
Prophetstown. The Native American movement lost some momentum, though
most Native Americans escaped to fight again.
Teach
Gearing Up for War
Vocabulary Builder
momentum –(moh MEHN tuhm)
n. force or speed of motion
The War Hawks Demand War In 1811 some aggressive young politicians,
known as the War Hawks, took the lead in Congress. Representing farmers and
settlers from the southern and western states, the War Hawks included John C.
Calhoun of South Carolina and Henry Clay of Kentucky. Strongly nationalist,
they denounced the impressments of American sailors and British support for
Native Americans. The War Hawks pushed for a war against Britain to restore
national honor. They insisted that invading British-held Canada would deprive
the Indians of their main source of arms and drive the British out of North
America. The War Hawks also believed that the British would make maritime
concessions to get Canada back from the Americans. They underestimated the
value that the British put on their domination of world trade.
Should the United States Declare War on Britain?
No American disputed the fact that Britain was interfering with American shipping. Yet while the War Hawks
called for war, some people questioned their motives. Read the opinions below, and then decide whether war
against Britain was justified.
Randolph Opposes War
“What, Mr. Speaker, are we now called on to
decide? It is, whether we will resist by force
the attempt, made by [Britain], to subject
our maritime rights to the arbitrary and
capricious rule of her will. . . . Sir, I
prefer war to submission. [This] unjust
and lawless invasion of personal liberty,
calls loudly for the interposition of
this Government. . . .”
“Sir, if you go to war it will not be for the
protection of, or defense of your maritime
rights. Gentlemen from the North have
been taken up to some high mountain and
shown all the kingdoms of the earth; and
Canada seems tempting to their sight. . . .
Agrarian [greed], not maritime right, urges
the war. [We hear] but one word—
Canada! Canada! Canada!”
—Senator John Randolph (VA)
December 16, 1811
—Senator Felix Grundy (KY)
December 9, 1811
Instruct
쐍 Introduce: Key Term Write the
key term War Hawks on the board.
Help students determine its meaning on the basis of the meanings of
war and hawk.
쐍 Teach Ask What was the result
Why did many Americans blame Britain for their problems?
Grundy Urges War
L3
of Macon’s Bill No. 2? (U.S. trade
resumed with France, and the government placed trade sanctions on the
British because France had been the
first to recognize U.S. neutrality.) Discuss why Tecumseh resisted American expansion and explain the
outcome of the Battle of Tippecanoe.
Why do you think that the War
Hawks were primarily from the
southern and western states?
(Possible answer: The western states
were in conflict with Native Americans and the British who supported
them; southerners relied on shipping
to get their agricultural goods to
market and so may have been
angered at British interference with
U.S. ships.)
쐍 Quick Activity Have students
review the HISTORY MAKERS feature on the next page. Then, help
students make a list on the board of
key words that they might use to
find more information on Tecumseh.
Independent Practice
Ask students to read the Decision
Point feature and answer the questions that accompany it.
Monitor Progress
You Decide
1. What is Grundy’s reason for war?
2. Does Randolph believe Grundy? Explain.
3. What decision would you have made?
Why?
As students fill in their charts, circulate to make sure that they understand
how conflict with Native Americans
led to war with Britain. For a completed version of the chart, see Note
Taking Transparencies, B-37.
Answers
L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers
To help students understand the different sides of the
debate over foreign policy, have them reread the
quotations by Senators Grundy and Randolph. Then,
have them create a chart showing how the two men
agreed and disagreed with each other by recording
the main ideas of each. Have students exchange
their completed charts to check their analyses of the
viewpoints. Then, have students form pairs to create
political cartoons representing the viewpoints of
these two senators. Have one cartoon express
Grundy’s viewpoint and the other cartoon represent
Randolph’s viewpoint. Have students use the quotations to make captions and titles for their political
cartoons. Also, students may use symbols to represent ideas or countries. Display these political cartoons in the classroom.
They believed that British actions were
harming their economy and threatening
expansion into western lands.
You Decide
1. The British should not be allowed to violate
American rights.
2. No; he believes that Hawks like Grundy
actually want to acquire Canada.
3. Possible response: I would have reluctantly
declared war on Britain because it was
damaging U.S. trade.
Chapter 6 Section 4
215
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War Breaks Out
War Breaks Out
L3
Instruct
쐍 Introduce: Key Term Tell stu-
dents to find the key term War of
1812 (in bold) in the text, and then
write it on the board. Explain to students that this was the first major
war that the new United States
fought and that once again Americans would fight the world’s greatest
military power, the British. Tell students to read to find out the outcome
of the War of 1812.
쐍 Teach Ask Why did the United
States declare war on Great
Britain? (Americans were humiliated by various British abuses of
their nation’s sovereignty, such as
impressments and Britain’s support
of Native Americans.) Why was the
American invasion of Canada a
failure? (Some militias performed
poorly or fled battles, and a general
surrendered Detroit seemingly
unnecessarily.) What U.S. forces
performed well in the War of
1812? (the navy) Why were the
British shocked by this good
performance? (Sample answer:
The British probably expected the
navy to perform just as badly as the
army and, because it was a new
navy, they might have thought it
would be small, poorly commanded,
and easy to defeat.) Using the ThinkWrite-Pair-Share strategy (TE,
p. T23), have students discuss the
significance of U.S. success against
Britain’s Native American allies in
the United States. Ask What was
the significance of the British
attack on Baltimore? (It was a
defeat for them and caused Francis
Scott Key to write the lyrics to what
became the U.S. national anthem.)
Tell students to use the map on the
next page to locate important battles
discussed in this section. Discuss
with students the similarities and
differences between this map and a
map showing battles of the American
Revolution.
Tecumseh (1768–1813)
Tecumseh, a Shawnee warrior from the Ohio Valley,
spearheaded a spiritual and military resistance
movement among Native Americans. He
called for them to return to traditional
values as a way of preserving their
culture. At the same time, he actively
resisted the United States, fighting
in battles, rejecting treaties, and
traveling widely to convince
Indian groups that they were all
one people and that no one
group had the right to make a
treaty. He also mocked the
very idea of owning land.
Meeting with William
Henry Harrison in 1810, he
scoffed, “Sell a country!
Why not sell the air, the
clouds and the great sea,
as well as the earth?”
The Invasion of Canada Fails Thomas Jefferson
acted as adviser to Madison. He argued that with a population of 8 million, the United States could easily conquer Canada, which had only 250,000 people. Indeed,
the prospects for a victory looked favorable. An overland invasion would save the cost of building a bigger
navy to fight the British. In addition, Jefferson argued
that the United States did not even need a professional army. The citizen militia of the states could do
the job quickly and with little expense. He called the
conquest of Canada “a mere matter of marching.”
Jefferson’s assumptions proved to be wrong. In
fact, the small British and Indian forces in Canada
repeatedly defeated the American invasion attempts in 1812 and 1813. Reliance on the state militias proved a disaster. Having had no professional training, many militiamen broke rank and ran when attacked. The American regular
army performed almost as poorly. One blundering general, William Hull, surrendered Detroit to a much smaller British force commanded by Isaac Brock
and assisted by Indians led by Tecumseh. Instead of bolstering American pride,
the attempted invasion of Canada only further embarrassed the nation.
Defeating the Native Americans To the surprise of many Americans—
and to the shock of the British—the little American navy performed well, capturing four British ships during 1812. On Lake Erie, American ships led by
Oliver Hazard Perry defeated a British flotilla in 1813, enabling an American
army, commanded by Harrison, to retake Detroit.
The Americans made little progress in conquering Canada, but they did defeat
Britain’s Indian allies within the United States. In October 1813, Harrison’s army
killed Tecumseh and scattered his supporters. In 1814, Andrew Jackson of Tennessee crushed the Creek Indians of Alabama, who had allied with the British.
To make peace, the survivors surrendered most of their lands. Jackson then
invaded the Spanish colony of Florida, defeating the Seminole Indians and seizing the Spanish fort at Pensacola.
The British Invade During 1812 and 1813, most of the British forces were in
Europe fighting Napoleon. In early 1814, however, the French dictator’s defeat
freed thousands of British troops to fight in North America. During the summer
and fall, the British took the offensive. While the British navy blockaded the
coast, British forces invaded the United States. One army occupied eastern
Maine, easily brushing aside the weak defense by local militia. From Montreal,
a second army invaded northern New York, while a third British force landed in
Maryland and marched on Washington, D.C. In late 1814, a British fleet carried
a fourth army into the Gulf of Mexico to attack New Orleans.
L4 Advanced Readers
L4 Gifted and Talented Students
Have students research to find information about the
British burning of Washington, D.C., and related
events, such as James Madison’s escape and Dolley
Madison’s role in protecting items from the White
House. Then, have students form groups to write and
216
The New Republic
Humiliated by British interference with American
trade, impressments, and support for Indian attacks
on settlers, President Madison urged Congress to
declare war on Britain in June of 1812. Although the
War of 1812 deeply divided the nation, Madison
narrowly won reelection later that year. Disunited,
unprepared, and with only a small army and navy, the
United States went to war once again with the world’s
greatest power.
perform a skit about the event. Encourage students
to use music, props, costumes, and authentic language to accurately reflect the mood of the times. If
possible, have students perform and videotape their
skits for the rest of the class.
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On the defensive, the Americans fought better than they had when invading
Canada. Except for the occupation of Maine, the British attacks ended in defeat.
The British did capture the national capital, easily accessible by ship via the
Chesapeake Bay, and burned the White House and Capitol in revenge for some
American arson in Canada. But the British suffered defeat when they moved on
to attack Baltimore. Lawyer Francis Scott Key, who observed the British attack
on Fort McHenry, celebrated the American victory by writing a poem that later
became the national anthem known as “The Star-Spangled Banner.”
쐍 Quick Activity Have students
read the Primary Source quotation
and then locate the rest of the poem
written by Francis Scott Key. Tell
them to translate the poem into
everyday language. Then, instruct
students to locate a copy of the lyrics
of the national anthem. Have them
compare the national anthem today
with the poem and provide possible
reasons why parts of the poem were
omitted or changed.
“O say, can you see, by the dawn’s early light,
What so proudly we hail’d at the twilight’s last gleaming,
Whose broad stripes and bright stars, thro’ the perilous fight,
O’er the ramparts we watch’d, were so gallantly streaming?
—Francis Scott Key, 1814
”
Independent Practice
Meanwhile, on Lake Champlain near Plattsburgh, New York, American ships
defeated a British fleet, forcing British troops to retreat to Canada.
쐍 Have students access Web Code
ncp-0641 to use the Geography
Interactive map and then answer
the map skills questions about the
battles of the War of 1812 in the text.
What were some American successes and failures during
the war?
For: Interactive map
Web Code: ncp-0641
Major Battles of the War of 1812
Map Skills Though Americans
1. Locate: (a) Fort McHenry, (b) New
Orleans, (c) Lake Champlain
3. Determine Relevance How did
the British naval blockade affect the
outcome of the war?
2. Place In what kinds of places were
most of the major battles fought?
claimed victory, neither side actually
gained or lost any territory during the
War of 1812.
AMERI
RTH
BRITISH NO
10
Missouri
Territory
7
o
Ohi
Mississippi
Territory
New Orleans, Jan. 1815
Jackson defeats British
Mobile
90° W
40°
4
lk
Norfo
arolina
ston
Charle
ah
Savann
Pensacola
Spanish
Florida
ntic
At l a n
Ocea
Conic Projection
200
0
0
200
Circulate to make sure that students
are correctly interpreting the events on
the map and symbols in the map key.
June 1813 Shannon
defeats Chesapeake
N
Oct. 1812 United States
captures Macedonian
5
South
a
Carolin
Georgia
Transparencies A-24
Washington, D.C., Aug. 1814
British defeat General
Winder and sack the city
North C
Tennessee
.
S
9
Virginia
11
E
W
6
are
Delaw land
Mary
Fort McHenry, Sept. 1814
Americans withstand British
Kentucky attack
N
Mi
ssis
sipp
iR
urg
Plattsb
York
New Vt.
)
rk
N.H.
to
n
(Toron Ontario Yo y
Bosto
L.
Alban
Mass.
Buffalo
rie)
.
(E
n
n
le
Is
Co
resque
R.I.
ie P
Er
York
L.
.
New
n
d
n
n
e
la
P
Cleve
N.J.
rgh
ore
Pittsbu
Ohio
Baltim
Put-in-Bay, Sept. 1813
Perry defeats British
R.
Fort Dearborn
Massacre, Aug.
1812 Native
Americans
overwhelm the
Americans as they
abandon the site
Ind.
Terr.
Aug. 1812 Constitution
defeats Guerrière
(par ss.)
Ma
eal
ron
Hu
Detroit, Aug. 1812 British
capture the city from Hull
1
12
L.
Michigan
Territory
3
60° W
e
Maint of
Montr
defeats British and Indian force
2
ec
Queb
Lake Champlain, Sept. 1814
Thames, Oct. 1813 Harrison
Illinois
Territory
of 1812. Tell students to write paragraphs describing the battle depicted
on the transparency and explaining
the battle’s significance. Color
Monitor Progress
CA
Macdonough defeats British
Superior
L. 8
쐍 Display Color Transparency: The War
Oct. 1812 Wasp
defeats Frolic
70° W
30°
N
United States
British territory
Spanish territory
400 mi
400 km
British victory
U.S. victory
䊱
The flag that flew over Fort McHenry
British blockade
Answers
The Fort McHenry Flag The flag that inspired
Francis Scott Key originally measured 30 feet by 42 feet.
It had been hand-sewn by Mary Young Pickersgill
at the request of Fort McHenry Commander George
Armistead. After leaving Fort McHenry, Armistead kept
the flag. Over the years he cut off a few pieces to bury
with soldiers who had fought in the battle.
Many years after Armistead died in 1818, U.S.
Navy Commodore George H. Preble borrowed the
flag from a descendant of Colonel Armistead. He
had it photographed in 1873. The Smithsonian
Institution borrowed it in 1907 for exhibit, and in
1912, the flag was given permanently to the Smithsonian. There was one condition: that the museum
never give it away.
The flag has been on display at the National Museum
of American History since 1964. Over the years the flag,
now 30 feet by 34 feet, has deteriorated. Recently, the
Smithsonian has been working on a massive restoration project to save the flag and to protect it from
damage caused by light and air.
Successes: victories over Native Americans, victories in sea battles; Failures:
invasion of Canada, surrender of Detroit,
British burned Washington, D.C.
Map Skills
1. Review locations with students.
2. on water or near port cities
3. No American or other ships could get
through to bring troops or supplies while
the blockade was in place, and the British
controlled the entire U.S. coast.
Chapter 6 Section 4
217
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Teach
War’s Aftermath
and Effects
L3
Instruct
쐍 Introduce: Key Term Ask stu-
dents to find the key term Treaty
of Ghent (in bold) in the text. Then,
write it on the board, say it aloud,
have students say it with you, and
provide the definition. Have students
read to find out about the terms of
Treaty of Ghent that ended the
War of 1812.
쐍 Teach Ask How did Americans
view the Battle of New Orleans?
(as a great victory for the United
States, even though it came after the
official end of the war) What was
the end result of the Hartford
Convention? (It destroyed an
already weakened Federalist Party.)
How did the War of 1812 affect
Native Americans? (Native Americans lost important leaders and
momentum against the U.S. government. Also, they lost millions of acres
of land in the South.) Although the
United States did not win the War
of 1812, how did it signal a new
stage in the nation’s development? (Sample answer: It proved that
the new nation could endure a war
with a major world power.)
Battle of New Orleans
This engraving from the 1800s depicts
Andrew Jackson inspiring his soldiers
to fight the British. How does the
engraving show that the United
States lacked a regular standing
army?
British had failed in their American invasions. Weary of war, both sides agreed
to a peace treaty that restored prewar boundaries. They agreed to set up a commission to discuss any boundary disputes at a future time. The treaty did not
address the issues of neutrality or impressments. But after Napoleon’s defeat,
the British no longer needed to impress American sailors or to stop American
trade with the French. The Americans interpreted the Treaty of Ghent as a triumph because they learned of it shortly after hearing of Jackson’s great victory.
That sequence of events created the illusion that Jackson had forced the British
to make peace. Americans preferred to think of the conflict as a noble defense of
the United States against British aggression.
study the table on the next page and
complete the Reading a Chart:
Effects of the War of 1812 worksheet.
Then, have each student write a
summary explaining what he or she
thinks was the most important outcome of the war. Teaching Resources,
The Hartford Convention After the War of 1812 and Jackson’s victory in
New Orleans, Americans experienced a surge of nationalism and a new confidence in the strength of their republic. By weathering a difficult war, the nation
seemed certain to endure, and most Americans were giddy with relief. The outcome discredited the Federalists, who looked weak for opposing a war that
became popular once it was over. Strongest in New England, the Federalists had
undermined the war effort there. In December 1814, Federalist delegates from
the New England states met at Hartford, Connecticut, to consider secession and
making a separate peace with Britain. Drawing back from the brink, the delegates instead demanded constitutional amendments designed to strengthen New
England’s political power.
p. 21
Independent Practice
Have students write paragraphs
describing the Hartford Convention
and explaining why it led to the end of
the Federalist Party.
As students write their paragraphs,
circulate to make sure that students
understand that many Americans
viewed the Federalists as traitors after
the Hartford Convention.
Answer
Caption The men are fighting in civilian
clothes rather than in uniforms.
218
The New Republic
The Americans won their greatest victory at the Battle of New Orleans in
January 1815. From a strong and entrenched position, General Andrew Jackson
routed the British attack. In this lopsided battle, the Americans suffered only
71 casualties, compared to 2,036 British casualties. The bloodshed at New
Orleans was especially tragic because it came two weeks after the Americans
and the British had signed a peace treaty at Ghent in Belgium. Unfortunately,
notifying the soldiers in North America took over a month because of the slow
pace of sailing ships.
The Treaty of Ghent The Americans had failed to conquer Canada, while the
쐍 Quick Activity Have students
Monitor Progress
War’s Aftermath and Effects
L4 Advanced Readers
L4 Gifted and Talented Students
Have students conduct research on the Battle of New
Orleans and on newspapers or journals of the early
Republic. Have students create a front page that
reports on the events of the battle, including vivid
descriptions of the role General Andrew Jackson
played, and the news that the Treaty of Ghent was
signed before the battle occurred. The front pages
should also include black-and-white illustrations or
political cartoons. Encourage students to view examples of early news publications for language and
style, and to use a word-processing or page layout
program to make their front pages look as much like
an early nineteenth-century newspaper or journal as
possible.
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Unfortunately for the delegates of the Hartford
Convention, their demands reached Washington, D.C.,
at the same time as news of the peace treaty and Jackson’s victory. That combination embarrassed the Federalists, who were mocked as defeatists and traitors.
Madison ignored their demands, and the voters punished the Federalists in the elections that followed. By
1820 the Federalist Party was dead—a sad fate for
the party that had created the federal government
only to lose faith in it during the War of 1812.
Cause and Effect
Causes
• British interfere with American shipping
• British interfere with American expansion into the
western frontier
• Southerners want Florida, which is owned by Britain’s
ally Spain
• War Hawks want to expel Britain completely
from North America
The Nation Continues to Grow Events during
the War of 1812 ended most Indian resistance east of
the Mississippi River for the time being. As a result of
various defeats of Native Americans in the South, millions of acres of southern land also opened up for settlement. Settlement in the South and West led to the
establishment of the new states of Indiana (1816),
Mississippi (1817), Illinois (1818), and Alabama (1819).
The union became bigger and stronger.
Meanwhile, American settlers had been pouring
into Spanish Florida, resulting in cross-border conflict among the region’s Seminole Indians, Americans,
and the Spanish. Fugitive slaves from the United
States, seeking sanctuary in Florida, added to the tensions. Over the next decade, the conflict would contribute to Spain’s decision to cede Florida to the
United States. In return the United States renounced
its claims to Texas, as part of the Adams-Onís Treaty
signed in 1819.
The War of 1812
Effects
• Revealed need for a strong standing army
• Encouraged American nationalism
• Brought end to the Federalist Party
• Shattered the strength of Native American resistance
• Paved the way for American acquisition of Florida
Analyze Cause and Effect Despite ending in stalemate, the War
of 1812 had a major impact on the United States. How did it affect
American settlers?
4
4
Assess Progress
L3
쐍 Have students complete the Section
Assessment.
쐍 Administer the Section Quiz.
Teaching Resources, p. 25
쐍 To further assess student under-
standing, use Progress Monitoring
Transparencies, 45.
Reteach
If students need more instruction,
have them read the section summary.
Reading and Note Taking
Study Guide
L3
Adapted Reading and
Note Taking Study Guide
L1 L2
Spanish Reading and
Note Taking Study Guide
L2
Extend
L4
Have students complete the Enrichment worksheet, Create an Illustrated
Timeline: The War of 1812. Teaching
What was the Hartford Convention?
SECTION
Assess and Reteach
Resources, pp. 13–14
Assessment
Comprehension
1. Terms and People Write a sentence
for each item below, explaining its
relation to the War of 1812.
• Tecumseh
• Battle of Tippecanoe
• War Hawks
• Andrew Jackson
• Francis Scott Key
• “The Star-Spangled Banner”
• Battle of New Orleans
• Treaty of Ghent
Answers
Progress Monitoring Online
For: Self-test with vocabulary practice
Web Code: nca-0641
2.
Reading Skill:
Recognize Sequence Use your
completed chart to answer the Section
Focus Question: Why did the United
States go to war with Britain, and what
was the outcome of that war?
Writing About History
3. Quick Write: Give Details Choose a
topic for a research paper. Then, note
the kinds of details that you should
include to support a thesis. For example,
if your thesis is that the American military was weaker than the British
military during the War of 1812, you
could include facts, statistics, quotations, and paraphrased information.
Section 4 Assessment
1. Sentences should demonstrate students’
understanding of how each item or person relates to the War of 1812.
2. The British impressed U.S. sailors, limited U.S. trade, and supported Native
American attacks on American settlers.
The war ended in a draw, but it proved
that the new nation could survive a war
with another country.
3. Students should provide a thesis statement and a list of the types of details
that would support that statement.
Caption It forced the British to give up
Critical Thinking
4. Synthesize Information Why were
farmers and settlers especially likely to
support the War of 1812?
5. Make Comparisons Compare
American military strengths and
weaknesses during the War of 1812 to
those during the Revolutionary War.
6. Identify Alternatives What
alternatives did Native Americans
have during the war? Would the
outcome have been different for them
if they had chosen a different course
of action?
4. They were the ones being hurt the most
by the British blockade and the Native
American attacks.
5. The United States military was much
stronger and more centrally organized
during the War of 1812, but its performance was worse than during the Revolution, except for its naval forces, which
were strong during the War of 1812.
6. Sample answer: Native Americans might
have attempted to ally themselves with
Spain or tried to negotiate a better peace
agreement with the United States. The
outcome would have been the same
their western forts, opening the West to
expansion, and ended most Native American
resistance, which also eased westward
expansion.
a meeting of Federalists who wanted to
make a separate peace with Britain
because Spain would probably have
eventually deserted Native Americans
and the United States wanted to take
control of the Native American land.
For additional assessment, have students access
Progress Monitoring Online at Web
Code nca-0641.
Chapter 6 Section 4
219