Program Flyer: The Causes of The War of 1812: Examining Mr. Madison’s War


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Contact Information
Bethany Nagle
BNagle@mdhs.org
201 W. Monument St.
Baltimore, MD  21201
Phone: 4106853750x378
Program Title
The Causes of The War of 1812: Examining Mr. Madison’s War
Program Type
Individual Program
Program Rating
This program has not yet been evaluated.
Target Audience
Education: Grade(s) 4, 5, 6, 7, 8
Maximum Number of Participants
40
Minimum Number of Participants
5
Primary Disciplines
Social Studies/History, Language Arts/English, Literacy, Reading, Gifted & Talented
Video Clip
Program Description
During this live interactive distance learning program, participants travel back in time to 1812, when a very young United States was on the brink of declaring war on Great Britain. Students will analyze original historical evidence including documents, political cartoons, and President Madison’s letter to Congress. Emotions were running high in 1812, and lots of insults and accusations were flying! In order to synthesize what they have learned about the causes of the war, the students will take on the point of view of Great Britain, France, and the United States and write their own rap battles.
Program Format
1.The program begins with a review of what the students already know about the Revolutionary War and sets the scene.
2.The students will then view a “Revolutionary War Rap Battle” created by the Maryland Historical Society.
3.We will then analyze a political cartoon in order to understand the tensions between Great Britain and France.
4.We will discuss how the disagreement between France and Great Britain affected the United States.
5.Participants will analyze President James Madison’s letter of grievances sent to Congress to identify and discuss the economic and political grievances described in the letter.
7.Participants will break up into groups and write their own rap battles from the point of view of one of the three countries.
8.The participants will share their rap battles with the rest of the class and discuss why they included the details they did.
9.Time is allowed for questions and answers.
Objectives
The participant will:
- explore the changing relationship between the young United States and Great Britain.
- analyze the political and economic grievances of the United States.
- engage in a discussion about how the British were impeding United States trade.
- develop a deeper understanding of the importance of free trade.
- compose and perform rap battles that portray a point of view.
National/Common Core Standards to which this program aligns
ELA-LITERACY -- CCSS.ELA-LITERACY.4.RI.1 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.4.RI.2 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.4.RI.3 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.4.RI.7 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.4.RI.8 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.4.RI.9 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.4.SL.1 -- Speaking and Listening
ELA-LITERACY -- CCSS.ELA-LITERACY.4.SL.3 -- Speaking and ListeningThis program can be adapted for various grade levels. Outlined below are the 4th grade benchmarks and standards met by this program.

UNITED STATES HISTORY CONTENT STANDARDS

Era 3: Revolution and the New Nation (1754-1820s)
-- Standard 2: The impact of the American Revolution on politics, economy, and society.

COMMON CORE STANDARDS FOR LITERACY
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCR.S&L.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCR.S&L.4.3 Identify the reasons and evidence a speaker provides to support particular points.

C3 FRAMEWORK FOR SOCIAL STUDIES
D2.Eco.1.3-5. Compare the benefits and costs of individual choices.
D2.Eco.2.3-5. Identify positive and negative incentives that influence the decisions people make.D2.Eco.14.3-5. Explain how trade leads to increasing economic interdependence among nations.
D2.Eco.15.3-5. Explain the effects of increasing economic interdependence on different groups within participating nations.
D2.His.4.3-5. Explain why individuals and groups during the same historical period differed in their perspectives.
D2.His.5.3-5. Explain connections among historical contexts and people’s perspectives at the time.
D2.His.6.3-5. Describe how people’s perspectives shaped the historical sources they created.
D2.His.9.3-5. Summarize how different kinds of historical sources are used to explain events in the past.
D2.His.10.3-5. Compare information provided by different historical sources about the past.
D2.His.11.3-5. Infer the intended audience and purpose of a historical source from information within the source itself.
D2.His.14.3-5. Explain probable causes and effects of events and developments.
D2.His.16.3-5. Use evidence to develop a claim about the past.
D3.1.3-5. Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.
D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.
D4.1.3-5. Construct arguments using claims and evidence from multiple sources.
D4.2.3-5. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
D4.4.3-5. Critique arguments.
State/Regional Standards to which this program aligns
MARYLAND CONTENT STANDARDS:
4.B.2.a Give examples of how governments’ decision making affect economic growth and the ability to provide jobs and provide services
5.C.2.a Describe Maryland’s role in the War of 1812.
Program Length
45-60 minutes
Date/Time Notes
Programs are offered Tuesday through Thursday.
Program Cost
Point to Point: $125.00
By Request: $125.00
Program Fee Notes
Cancellation Policy
We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.
Is recording allowed?
No

Program Delivery Mode(s)
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Zoom

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