LESSON WRITER: Michael Galassi EDITED BY: K. Whitehead / Wendy Schanberger DATE: July 2009 COURSE/GRADE: U. S. History Grade 8 UNIT: War of 1812 LESSON TITLE: The Attack on Fort McHenry TIME NEEDED: one 50-minute class period LESSON OVERVIEW: In this lesson, students will use primary and secondary sources to critique the lyrics from The Star-Spangled Banner. In order to understand this lesson, students should already be familiar with the causes of the War of 1812 and the details of the war leading up to the Battle of Baltimore. OUTCOMES: At the end of this lesson, students will be able to analyze the lyrics to The Star- Spangled Banner to determine if Francis Scott Key gave an accurate account of the Battle of Baltimore. OBJECTIVES: Focus Question Did Francis Scott Key give an accurate account of the Battle of Baltimore in The Star- Spangled Banner? Historical Thinking Skills: Standard 3B - Historical Analysis and Interpretation Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears. Maryland State Curriculum Content Objectives: 5.C.2.b Explain how the continuing conflict between Great Britain and France influenced the domestic and foreign policy of the United States. Maryland State Curriculum Skills and Processes Objectives: 8.6.A.3.c: Use a graphic organizer or another note-taking technique to record important information 8.6.A.4.b: Identify, paraphrase, or summarize the main idea of a text 8.6.F.1.c: Locate and gather data and information from appropriate non-print sources, such as charts, maps, photographs, video clips, and paintings. 8.6.D.1.a: Locate and gather data and information from appropriate print sources. MATERIALS: Instrumental version of The Star-Spangled Banner Image titled, Battle of Baltimore The Attack on Fort McHenry 1
Worksheet titled, The Star-Spangled Banner Worksheet titled, Document Analysis Primary Source, Account by Midshipman Robert J. Barrett Primary Source, A clipping from Benson J. Lossing s magazine Primary Source excerpt from Niles Weekly Register SELECTED VOCABULARY: gleaming perilous ramparts gallantly PRIMARY SOURCES: A clipping from Benson J. Lossing s magazine, The American Historical Record 2:13 [January, 1873]. Courtesy of Fort McHenry National Monument Library, National Park Service; Baltimore, MD. Barrett, Robert J. Account by Midshipman Robert J. Barrett [April 1841]. Narrative Account in the United Service Journal. Courtesy of Fort McHenry National Monument Library, National Park Service; Baltimore, MD. Smith, S. Letter from Major General Smith to Secretary of War [September 19, 1914.] Niles Weekly Register, From September 1814-March 1815, Vol. VII. Courtesy of Fort McHenry National Monument Library, National Park Service; Baltimore, MD. Image of Key in the Battle of Baltimore. The Battle for Baltimore. Star-Spangled Banner. National Park Service. June 2011. http://www.nps.gov/stsp/historyculture/battlebaltimore.htm PROCEDURE: Motivation As students enter the room, have an instrumental version of The Star-Spangled Banner playing in the background. Display the image, Battle of Baltimore. Have students make a list of everything they know either about the music being played, the image displayed or both. Ask students: What is the connection between the music and the image? Discuss the connection ensuring that the students correctly identify the who, what, where, and when of the image and music. The Attack on Fort McHenry 2
Guided Practice Teacher Background: Battle of Baltimore The story begins in August of 1814. After sailing up the Chesapeake Bay, British troops marched on Washington D.C., where they easily scattered the American forces who had gathered to stop them. Soon much of Washington - including the White House, the Capitol, and other federal buildings - was in flames and President James Madison was forced to flee. Only severe thunderstorms saved the entire city from burning to the ground. The British then turned their attention on Baltimore, mainly to punish Baltimore for operating fleets of privateers (legalized pirates). The city of Baltimore was not surprised by the British attack in mid-september 1814. The city officials had long suspected that they would be attacked and had made several improvements to Fort McHenry, including adding more cannons. The British planned to attack the city in a combined land/sea pincer movement. At dawn on September 13, the land attack took place on the East side of the city (North Point). Unlike the defenses of Washington, DC, Baltimore s defenses were strong, and the British were forced to suspend their land assault on the city until British ships could subdue Fort McHenry and sail into the Baltimore Harbor to support the attack. At 6:30 pm, the British Navy opened fire on Fort McHenry with five bomb ships, a rocket ship, and ten other ships of various sizes. The bombardment started with rockets, bombs (mortars that exploded above the fort), and cannon balls. The bombardment continued throughout the night, but the Fort held. On the morning of September 14, the British noticed that the American flag was still flying. This simple act convinced the British that despite firing about 1,800 shots at the Fort, they were not going to be able to capture it. As a result, the British decided to retreat. Hand out the worksheet titled, The Star-Spangled Banner. Read the poem/lyrics aloud. Hand out the worksheet titled, Document Analysis. Guide the students through the worksheet completing each box, discussing the subject, audience, author, and vocabulary. Ask students: With which stanza are you most familiar? Lead the students line-by-line through the first stanza paraphrasing what Key was speaking of in regards to the attack on Fort McHenry. Keep this paraphrased version in sight via document camera, overhead or chalkboard. Independent Practice Hand out another copy of the Document Analysis worksheet to each student. Divide students into thirds. Give the first third the primary source, Account by Midshipman Robert J. Barrett, give another third the primary source, A clipping from Benson J. Lossing s magazine, and the The Attack on Fort McHenry 3
last third an excerpt from Niles Weekly Register. Have the students complete the document analysis worksheet for their assigned source. Refer students back to the paraphrased version of the first stanza of The Star-Spangled Banner. Have all students create a T-chart. Students should create a list of things Francis Scott Key accurately recorded in his poem and things that appear inaccurate based upon their assigned reading of the primary source. As students from all three groups share, make a large T-chart combining all information. Ask: Closure Is Francis Scott Key s account of the battle accurate? Explain your answer. Have students look at the author and dates in which all three sources were recorded. Drawing attention to author and date recorded, ask: Is any source more reliable than the others? Explain your response. Assessment Share with students that in preparation for the anniversary of the War of 1812 a new museum is opening in Baltimore to celebrate the events. Tell students that the title of one exhibit in the museum is, Francis Scott Key He got it ALL wrong! Ask students to respond to the title of the new exhibit. Think about what information this exhibit may include. Have students write a letter to the museum curator either supporting or refuting the title of the new exhibit based on what you have learned. SUGGESTIONS FOR ACCOMMODATIONS: For students with IEPs and 504s Enlarge Primary Source Documents. Re-type excerpt from the Niles Weekly Register or selected excerpts of the article for better visibility. Divide student into mixed abilities groups. Highlight or use Auto-Summarize on selection portions of the reading(s). Allow for extended time. LESSON EXTENSIONS: Have students research the music behind the lyrics. The history of it comes from an old English song. During this period, people often wrote new lyrics to familiar tunes. Have students write additional lyrics for The Star-Spangled Banner. Investigate other sources such as paintings and other primary source accounts. What was left out from the actual facts of the battle that should be included in the song? The Attack on Fort McHenry 4
Have students investigate other national anthem finalists. Which songs were included? Have students choose a new song for the national anthem or keep the current one. Write a persuasive essay defending their choice. Have students visit Fort McHenry to further investigate the War of 1812 and Baltimore s involvement in the war. The Attack on Fort McHenry 5
PRE/POST TEST: 1. The Battle of Baltimore was fought between: a) Britain and France b) Britain and the United States c) Britain and the 13 colonies 2. During the battle: a) Both sides fought on ships b) Most of the fighting was by aircraft c) Only one side used warships 3. What famous song was written during the battle? a) The Baltimore Fight Song b) America the Beautiful c) The Star-Spangled Banner 4. Who won the Battle of Baltimore? a) Britain b) France c) The United States 5. The Battle of Baltimore was important because a) The U.S stood up to a great power b) The U.S acquired a great deal of territory c) The U.S. was badly defeated by France and Great Britain The Attack on Fort McHenry 6
Battle of Baltimore Key in the Battle of Baltimore. The Battle for Baltimore. Star-Spangled Banner. National Park Service. June 2011. http://www.nps.gov/stsp/historyculture/battlebaltimore.htm The Attack on Fort McHenry 7
The Star-Spangled Banner Oh, say can you see by the dawn's early light What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars thru the perilous fight, O'er the ramparts we watched were so gallantly streaming? And the rocket's red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say does that star-spangled banner yet wave O'er the land of the free and the home of the brave? On the shore, dimly seen through the mists of the deep, Where the foe's haughty host in dread silence reposes, What is that which the breeze, o'er the towering steep, As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the morning's first beam, In full glory reflected now shines in the stream: 'Tis the star-spangled banner! Oh long may it wave O'er the land of the free and the home of the brave! And where is that band who so vauntingly swore That the havoc of war and the battle's confusion, A home and a country should leave us no more! Their blood has washed out their foul footsteps' pollution. No refuge could save the hireling and slave From the terror of flight, or the gloom of the grave: And the star-spangled banner in triumph doth wave O'er the land of the free and the home of the brave! Oh! thus be it ever, when freemen shall stand Between their loved home and the war's desolation! Blest with victory and peace, may the heav'n rescued land Praise the Power that hath made and preserved us a nation. Then conquer we must, when our cause it is just, And this be our motto: "In God is our trust." And the star-spangled banner in triumph shall wave O'er the land of the free and the home of the brave! The Attack on Fort McHenry 8
Document Analysis Speaker The voice that tells the story. Occasion The time and place of the piece; the context that encouraged the writing to happen. Audience The group of readers to whom this piece is directed.. Purpose The reason behind the text. Subject The general topic, content, and ideas contained in the text. Tone The attitude of the author. The Attack on Fort McHenry 9
Account by Midshipman Robert J. Barrett, age 15, aboard HMS Frigate Hebrus during the bombardment of Fort McHenry, September 13-14, 1814 (as related many years later in 1841). The following narrative account was published by Naval Recollections, United Service Journal, April 1841, page 464. It is the only known reference to the flag by a British naval or military person who was present during the bombardment. Thus, after bombarding the forts and harbour of Baltimore for twenty-four hours, the squadron of frigates weighed, without firing a shot, upon the forenoon of the 14 th, and were immediately followed by the bombs and sloops of war. In truth, it was a galling spectacle for the British seamen to behold. And, as the last vessel spread her canvas to the wind, the Americans hoisted a most superb and splendid ensign on their battery, and fired at the same time a gun of defiance. Barrett, Robert J. Account by Midshipman Robert J. Barrett [April 1841]. Narrative Account in the United Service Journal. Courtesy of Fort McHenry National Monument Library, National Park Service; Baltimore, MD. The Attack on Fort McHenry 10
A clipping from Benson J. Lossing s magazine The American Historical Record 2:13 (January, 1873): The Star-Spangled Banner: Late in the autumn of 1861 I visited Fort McHenry at Baltimore; and in company with the late Capt. John Peter, a veteran of the War of 1812, I went out to the battle ground of North Point and other places connected with events which inspired Francis S. Key to write the song entitled The Star-Spangled Banner. On our return I called upon Mr. Christopher Hughes Armistead, son of Colonel George Armistead, the commander of Fort McHenry in 1814, who kindly showed me the identical flag of which Key inquired O, say, does that Star-Spangled Banner yet wave o er the land of the free and the home of the brave? Mr. Armistead spread it out on his parlor floor. It was the regular garrison flag faded and worn by exposure to storms and missiles. It had eleven holes in it, made there by the shot of the British during the bombardment of Fort McHenry. A clipping from Benson J. Lossing s magazine, The American Historical Record 2:13 [January, 1873]. Courtesy of Fort McHenry National Monument Library, National Park Service; Baltimore, MD. The Attack on Fort McHenry 11
Excerpt from the Niles Weekly Register Smith, S. Letter from Major General Smith to Secretary of War [September 19, 1914.] Niles Weekly Register, From September 1814-March 1815, Vol. VII. Courtesy of Fort McHenry National Monument Library, National Park Service; Baltimore, MD. The Attack on Fort McHenry 12
Assessment Rubric* Directions: Reread your opinion essay. Which parts need improvement? Use this rubric to help you decide. Check the sentences that describe your essay. Bull s Eye! The introduction states my opinion in an interesting way. My reasons are strong and are supported with details. My reasons are in a clear order of importance. The conclusion sums up the important points. There are almost no mistakes in capitalization, punctuation, or spelling. Close to the Target The introduction could be more interesting. Some reasons are vague or unclear. Some need more details. My reasons are not in a clear order of importance. The conclusion doesn't sum up the important points. Grammar and spelling mistakes make the story confusing in some places. Off the Grid The introduction is dull! I have fewer than three reasons. I need a lot more details. It's hard to follow the connections between my ideas. This essay just ends. I didn't write a conclusion. There are a lot of mistakes in capitalization, punctuation, or spelling. *Adapted from Houghton Mifflin The Attack on Fort McHenry 13