War of 1812

Drag and Drop

What was Great Britain’s three-part plan of attack in the War of 1812?​ ​

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Drag these tiles and drop them in the correct blank above

attack from Canada and move into New York

attack cities on the coast, including Washington,

take control of New Orleans and the Mississippi Ri

invade France and capture Paris

form an alliance with Spain to attack America

Multiple Choice

How did the United States’ knowledge of waterways in the country benefit it during the War of 1812?

• It caused confusion among the troops and delayed reinforcements.
• It limited naval operations and hindered communication.
• It enabled effective troop movement and supply transport, providing strategic advantages.

Listen carefully to find out what the main topic of this ReadAloud is.

​If you think this scene sounds calm, stand up. If you think this scene sounds chaotic, sit down.

​What is the main topic of this Read-Aloud?

Multiple Choice

Why did the British want to attack Washington, D.C.?

• The British thought that the United States might consider surrendering if they attacked the capital.)

• To gain control of the American economy.
• To establish a permanent British colony in the U.S.

Multiple Choice

What did James Madison do when he heard that the British were coming?

• He ignored the warning and continued his daily routine.

• He fled the city to avoid the conflict.

• He left the President’s House and went to be with the army.

Multiple Choice

What did the British do when they reached the capital?

• They destroyed all of the public buildings.

• They ignored the capital and moved to the countryside.

• They celebrated their victory in the capital.

Open Ended

Why did they burn the President’s House?

Multiple Choice

What items did Dolley Madison and others in the President’s House save?

• A statue of Abraham Lincoln and a collection of coins.
• A map of the United States and a set of silverware.
• A portrait of George Washington and important documents.

Open Ended

Why do you think they saved a portrait of George Washington?

​What? Pair Share: Asking questions after a Read-Aloud is one way to see how much everyone has learned. Think of a question you can ask your neighbor about the Read-Aloud that starts with the word what. For example, you could ask, “What happened in Washington, D.C., in 1814?” Turn to your neighbor and ask your what question. Listen to your neighbor’s response. Then your neighbor will ask a new what question, and you will get a chance to respond. I will call on several of you to share your questions with the class.

Multiple Choice

◦ a drink of water

• That could quench my thirst.

• That could not quench my thirst.

Multiple Choice

◦ a hamburger

• That could quench my thirst.

• That could not quench my thirst.

Multiple Choice

a glass of milk

• That could quench my thirst.

• That could not quench my thirst.

Multiple Choice

◦ a banana

• That could quench my thirst.

• That could not quench my thirst.

Multiple Choice

◦ spaghetti

• That could quench my thirst.

• That could not quench my thirst.

Multiple Choice

a cup of lemonade

• That could quench my thirst.

• That could not quench my thirst.

​•Have students look at Activity Page 5.1, and note there are two groups of four sentences each. Have students also note that each sentence begins with a blank space. • Explain that you will read the four sentences that appear on the top part of Activity Page 5.1, and students should decide which event happened first in the Read-Aloud. Students should write the word First on the blank before that sentence. • Students should write Next on the blank beside the event that happened second, Then beside the event that happened third, and Last beside the event that happened last.

Turn and Talk: Turn to your partner and discuss what you remember about Dolley Madison from today’s Read-Aloud and the Read-Aloud in Lesson 3, “Mr. and Mrs. Madison.”

​Remind students that they should draw a portrait of Dolley Madison in the frame. Then they should write her name in the space beneath the frame. • Have students write a sentence or two in the space provided, telling something they know or learned about Dolley Madison. • Display or save these portraits to create a gallery or portfolio at a later time.