American History · 8th Grade · Expansion, Nationalism & Sectionalism · Weeks 10-18

Key Events & Consequences of the War of 1812

Investigate major battles, the burning of Washington D.C., and the rise of American nationalism.

• Common Core State Standards
• C3: D2.His.1.6-8
• C3: D2.Civ.10.6-8

About This Topic

The Age of Jackson explores the transformative presidency of Andrew Jackson and the rise of 'Jacksonian Democracy.' Students learn about the expansion of voting rights to nearly all white men, the 'spoils system,' and the shift toward a more populist style of politics. The curriculum also examines the controversies of his era, including the 'Bank War' and his use of the presidential veto.

This topic is a key part of 8th-grade history as it marks the transition from the 'rule of the elite' to the 'rule of the common man.' It raises fundamental questions about the nature of democracy and executive power. This topic particularly benefits from hands-on, student-centered approaches like mock elections or structured debates, where students can evaluate whether Jackson was a 'champion of the people' or a 'king-like' tyrant.

Key Questions

1. Analyze the significance of the Battle of New Orleans despite its timing.
2. Explain how the War of 1812 fostered a sense of American nationalism.
3. Evaluate the long-term impact of the war on U.S. relations with Britain and Native American tribes.

Learning Objectives

• Analyze the strategic importance of key battles, including the Battle of New Orleans, considering their timing relative to the war's conclusion.
• Explain how the War of 1812 contributed to the development of a distinct American national identity and patriotism.
• Evaluate the lasting effects of the War of 1812 on diplomatic relations between the United States and Great Britain.
• Assess the impact of the War of 1812 on the sovereignty and territorial claims of Native American tribes.

Before You Start

Causes of the American Revolution

Why: Understanding the foundational grievances against British rule provides context for the ongoing tensions that contributed to the War of 1812.

Early Republic Government Structure

Why: Students need to understand the basic framework of the U.S. government established after the Revolution to analyze its actions and responses during the War of 1812.

Key Vocabulary

Impressment	The practice of forcing sailors into military service, a key grievance of the United States against Great Britain leading up to the war.
Treaty of Ghent	The peace treaty that officially ended the War of 1812, signed in December 1814, which largely restored pre-war boundaries.
Nationalism	A strong feeling of pride in and devotion to one's country, which was significantly boosted in the United States following the War of 1812.
Burning of Washington D.C.	A significant event during the war where British forces captured Washington D.C. and set fire to public buildings, including the White House and Capitol.

Watch Out for These Misconceptions

Common Misconception

Andrew Jackson gave everyone the right to vote.

What to Teach Instead

He oversaw the expansion of voting rights for white men (by removing property requirements), but women, African Americans, and Native Americans were still excluded. A 'who can vote' chart over time helps students see the limits of this 'democracy.'

Common Misconception

Jackson was a typical politician of his time.

What to Teach Instead

He was the first 'outsider' president, born poor and from the West, which was a huge shock to the political establishment. Peer discussion on his 'common man' image helps students understand why he was so popular and so hated.

Active Learning Ideas

Formal Debate: King Andrew or Champion of the People?

Students analyze political cartoons of Jackson, one showing him as a King trampling the Constitution and another as a hero of the common man. They debate which image more accurately reflects his presidency based on his actions.

45 min·Whole Class

Simulation Game: The Spoils System

The teacher 'appoints' students to classroom 'jobs' based on their loyalty to a specific 'party' rather than their skills. Students then discuss the pros (loyalty) and cons (inefficiency) of this system in a real government.

30 min·Whole Class

Think-Pair-Share: The Bank War

Students read Jackson's reasons for vetoing the National Bank. They discuss in pairs whether he was protecting the 'common man' from a corrupt elite or destroying a necessary part of the economy.

25 min·Pairs

Real-World Connections

• Historians and museum curators at institutions like the Smithsonian National Museum of American History analyze primary source documents from the War of 1812 to interpret its significance for modern audiences.
• International relations specialists study historical conflicts like the War of 1812 to understand the evolution of diplomatic strategies and the enduring impact of past grievances on current alliances between nations.

Assessment Ideas

Discussion Prompt

Pose the question: 'Was the Battle of New Orleans a victory that mattered, given it occurred after the peace treaty was signed?' Facilitate a class discussion where students must cite specific dates and treaty information to support their arguments.

Quick Check

Provide students with a short primary source quote about American identity from the post-1812 era. Ask them to write one sentence identifying how the War of 1812 might have influenced the sentiment expressed in the quote.

Exit Ticket

Ask students to list two specific consequences of the War of 1812: one affecting U.S. relations with Britain, and one affecting Native American tribes. They should briefly explain each consequence.

Frequently Asked Questions

What was 'Jacksonian Democracy'?

It was a movement for more democracy in government, characterized by the expansion of voting rights to all white men (regardless of property ownership), the direct election of more officials, and a focus on the needs of the 'common man' over the wealthy elite.

What was the 'Spoils System'?

The spoils system was Jackson's practice of giving government jobs to his political supporters and friends. He argued this was democratic because it brought 'new blood' into government, but critics argued it led to corruption and the hiring of unqualified people.

Why did Jackson hate the National Bank?

Jackson believed the Second Bank of the United States was a 'monster' that only benefited wealthy Easterners and foreign investors at the expense of Western farmers. He saw it as unconstitutional and used his veto power to kill the bank, which he believed was his duty to the people.

How can active learning help students evaluate Andrew Jackson?

Active learning, such as a structured debate or a political cartoon analysis, forces students to grapple with Jackson's contradictions. When students have to defend his use of the veto or his 'spoils system,' they engage with the complexities of executive power. This approach helps them see that historical figures are rarely 'all good' or 'all bad,' but are shaped by the conflicting values of their time.