Section 4 Step-by-Step Instruction I Must Leave This House SECTION SECTION “ I am still here within sound of the cannon! . I have had [a wagon] filled with the . most valu- able portable articles. I insist on waiting until the Review and Preview large picture of Gen. Washington is secured. Students have studied how the United And now, dear sister, I must leave this house.” States tried to avoid war with Britain and France. Now they will learn the —Dolley Madison, letter describing British attack causes and consequences of the War of on the White House, 1814 1812. ᮤ British soldiers burn the White House. Section Focus Question The War of 1812 What were the causes and Objectives Why It Matters Presidents Washington, Adams, and Jef- effects of the War of 1812? •Explain why the United States declared war ferson had all worked hard to avoid war with Britain and Before you begin the lesson for the day, on Britain. France. But finally, in 1812, the United States declared war write the Section Focus Question on the • Describe what happened in the early days of on Britain. board. (Lesson focus: Causes: British aggres- the war. Section Focus Question: What were the causes and sion, ineffectiveness of embargo, American • Discuss the American invasion of Canada and effects of the War of 1812? nationalism. Effects: increased worldwide the fighting in the South. The Move Toward War respect and recognition, increased American •Identify the events leading to the end of the nationalism, crushed Native American resis- War of 1812. Tension with Britain was high when James Madison took office in 1809. Americans were angry at Britain for tance) arming Native Americans in the Northwest. Americans also Reading Skill resented the continued impressment of American sailors by Prepare to Read Explain How Events Are Related in the British. Time Events can be related in time in many ways. To most Americans, the country’s honor was at stake. Build Background One event may directly cause another or events may They felt a new sense of American nationalism—pride in Knowledge L2 unfold over time. As you read this section, try to one’s country. In 1810, two strong nationalists, Henry Clay of relate the many events to one another in time. Use Kentucky and John C. Calhoun of South Carolina, became Ask students if they have ever heard of the the skills you practiced in Sections 1–3 as tools. leaders in the House of Representatives. War of 1812. Ask volunteers to share any Also, use sequence verbs as a tool. These verbs information about the war that they may describe how events progress over time. Clay, Calhoun, and their supporters were called war hawks—those who were eager for war with Britain. Opposi- know. Write all accurate facts on the board. tion to war was strongest in New England. Many New Then ask students to preview the section Key Terms and People Englanders believed war with Britain would harm Amer- by reading the headings and looking at the nationalism Oliver Hazard ican trade. images. Ask students to predict what they war hawk Perry blockade Andrew Jackson Relations with Britain worsened steadily in the early will learn about the War of 1812. Use the secede months of 1812. In the spring, the British told the United States Numbered Heads participation strategy they would continue impressing sailors. Meanwhile, Native (TE, p. T24) to elicit responses. Americans in the Northwest began new attacks on frontier settlements. In June, Congress declared war on Britain. Set a Purpose L2 In what regions of the United States was the I Read each statement in the Reading support for war with Britain the strongest? Readiness Guide aloud. Ask students to Section 4 The War of 1812 327 mark the statements True or False. Teaching Resources, Unit 3, Reading Readiness Guide, p. 50 Use the information below to teach students this section’s high-use words. I Have students discuss the statements in pairs or groups of four, then mark their High-Use Word Definition and Sample Sentence worksheets again. Use the Numbered Heads participation structure (TE, p. reinforce, p. 328 v. to strengthen with additional troops T24) to call on students to share their At Yorktown, American forces were reinforced by the French navy. group’s perspectives. The students will critic, p. 331 n. someone who makes judgments on the value of actions return to these worksheets later. The Antifederalists were critics of the U.S. Constitution. Answer the South and the West Chapter 9 Section 4 327 Teach Early Days of the War The war did not come at a good time for the British, who were still at war in Europe. However, Britain was not willing to meet American The Move Toward War demands to avoid war. Providing Native Americans with support p. 327 was one way of protecting Canada against an American invasion. When the war began, Americans were confident that they would win. It soon became apparent that the United States was not prepared Early Days of the War for war. Jefferson’s spending cuts had weakened American military p. 328 strength. The navy had only 16 warships ready for action. The army also was small, with fewer than 7,000 men. Instruction L2 In the first days of the war, the British set up a blockade of the I Vocabulary Builder Before teaching American coast. A blockade is the action of shutting a port or road to this section, preteach the High-Use prevent people or supplies from coming into an area or leaving it. By Words reinforce and critic using the Vocabulary Builder 1814, the British navy had 135 warships blockading American ports. strategy on TE p. T21. reinforce (ree ihn FORS) v. to After reinforcing their troops, the British were able to close off all strengthen with additional troops Key Terms Have students complete the American ports by war’s end. See It–Remember It chart. A major sea battle was fought at the beginning of the war. In August 1812, the USS Constitution defeated the British warship Guer- I Read The Move Toward War and Early rière (gai ree AIR) in a fierce battle. According to tradition, American Days of the War with students using the sailors nicknamed the Constitution “Old Ironsides” because British Partner Paragraph Shrinking strategy artillery fire bounced off the ship’s thick wooden hull. To the Ameri- (TE, p. T23). cans, it seemed as if the Constitution were made of iron. I Ask students to name the Congressmen Why was the United States unprepared for war? who were most eager for war. (Henry Clay and John C. Calhoun) I Ask: How do you think the early days of the war might have been different if Jefferson had not cut military spend- ing? (Students might think that Americans Explore would have been able to better defend them- “Old Ironsides” selves with more weapons, ships, and better Visit: PHSchool.com trained officers.) In the most famous sea battle of the War of 1812, Web Code: myp-3054 the USS Constitution engaged the British frigate I Show students the History Interactive Guerrière in the North Atlantic Ocean. transparency Old Ironsides and the War of For nearly an hour, the two ships closed in on each other. Then, the 1812. Ask: What made Old Ironsides so Constitution fired a barrage that tore off both of the Guerrière masts. strong? (its thick hull) Meanwhile, British cannonballs bounced harmlessly off the reinforced hull of the Constitution. Critical Thinking: Identify Benefits How were ships like the Constitution helpful to the American naval effort? Color Transparencies, Old Ironsides and the War of 1812 Independent Practice A cutaway of the Constitution’s hull. Have students begin filling in the study guide. The ship’s hull, which was more than two feet thick at the waterline, was made up Monitor Progress of three layers of extremely tough and durable oak wood. As students fill in the Notetaking Study The USS Constitution (left) batters Guide, circulate to make sure individuals the British ship HMS Guerrière (right). understand why the War of 1812 began. 328 Chapter 9 The Era of Thomas Jefferson Provide assistance as needed. Differentiated Instruction L1 L1 L1 English Language Learners Less Proficient Readers Special Needs Vocabulary Development Have students each student with a partner and have them make a list of the key terms and high-use quiz each other on the definitions of the words in this section. Then have them words, using the flashcards. For English Answers create flashcards with the word on one Language Learners, have students add pic- Its military was small and side and its definition on the other. Pair tures to the flashcards. underfunded. Identify Benefits They made it harder for the British to defeat the United States. 328 Chapter 9 The War of 1812 The War in the West and BRITISH TERRITORY South . 75 R 80 (CANADA) ce Maine Indiana ° n W W p. 329 ° W e The United States declared ° r W ° Terr. w (part a 95 90 L 85 Ft. Mackinac of MA) war on Britain in June 1812. t. L S ° . W VT H Constitution As the map shows, the war n Instruction L2 u Lake a defeats r g o Champlain Illinois i n Guerrière, was fought on several fronts. h rio NH ta H I Terr. c On Aug. 1812 i L. Have students read The War in the West u Michigan d M NY s N . (a) Read a Map What areas o MA L Terr. The Thames n and South. Remind students to look for e R Eri were affected by the Detroit .