War of 1812

Subsumption Theory

• • Prior knowledge is given absolute importance • Allows Helps introduce a new lesson, unit, or course • Helps summarize major ideas in new lesson or unit • student to transfer or apply knowledge

Using the Information Processing Approach in the Classroom

• Gain students attention. Provide opportunities for students to elaborate on new information

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Americans invade

• Canada!
• British/Native Americans/Canadians VS. Americans

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General William Hull

• Led the American Army from Detroit and into Canada
• He surrendered to the British because he thought he and his men would be slaughtered by Native Americans

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Tecumseh

• He and his tribe join forces with the British against the Americans
• He helped British capture Fort Detroit
• Killed at the Battle of Thames when Americans forced British/ Native Americans tried to retreat from Detroit

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General Oliver Hazard Perry

• Commander of Lake Erie Naval Forces
• defeated British
• Kicked Native Americans/British out of Detroit

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Frigates

• Also called: warships
• One warship named the Constitution got a nickname: "Old Ironsides" because a cannon round bounced off when it was hit.

Privateers

British take over Washington D.C

Francis Scott Key

• British attacked Baltimore while Americans defended it
• Key was inspired to write a poem about it. He named it "The Star Spangled Banner"

Napoleon.

France

Battle of Lake Champlain

• Americans stopped the British Fleet
• Forced British to retreat back to Canada
• British realized that the war was costing to much money. It wasn't worth it.

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Andrew Jackson

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Second day

• Students will be able to elaborate on primary and secondary sources (groups)
• They will determine the source's intentions and understand the contemporary views that have affected history.

What might happen next?

Vygotsky

• He believed strongly that community plays a central role in the process of “making meaning

What would've happened if Britain won the War of 1812?

What is the relationship between England and U.S today compared to 1812?

Transfer of learning

• Sees the value of utilizing what was learned in one situation in another

Third day

• Students will work on comparing and contrasting two historical documents using Ipads: Haiku deck, Prezi,
• collaboration: Students will work on creating their own study guides (with my prior approval)
• Mix & Match / students get to pick one out of three short answer essays questions

Assessment

• Mix and match serves the purpose to compensate bad test takers.
• They need mix & match questions to recall informaiton for the essay question.
• Students will be given 3 documents corresponding with 3 prompts. They only have to pick one.

Overview

• Lecture
• Group work: analyzing sources/ Teacher= facilitator
• Students create a resource board
• similar to Bloom's Taxonomy

John O’Sullivan, "The Great Nation of Futurity," 1839.
The American people having derived their origin from many other nations, and the Declaration of National Independence being entirely based on the great principle of human equality, these facts demonstrate at once our disconnected position as regards any other nation; that we have, in reality, but little connection with the past history of any of them, and still less with all antiquity, its glories, or its crimes. On the contrary, our national birth was the beginning of a new history, the formation and progress of an untried political system, which separates us from the past and connects us with the future only; and so far as regards the entire development of the natural rights of man, in moral, political, and national life, we may confidently assume that our country is destined to be the great nation of futurity….

confidently assume that our country is destined to be the great nation of futurity….

Day 1