NPS War of 1812 Lesson Plan Outline Understanding by Design Template Teacher: Anna Newton Date: July, 2013

Grade: 9th - 12th (High School Level) Subject: US History/World History

White House & Presidents Park Primary Interpretive Themes: 1A) The responses of presidents and first ladies to the challenges of the presidency provide important lessons in their varying capabilities to handle their job. 2A. The White House is a symbol of the presidency, of a free democratic society, and through its continuity, of the stability of our nation. 3A) The White House is an example of the continuum of history through its architecture, stories, decorative, and fine arts. 4) Presidents Park, as a primary element of the nations capital city, serves as a stage for active participation in the democratic process, and is linked by Pennsylvania Avenue Americas main street to the legislative and judicial processes on Capitol Hill.

Stage 1 Desired Results

Established Standards & Objectives: Maryland Objectives (Voluntary State Curriculum): 11th Grade World History: Unit 3: Revolutions & Reaction: Expectation: Students demonstrate an understanding that global interaction facilitated the spread of democratic ideas and revolutions on both sides of the Atlantic Ocean. Topic: B. Reaction: Indicator: 1. Examine the limitations to the spread of revolutionary ideals in Europe in spite of continued efforts by people to achieve liberty. Objective: e. Students will examine the influence of nationalism in the call for liberty and government reform throughout Europe and the United States. Common Core Standards apply in Maryland as well. Virginia Objectives (SOLs): Standard USI.7c: The student will demonstrate knowledge of the challenges faced by the new nation by: describing the major accomplishments of the first five presidents of the United States. Specifically James Madison and the War of 1812. Students will analyze how the War of 1812 caused European nations to gain respect for the United States. D.C. Objectives: DC does not have a specific standard for the War of 1812; however the Common Core Standards apply. Common Core Objectives (Meets many of the skills that all districts want students to meet): ELA Standards: Reading Informational Text: Grade 9-12 CCSS.ELA-Literacy. RI.9-12.1: Cite the textual evidence that most strongly supports an analysis of what the text is says explicitly as well as inferences drawn from the text. CSS.ELA-Literacy.RI. 9-12.6: Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

CSS.ELA-Literacy.RI. 9-12.9: Analyze a case in which two or more text provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. ELA Standards: Writing: Grade 9-12 CSS.ELA-Literacy.W. 9-12.1: Write arguments to support claims with clear reasons and relevant evidence. CSS.ELA-Literacy.W. 9-12.3: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CSS.ELA-Literacy.W. 9-12.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CSS.ELA-Literacy.W. 9-12.9: Draw evidence from literary or information texts to support analysis, reflection, and research. ELA Standards: Speaking & Listening: Grade 9-12 CSS.ELA-Literacy.SL. 9-12.1: Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 9-12 topics, texts, and issues, building on others ideas and expressing their own clearly. CSS.ELA-Literacy.SL. 9-12.2: Analyze the purpose of information presented in diverse media and formats (e.g. visually, quantitatively, and orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation. CSS.ELA-Literacy.SL. 9-12.3: Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CSS.ELA-Literacy.SL. 9-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CSS.ELA-Literacy.SL. 9-12.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Understandings: Students will understand .. The reasons why the US tried to remain neutral during the Napoleonic Wars, neither siding with France or Great Britain. The reasons why the US declared war on Great Britain and began the War of 1812. The impact of the War of 1812 on the US and the World. Essential Questions: Why did the US want to maintain neutrality? Why did the US declare war on Great Britain in 1812? What problems did the US face prior to and during the War of 1812? How did the War of 1812 affect the US and the world?

Student Outcomes: Student will be able to 1. Analyze the complexity of the global issues created by nationalism and the War of 1812. 2. Analyze the complexity of the conflict that began the War of 1812. 3. Analyze the issues in creating the Treaty of Ghent and bringing peace to the United States and Great Britain.

4.

Analyze the impact of the War of 1812 and the Treaty of Ghent on the World, particularly on the United States and Belgiums domestic development and foreign relations. 5. Use various forms of technology effectively to communicate with others. 6. Practice research, writing, and collaborative skills.

Stage 2- Assessment Evidence

Performance Tasks: Students will research local topics that relates to the War of 1812 and analyze the Wars impact on the US and the world to gain the knowledge needed to create their presentations. Students will create a Screencast-o-matic.com audio/visual presentation on a topic on the War of 1812that contains and uses evidence from primary and secondary sources to effectively support their presentations. Students will present their Screencast-omatic.com presentations and use speaking and writing skills to present their findings. Other Evidence: Formative and summative should be used. Each class has individual needs, but the following are recommended. Status Reports can be created for graded formative assessments. These status reports will check on the status of student work on their projects give them feedback in order to improve their final product. Other non-formal formative assessments, such as meeting with students one-on-one to discuss their progress and written reflections during the various parts of the project. Also students can also get feedback from the students in Ghent, Belgium. The summative assessment will be the final Screencast-o-matic.com audio/visual presentation on a topic on the War of 1812 that will be graded based upon a rubric.

Stage 3 Learning Plan

Learning Activities: See lesson plans below. Please note that all of the assignments that say Charles County or Maryland can easily be changed to reflect your local school district and/or state.

LESSON PLAN # 1
Lesson Title: Grade Level/Subject Area: Concept/Topic: Welcome to our Neighborhood (Project # 1 of the War of 1812 Module) 9th - 12th Grade/US or World History The topic/concept of this project is creating an effective collaborative environment between your students and the Belgian students. Introduce your students and the area they live in (Charles County, Maryland or another area) to the collaborative class in Belgium. Four 120 minute blocks (Non-consecutive days) This project will run over the course of three to four weeks. Students will have three days in class to work on the project and on the fourth day students will view the collaborative class videos and comment on them via the module blog. The goal of the lessons is for students, in small groups, to research and present the history and culture of their local neighborhood/county/state and introduce themselves in an audio-visual presentation. The goal of

Length of Lesson:

Lesson Goals:

Performance Objectives:

these videos is to create an effective and open collaborative environment for the students to work in by breaking the ice and learn about life in another area of the world. After completion of the lesson, students will be able to: Describe the history and culture of their local neighborhood and state Describe the history and culture of Ghent, Belgium Identify the members of the collaborative class Engage in an open and friendly global collaborative environment online Create an audio-visual presentation to upload on the project blog to introduce themselves and describe local neighborhood and state Students will create two KWL charts. One chart will be on what they already know about Ghent, Belgium and the students of the school they will be working with, and what they want to know about Ghent, Belgium and the students at the Belgian school. The second chart will be on what they think the students of the Saint Barbara School already know about their local neighborhood and state and the class, and what they think the students of the Belgian want to know about our neighborhood and about their class. We will also discuss why they want to know the things they stated for the W part of first chart and why the students of the Belgian school would say they things they stated for the W part of the second chart we created as a class. See appendix A for the KWL chart handouts. Explain to students that this is the beginning of a global collaborative module on the local and global impact of the War of 1812 and the Treaty of Ghent. Explain that this module is a long-term project that will be in three parts. Explain that the first part is to create an effective collaborative environment by learning about each other and about the areas we live in. Show students the project Wikispaces page and explain its role in helping our class to collaborate with the Belgian class. Day 1: Warm up: Students will answer the question: If you are going to work on an important and long-term project, what would you want to know about that person? Why would you want to know that? What do you think they would want to know about you? 1. Engage students in discussion about the importance of creating an open and friendly collaborative work environment. 2. Hand out the two KWL charts (See appendix A) and have students brainstorm in small groups about what they already know about Ghent, Belgium and the students of the Belgian school, and what they want to know about Ghent, Belgium and the students of the Saint Barbara School. In the second chart students will brainstorm what they think the students of the Saint Barbara School already know about their neighborhood and state and the class, and what they think the students of the Belgian

Introduction:

Step-By-Step Procedures:

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school want to know about their neighborhood and state and their class. After the students share what they wrote on both of the KWL charts, the class will discuss why they want to know the things they stated for the W part of first chart and why the students of the Belgian school would say they things they stated for the W part of the second chart we created as a class The teacher will introduce the Welcome to out Neighborhood Project to the students. (See appendix B) The students will be broken into groups of 3 - 4 and they will pick one of the six topics about their local district to research as a group. Each group will have a different topic, so the Belgian students get a full picture of the local area in which your students live. The students will be given the rest of the class time to research their topics as a group. The teacher will go around the room to answer questions and to help students in their research. The students will complete their research at home and in the library. The second day, which will be a week later, students will be expected to have an outline of their research to help them start to create their presentations.

Day 2: Warm up: Students will answer the question: What should you consider when creating an audio-visual presentation about our neighborhood for someone from another country? Why should you consider those things? 1. Engage students in discussion about the importance of creating a clear and thorough presentation. 2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the script of their presentations and the order of their visuals. The teacher will go around the room to answer questions and to help students with their presentations. 3. The students will have one more day to work on the presentation in class, this will be either the next day or there will be a day or two in between. Day 3: Warm up: Students will answer the question: What are appropriate ways of interacting with others from another country? Why are these things appropriate? What should you not do when interacting with others from another country and why? 1. Engage students in discussion about the importance of creating a good first impression. They will also discuss how various statements and actions could be viewed differently by others. 2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the order of their visuals and will begin

adding the audio (music and speaking) to their presentations. The teacher will go around the room to answer questions and to help students with their presentations. 3. The students will have one week to finish their presentations, but it must be completed outside of class. Students are expected to email their projects to the teacher by the assigned due date and post them to the project Wikispaces page so the Belgian class can view them. 4. The Belgian students will have worked on a similar project where they introduce themselves and Ghent, Belgium. They will have also posted their presentations to the blog on the same date for viewing. 5. All students are expected to view at least two presentations from the collaborative school and leave at least two comments to their videos on the project Wikispaces page before Day 4. Day 4: Warm up: Students will answer the question: Name one student you saw in one of the videos of the Belgian school and one thing you learned about them. 1. Engage students in discussion about the students of the Belgian school, particularly what they learned, found interesting, and how they feel the collaborative working environment will be. 2. The class will view all of the Belgian audio-visual presentations in class. While they are watching them, they will write down some things they learned about Ghent, Belgium on the KWL chart they started on Day 1 of the project. 3. After the students watched the presentations, the students will complete the L of learned about our neighborhood on the KWL chart they started on Day 1. 4. The class will share what they learned from both KWL charts. 5. Students will complete a written assignment where they analyze what they learned about Ghent, Belgium and the students of Belgian school. They will also analyze how this information will help them work together on this collaborative project. (See appendix C for this assignment.) Technology Requirements: Computer and Internet access Microphones to record audio Google account Wikispaces account Screencast-o-matic.com account or other media software program

Resources:

Maryland Websites: http://www.msa.md.gov/ http://www.maryland.gov/Pages/default.aspx http://www.newadvent.org/cathen/09755b.htm Charles County Websites:

http://www.charlescountymd.gov/ http://www.charlescountymd.gov/commissioners/welcome http://www.msa.md.gov/ http://www.charlescountywebsite.com/ http://ccmdgs.org/wordpress/ http://www.charlescountypathways.org/ Virginia Websites: http://www.virginia.org/AboutVirginia/ http://www.vagenealogy101.com/government/ http://www.virginia.gov/ D.C. Websites: http://dc.gov/DC/ http://www.loc.gov/rr/program/bib/states/dc/home.html Assessment Based on Objectives: Students will complete an audio-visual presentation on their assigned aspect of their local district/state based off of their research. The audiovisual presentation will also have an about me part, where students introduce themselves to the other class. Students will also complete an assignment where they analyze what they learned about Ghent, Belgium and the students of the Belgian school. They will also analyze how this information will help them work together on this collaborative project. Following the lesson and activities, students will view post more welcoming messages and comments to the Belgian presentations on the project Wikispaces page. They will also view, reflect, and comment on the Belgian student comments to their presentations on the project Wikispaces page. Ensure that classroom rules and policies remain enforced throughout the lesson and on the project Wikispaces page. The teacher will monitor all posts and online discussions to make sure they are appropriate. Students must be given clear instructions on what to do and monitored while working in groups and doing research on the computer. The teacher will go around the classroom to each group to ensure they are staying on task and getting the work done. Differentiated instruction for students who need scaffolding on searching websites. Students that have hearing and vision disabilities will be given a transcript of the presentations. Students with speaking disabilities will create a presentation with subtitles instead of audio. Gifted and talented students will work from directions to complete activity and assist group members. All students will have their own computer to work from in the library or classroom with laptops. For an extension of this lesson the teacher could set up a field trip for students to one of the historic landmarks in their district particularly that is related to the War of 1812. Be sure to book the library/laptop carts in advance in order to make sure we have the library/laptops when needed.

Follow-Up:

Classroom Management:

Accommodations: (Special needs / gifted & talented)

Comments / Notes:

LESSON PLAN # 2
Lesson Title: Grade Level/Subject Area: Concept/Topic: Length of Lesson: The War of 1812 & the Treaty of Ghent: Its impact on their district and /or state, and the United States (Final Project of the Module) 9th - 12th Grade/US or World History Students will work in groups to conduct research on the impact of the War of 1812 and the Treaty of Ghent locally, nationally, and globally. Six 120 minute blocks (Non-consecutive days) This project will run over the course of four to five weeks. Students will have five days in class to work on the project over the course of several weeks and on the sixth day students will engage in a telepresence conference with the Belgian class. The goal of this lesson is to analyze the complexity of the global issues created by nationalism and the War of 1812, to analyze the complexity of the conflict that began the War of 1812, to analyze the issues in creating the Treaty of Ghent, and to analyze the impact of the War of 1812 and the Treaty of Ghent on the world, particularly the United States, Belgium, and Great Britain. After completion of the lesson, students will be able to: Analyze the complexity of the global issues created by nationalism and the War of 1812. Analyze the complexity of the conflict that began the War of 1812. Analyze the issues in creating the Treaty of Ghent and bringing peace to the United States and Great Britain. Analyze the impact of the War of 1812 and the Treaty of Ghent on the World, particularly on the United States and Belgiums domestic development and foreign relations. Create an audio-visual presentation to upload on the project blog to analyze the impact of the War of 1812 and the Treaty of Ghent on the United States and Belgium. Communicate and collaborate with students from Belgium. This lesson will require students to conduct research the War of 1812, the Treaty of Ghent, and the impact of these events on the domestic development and foreign relations of the United States. Students will also analyze the impact of the War of 1812 and the Treaty of Ghent on their state and local district. They will be required to create a Screencast-omatic.com video presentation to show the impact they discovered during their research. The students will update the project Wikispaces page periodically with their research, problems they encountered, and their drafts so the Belgian students can help them as they work. Students will also be responsible to respond to the posts of the Belgian students

Lesson Goals:

Performance Objectives:

Introduction:

Step-By-Step Procedures:

to help them with their project on the War of 1812, the Treaty of Ghent, and the impact of these events on the domestic development and foreign relations of the Belgium. Day 1: Warm up: Students will respond to the following: What do you know about the War of 1812 and the Treaty of Ghent? 1. Explain to students that this project will complete the module on War of 1812 and the Treaty of Ghent and they will be expected to create a presentation analyzing the impact of the War of 1812 and the Treaty of Ghent on their state and local district, as well as the United States. 2. Have students watch a video on the causes of the War of 1812 (Click for YouTube link or see related URLs below) and discuss their impressions about what they saw. 3. The teacher will introduce the The War of 1812 & the Treaty of Ghent: Its impact on our district and state, and the United States Project to the students. (See appendix D) 4. The students will be broken into groups of 3 - 4 and they will pick one of the six topics about the War of 1812 and the Treaty of Ghent to research as a group. Each group will have a different topic. 5. The students will be given the rest of the class time to research their topics as a group. The teacher will go around the room to answer questions and to help students in their research. 6. The students will have two more days in class to continue their research. The research days will be consecutive days. Day 2: Warm up: Students will respond to the following: What have you learned so far about the War of 1812? 1. Engage students in a discussion on how to continue their research. 2. The students will be given the rest of the class time to research their topics as a group. The teacher will go around the room to answer questions and to help students in their research. 3. The students will have one more day in class to continue their research. The research days will be consecutive days. Day 3: Warm up: Students will respond to the following: What do you still need to know about your topic in order to create a successful presentation? 1. Engage students in a discussion in how to organize their research into a fluid and thorough presentation. 2. The students will be given the rest of the class time to research their topics as a group. The teacher will go around the room to answer questions and to help students in their research. 3. The students have one week to create an outline for their audiovisual presentations based off of their research.

4. The students will post their outline on the project Wikispaces page to share with fellow students and the Belgian students. 5. The students are required to comment/give suggestions on the Belgian students posted outlines and respond to any comments on their own outline. Day 4: Warm up: Students will respond to the following: What was some helpful suggestions/comment you got on the project Wikispaces page about your presentation outline? 1. Engage students in discussion about the importance of creating a clear and thorough presentation. Also, discuss how this presentation is different than their Welcome to our Neighborhood presentations. 2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the script of their presentations and the order of their visuals. The teacher will go around the room to answer questions and to help students with their presentations. 3. The students will have one more day to work on the presentation in class, this will be either the next day or there will be a day or two in between. Day 5: Warm up: Students will answer the question: Why were the War of 1812 and/or the Treaty of Ghent important to the development of the United States? 1. Engage students in discussion about the importance of creating a presentation that analyzes evidence to argue the impact of the War of 1812 and/or the Treaty of Ghent. 2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the order of their visuals and will begin adding the audio (music and/or speaking) to their presentations. The teacher will go around the room to answer questions and to help students with their presentations. 3. The students will have one week to finish their presentations, but it must be completed outside of class. Students are expected to email their projects to the teacher by the assigned due date and post them to the project Wikispaces page so the Belgian class can view them. 4. The Belgian students will have worked on a similar project where they analyze the impact of the War of 1812 and Treaty of Ghent on the country of Belgium. They will have also posted their presentations to the Wikispaces page on the same date for viewing. 5. All students are expected to view at least two presentations from the collaborative school and leave at least two comments to their videos on the project Wikispaces page before Day 6. Students

must also come with at least two questions to ask the Belgian students during the telepresence conference, one must be on the War of 1812 project. Day 6: Warm up: Students will answer the question: What are some things to consider when engaging in a telepresence conference with someone from another country? Why are they important? 1. Engage students in a discussion the policies, procedures, and behavior expected during the telepresence conference with the Belgian class. 2. Students will meet to have a discussion about the impact of the War of 1812 and the Treaty of Ghent through a telepresence conference or Skype call. 3. The students will also share their experiences with the global collaborative project with the students from Belgium. 4. Students will complete the follow up assignment (appendix E) in which they write a paper analyzing impact of the War of 1812 and the Treaty of Ghent on Belgium. Students will also analyze how the War of 1812 has impacted the United States and Belgium today. Technology Requirements: Computer and Internet access Microphones to record audio Google account Wikispaces account Screencast-o-matic.com account or other media software program Smart board/projector http://edsitement.neh.gov/curriculum-unit/president-madisons-1812war-message#sect-thelessons http://www.historycentral.com/1812/Index.html http://www.historycentral.com/NN/links/Warof1812.html http://dmna.ny.gov/historic/articles/blacksMilitary/BlacksMilitary1812. htm http://www.loc.gov/rr/program/bib/1812/ http://www.hnoc.org/BNO/william_cook.html http://quod.lib.umich.edu/c/clementsmss/umich-wcl-M-855war http://warof1812.ca/ http://www.loc.gov/rr/program/bib/ourdocs/Ghent.html Plus the resources/images/documents provided by the National Parks Service from the War of 1812 Teacher Symposium Resources List: General Resources: Thinkport War of 1812 Classroom Resources: Has interactive and documents great site! http://warof1812.thinkport.org/#home.html History Channels War of 1812 page. Good for basic info on the War of

Resources:

1812: http://www.history.com/topics/war-of-1812 Galafilms War of 1812 page. Has links for primary sources from multiple perspectives and song lyrics: http://www.galafilm.com/1812/e/index.html Indian Affairs & Treaties: http://digital.library.okstate.edu/kappler/Vol2/toc.htm#T http://digital.library.okstate.edu/kappler/Vol2/treaties/wya0039.htm Maryland Resources: Maryland in the War of 1812 chronology: http://msa.maryland.gov/msa/mdmanual/01glance/chron/html/war1812. html Maryland War of 1812 Bicentennial Commission Teacher Resources, includes documents and other lessons: http://starspangled200.org/resources/Pages/ForTeachers.aspx Online lessons and games on the War of 1812 has good information for students: http://www.pride2.org/NewPrideSite/MD/MD_Exploring.html This guide includes resources and worksheets to help students interpret documents: http://starspangled200.org/Resources/Documents/1812%20Teacher%20 Resource%20Guide_Color.pdf Maryland Humanities Council War of 1812 website: http://www.mdhc.org/programs/chautauqua/pastchautauquas/chautauqua-2012-exploring-the-/war-of-1812-bicentennialresou/ Maryland Historical Society: http://www.mdhs.org/ Virginia Resources: War of 1812 Virginia Bicentennial Commission: http://va1812bicentennial.dls.virginia.gov/ Library of Virginia: Soldiers of the war: http://www.lva.virginia.gov/public/guides/rn19_sold.htm Alexandria, VA War of 1812 Bicentennial website: http://alexandriava.gov/historic/info/default.aspx?id=49310 D.C. Resources: Burning of D.C. Eyewitness to History: http://www.eyewitnesstohistory.com/washingtonsack.htm War of 1812 D.C. Bicentennial Commission: http://www.washingtondcwarof1812bicentennialcommission.org/ Primary Sources for the Burning of the White House: http://www.ourwhitehouse.org/warof1812.html Music and Sound effects: http://starspangled200.org/Resources/Documents/1812%20Teacher%20 Resource%20Guide_Color.pdf http://www.warof1812.ca/songs.htm

http://www.c-spanvideo.org/program/302069-1 http://www.youtube.com/watch?v=oTNDdZ6_3pk http://www.militaryheritage.com/cd_1.htm http://www.militaryheritage.com/sound.htm - free http://www.earlyamerica.com/music/war-1812.htm http://www.cruzatte.com/warof1812.html https://itunes.apple.com/us/album/ballads-war-1812-17911836/id218967614 http://www.mcneilmusic.com/rev.html http://www.pbs.org/wned/war-of-1812/classroom/intermediate/everysong-tells-story/ http://www.soundgator.com/ http://www.audiomicro.com/free-sound-effects http://soundbible.com/ Books/Publications: Primary Source Accounts of the War of 1812 by Helen Koutras Bozonelis Publications on the soldiers of the War: http://societyofthewarof1812.org/about-us-2/publications/

Benn, Carl. The War of 1812. New York: Routledge, 2003.

Borneman, Walter R. 1812: The War that Forged a Nation. New York: HarperCollins Publishers, 2004. Heidler, David S., and Jeanne T. Heidler, eds. Encyclopedia of the War of 1812. Santa Barbara, Calif.: ABC-CLIO, 1997. Hickey, Donald R. Dont Give Up the Ship!: Myths of the War of 1812. Urbana: University of Illinois Press, 2006.

-----. The War of 1812: A Forgotten Conflict. Urbana: University of Illinois Press, 1989. Langguth, A. J. Union 1812: The Americans Who Fought the Second War of Independence. New York : Simon & Schuster, 2006. Remini, Robert V. The Battle of New Orleans. New York: Viking, 1999. Stagg, John C.A. Mr. Madison's War: Politics, Diplomacy, and Warfare in the Early American Republic, 1783-1830. Princeton, N.J.: Princeton

Related URLs: Assessment Based on Objectives:

University Press, 1983. http://www.youtube.com/watch?v=Z3spRxo4CKY Students will to create a Screencast-o-matic.com presentation analyzing the impact of the War of 1812 and the Treaty of Ghent on the United States, particularly on the domestic development of the United States and foreign relations with Belgium and Great Britain. These presentations will be posted on the project Wikispaces page to share with the Belgian students. Students will also be assessed on their posts/comments to the Belgian projects on our project blog and their reflection on the impact of the War of 1812 and the Treaty of Ghent on the world. Students will complete the assignment (appendix E) in which they write a paper analyzing impact of the War of 1812 and the Treaty of Ghent on Belgium. Students will also analyze how the War of 1812 has impacted the United States and Belgium today. Students will also be encouraged to continue discussing with the students from Belgium about their school year on the Wikispaces page. The teacher will continue to monitor the Wikispaces page. Students will be reminded of the classroom policies and expectations. The teacher will ensure all students are working on the project consistently and thoroughly within their groups. Differentiated instruction for students who need scaffolding on searching websites. Students that have hearing and vision disabilities will be given a transcript of the presentations. Students with speaking disabilities will create a presentation with subtitles instead of audio. Gifted and talented students will work from directions to complete activity and assist group members. All students will have their own computer to work from in the library or classroom with laptops. There will be several days to do some research at school to accommodate the students with no Internet access at home. Students may also use the library/computer labs during the one-hour lunch to work individually and in groups to complete their research and project. Be sure to book the library/laptop carts in advance to make sure they are available for research days. For an extension of this lesson the teacher could set up a field trip to one of the historic landmarks in their local district, state, or Washington, D.C. (particularly Presidents Park and the Octagon House) that is related to the War of 1812.

Follow-Up:

Classroom Management:

Accommodations: (Special needs / gifted & talented)

Comments / Notes:

Appendix A:

What I Know

What I Want to Know

What I Learned

What I Know

What I Want to Know

What I Learned

Appendix B:

Welcome to Our Neighborhood Project

Part One of the War of 1812 Global Collaborative Project
Information: You and your group members will be creating an audio-visual presentation on an aspect of our local neighborhood Source: http://www.alexpalmerwrites. and state. The purpose of this project is to help break the ice and com/ 1 create a friendly and open working environment with our Belgian collaborative class. Each individual student will also introduce themselves in the audio-visual presentation. Requirements: The presentation is no more than 15 minutes long Several pictures that represent you and your group topic Use Windows Movie Maker or Screencast-o-matic.com (or another approved medium) Audio & Visuals that go along with the topic and it is accurate and informative Accurate and thorough information Friendly & inviting geared toward someone who is unfamiliar with our neighborhood Permission form signed Topics: History of our district (Founding through 1865) History of our district (1865 to present) Food, the Arts & Events of our district Economics, Politics & Commerce of our district Geography, Weather, & Things to do in our district Landmarks (Historical & Geographical) of our district

Rubric:

Multimedia Project : Welcome to Our Neighborhood Project

Student Name:

________________________________________

CATEGORY Content

5-4
Covers topic indepth with details and examples. Subject knowledge is excellent.

3
Includes essential knowledge about the topic. Subject knowledge appears to be good.

2
Includes essential information about the topic but there are 1-2 factual errors.

1-0
Content is minimal OR there are several factual errors.

Requirements

All requirements are All requirements are One requirement met and exceeded. met. was not completely met.

More than one requirement was not completely met.

Mechanics

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Organization

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Oral Presentation

Interesting, wellrehearsed with smooth delivery that holds audience attention.

Delivery not smooth, Delivery not smooth but able to hold and audience audience attention attention lost. most of the time.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people\'s Uses other people\'s ideas (giving them ideas, but does not credit), but there is give them credit. little evidence of original thinking.

CATEGORY Sources

5-4
Source information collected for all graphics, facts and quotes. All documented in desired format. The workload is divided and shared equally by all team members.

3
Source information collected for all graphics, facts and quotes. Most documented in desired format. The workload is divided and shared fairly by all team members, though workloads may vary from person to person. The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a few places.

2
Source information collected for graphics, facts and quotes, but not documented in desired format. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a some places.

1-0
Very little or no source information was collected.

Workload

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. The audio (music and voice) is not clear and/or well paced. The information may be harder to understand in a several places.

Clarity

The audio (music and voice) is clear and well paced. Students annunciate to make sure the viewer can understand and learn from the presentation.

Your school/district may have their own form; use that instead of the one below. The National Parks Service also has a Photo Release form, which is included with the electronic resources. Permission Form: Your sons or daughters class has been chosen to work on a global collaborative project with a school in Ghent, Belgium. The students final project will be a Photo Story about the impact of the War of 1812 and the Treaty of Ghent. This project is taking the place of the required Honors Research Project. The War of 1812 project will span over several months and may have some field trips to DC and to the telepresence room at NPHS. During this project students will be collaborating and posting information online. The online collaborative environment will be a secure and safe site(s) that only members can post to. The students will also be photographed and some pictures may be posted on the CCBOE and the National Parks Service websites to document the students work and achievements. The below permission form gives Mrs. Newton, NPHS, CCPS, and the National Parks Service to use photos of your son or daughter online as a part of this project and to post their work online. If you have any questions or concerns, please email Mrs. Newton at anewton@ccboe.com

I _______________________, parent of ________________________ give Mrs. Newton, NPHS, CCPS, and the National Parks Service to use photos of your son or daughter online as a part of the War of 1812 Global Collaborative project and to post their work online.

Parent Signature:________________________________________ Date: __________________

Student Signature:________________________________________ Date: _________________

Appendix C:

Reflection
Prompt: Now that you have seen all of the presentations from the students of Saint Barbara College in Ghent, Belgium, identify and explain what you learned about Ghent, Belgium and the students of Saint Barbara College. Analyze how this information and the introductions will help you and our class work together on this collaborative project. Explain any reservations or concerns you may have. Requirements: ~ Must be five paragraphs, including an introduction and conclusion ~ Must use specific examples from the blog, video presentations, and comments from the blog as evidence ~ Must include thorough and detailed analysis Rubric:

Essay: Reflection
Teacher Name:

Student Name:
4-

________________________________________
3Meets Standards 2Approaching Standards 1Below Standards

CATEGORY Above Standards

Score

Position Statement

The position statement provides a clear, strong statement of the author\'s position on the topic.

The position statement provides a clear statement of the author\'s position on the topic. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

A position statement There is no is present, but does position not make the author\'s statement. position clear.

Evidence and All of the Examples evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.

Evidence and examples are NOT relevant AND/OR are not explained.

4-

CATEGORY Above Standards

3Meets Standards

2Approaching Standards

1Below Standards

Score

Sequencing

Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought. A variety of thoughtful transitions are used. They clearly show how ideas are connected The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph. All sentences are wellconstructed with varied structure.

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought. Transitions show how ideas are connected, but there is little variety The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. The transitions between ideas are unclear OR nonexistent.

Transitions

Some transitions work well, but some connections between ideas are fuzzy.

Closing paragraph

The author\'s position There is no is restated within the conclusion - the closing paragraph, paper just ends. but not near the beginning.

Sentence Structure

Most sentences are wellconstructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not wellconstructed or varied.

4-

CATEGORY Above Standards

3Meets Standards

2Approaching Standards

1Below Standards

Score

Grammar & Author makes Spelling no errors in grammar or spelling that distracts the reader from the content.
Capitalization Author makes & Punctuation no errors in

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distracts the reader from the content. Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Author makes 1-2 errors in capitalization capitalization or punctuation, or punctuation, so the essay is but the essay is exceptionally still easy to easy to read. read.

Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Appendix D:

The War of 1812 & the Treaty of Ghent: Its impact on our district, state, and the United States.
Source: www.warof1812trail.com 1

The final part of the War of 1812 Global Collaborative Project

Information: You and your group members will be creating an audio-visual presentation on an aspect of the War of 1812 or the Treaty of Ghent. The purpose of this project is to analyze the complexity of the global issues created by nationalism and the War of 1812, to analyze the complexity of the conflict that began the War of 1812, to analyze the issues in creating the Treaty of Ghent, and to analyze the impact of the War of 1812 and the Treaty of Ghent on the world, particularly the United States, Belgium, and Great Britain. Requirements: The presentation is no more than 15 minutes long Several pictures that represent your group topic Use Screencast-o-matic.com Audio & Visuals that go along with the topic and it is accurate and informative Clear audio (music and/or speaking) that enhance the presentation Topics: Causes of the War of 1812: United States viewpoint Important Battles of the War of 1812 and their Impact Important Events in our district and state and their Impact Culture during the War of 1812 (Food, Music, Arts, and Dress) The End of the War of 1812 The Treaty of Ghent and its impact on the United States domestic development The Treaty of Ghent and its impact on the United States foreign relations (particularly Belgium and Great Britain) Impact of the War of 1812 on the United States throughout history and today

Rubric:

Multimedia Project : The War of 1812 & the Treaty of Ghent: Its impact on our district, state, and the United States
Teacher Name:

Student Name:

________________________________________

CATEGORY Content

5-4
Covers topic indepth with details and examples. Subject knowledge is excellent.

3
Includes essential knowledge about the topic. Subject knowledge appears to be good.

2
Includes essential information about the topic but there are 1-2 factual errors.

1-0
Content is minimal OR there are several factual errors.

Requirements

All requirements are All requirements are One requirement met and exceeded. met. was not completely met.

More than one requirement was not completely met.

Mechanics

No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Organization

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Oral Presentation

Interesting, wellrehearsed with smooth delivery that holds audience attention.

Delivery not smooth, Delivery not smooth but able to hold and audience audience attention attention lost. most of the time.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

CATEGORY Originality

5-4
Product shows a large amount of original thought. Ideas are creative and inventive.

3
Product shows some original thought. Work shows new ideas and insights.

1-0

Uses other people\'s Uses other people\'s ideas (giving them ideas, but does not credit), but there is give them credit. little evidence of original thinking.

Sources

Source information collected for all graphics, facts and quotes. All documented in desired format. The workload is divided and shared equally by all team members.

Source information collected for all graphics, facts and quotes. Most documented in desired format. The workload is divided and shared fairly by all team members, though workloads may vary from person to person. The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a few places.

Source information collected for graphics, facts and quotes, but not documented in desired format. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in some places.

Very little or no source information was collected.

Workload

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. The audio (music and voice) is not clear and/or well paced. The information may be harder to understand in a several places.

Clarity

The audio (music and voice) is clear and well paced. Students annunciate to make sure the viewer can understand and learn from the presentation.

Appendix E:

Reflection
Prompt: Now that you have seen all of the presentations from the students of Saint Barbara College in Ghent, Belgium, identify and explain what you learned about impact of the War of 1812 and the Treaty of Ghent on Belgium. Analyze how the War of 1812 has impacted the United States and Belgium today. Requirements: ~ Must be five paragraphs, including an introduction and conclusion ~ Must use specific examples from the blog, video presentations, and comments from the blog as evidence ~ Must include thorough and detailed analysis Rubric:

Essay: Reflection
Teacher Name: Student Name:
4-

________________________________________
321Meets Standards Approaching Standards Below Standards Score

CATEGORY Above Standards Position The position Statement statement provides a clear, strong statement of the author\'s position on the topic. Evidence and All of the Examples evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

The position statement provides a clear statement of the author\'s position on the topic. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

A position statement is present, but does not make the author\'s position clear.

There is no position statement.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

4-

CATEGORY Above Standards Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.

321Meets Standards Approaching Standards Below Standards Score

Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought. Transitions show how ideas are connected, but there is little variety The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.

A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very confusing. The transitions between ideas are unclear OR nonexistent.

Transitions

A variety of thoughtful transitions are used. They clearly show how ideas are connected The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph. All sentences are wellconstructed with varied structure.

Some transitions work well, but some connections between ideas are fuzzy.

Closing paragraph

The author\'s position is restated within the closing paragraph, but not near the beginning.

There is no conclusion the paper just ends.

Sentence Structure

Most sentences are wellconstructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not wellconstructed or varied.

4-

CATEGORY Above Standards Grammar & Author makes Spelling no errors in grammar or spelling that distracts the reader from the content. Capitalization Author makes & Punctuation no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

321Meets Standards Approaching Standards Below Standards Score

Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content. Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.