Remembering and Teaching America's Forgotten War of 1812

REMEMBERING AND TEACHING

AMERICA’S FORGOTTEN WAR OF 1812

An Interdisciplinary Curriculum with a Focuson the U.S. Brig Niagara and the Battle of Lake Erie

For Use In Any Classroom

Erie, Pennsylvania

2005

This Project was completed with funding from:

Pennsylvania Coastal Zone Management ProgramPennsylvania Department of Environmental Protection

This project was financed, in part, through a Federal Coastal Zone Management Grant,administered by the Pennsylvania Department of Environmental Protection (DEP)

CZM PROJECT NUMBER: 2003-PE.13

October 2003-September 2005

Funding provided by the National Oceanic and Atmospheric Administration (NOAA), UnitedStates Department of Commerce under Award Number: NA03NOS4190098

Additional funding provided by:

Tops Friendly Market Foundation

And

The Flagship Niagara League

The Erie Maritime Museum and U.S. Brig Niagara are administered by the Pennsylvania Historical and MuseumCommission with the support of the Flagship Niagara League.

Honorable Edward Rendell, GovernorWayne S. Spilove, PHMC Chairman, Barbara Franco, PHMC Executive Director

Roy Strausbaugh, Ph.D., President, Flagship Niagara League

© 2005 Flagship Niagara League

This Teacher’s Guide may be reproduced for non-commercial educational use. Additional copies are available from theShipwright Gift Shop of the Erie Maritime Museum.

The views expressed herein are those of the authors and do not necessarily reflect those of the U.S.Department of Commerce, NOAA, PA Department of Environmental Protection

nor any of their sub-agencies.

About the Erie Maritime Museum & U.S. Brig Niagara

Opened in 1998, the Erie Maritime Museum is the Homeport of the U.S. Brig Niagara. The Museum andship are administered by the Pennsylvania Historical & Museum Commission with support from the FlagshipNiagara League. Featured exhibits vividly illustrate the dramatic story of the Battle of Lake Erie andAmerica’s often forgotten War of 1812. Through interactive interpretation, hands-on learning, and a realisticmock-up of one of the battle’s historic vessels, the bay-front museum details the events of Perry’sSeptember 10, 1813 victory. Historical artifacts, photographs, and striking video footage illustrate the largerstories of square-rigged wooden ships, the reconstruction and sailing of today’s Niagara. Since herreconstruction in 1988, Niagara sails actively, but when in homeport at the Erie Maritime Museum, is opento the public. Niagara is a US Coast Guard certified Sailing School Vessel that affords a variety ofeducational experiences from day sails to crew training; check our website for more information about thoseprograms.

Erie’s more recent and richly layered maritime heritage is featured in additional exhibitions highlighting otherstories, such as commercial fishing and boat building and the building’s original use as a power plant. Arecently-opened, major new exhibit U.S.S. Michigan/U.S.S. Wolverine: The Iron Steamer tells thestory of the Navy’s first iron-hulled ship, which was homeported in Erie from 1844-1949. Visitwww.brigniagara.org for more information on the Museum including hours and admission charges.

Tours

Tours of the Museum may be scheduled by calling the Education Department at 814-452-2744 X214 oremailing [email protected] . Regular tours are $1.50 per student; $5.00 for each accompanying adult.Special tours and programs are available for an additional charge.

Pre-Visit Resources

Home Portable Erie: This hands-on activity allows students to explore the Battle of Lake Erie and the Warof 1812, and get a glimpse of early American life. In an exciting, award-winning learning opportunity,students will enter the life of an 1813 veteran of the Battle of Lake Erie by reading his journal andrummaging the contents of his sea bag. Based on the real experiences of crew who served in the 1813Lake Erie fleet, the journal features vivid first-hand descriptions. Students will learn of the ship buildingeffort and life aboard a brig of war while handling the reproduction artifacts from the sea bag. HomePortable Erie may be borrowed free by schools as a pre-visit classroom activity.

Dear Educator:

This Teacher’s Guide represents many years of work by many dedicated volunteers and employees of theFlagship Niagara League and the Erie Maritime Museum. We hope it will be a valuable educationalresource.

Please let us know how you use the teacher’s guide and how we can improve it to better suit the realities ofthe classroom. We plan on adding additional lessons and welcome your suggestions for topics. Combinedwith a field trip to the Museum, it should provide an exciting learning opportunity that will instill a sense ofregional pride in your students!

Yours truly,

Mark Thomas WeberDirector of Education

2005 Flagship Niagara League Education CommitteeRonald Bailey, Lance Barclay, Ed Bolla, Linda Bolla, Steve Frezza,

Mary Jane Koenig, Chris Magoc, Tim McLaughlin and Donald Swift

Dear Educator,

The intent of this curriculum is to make the learning opportunities offered by the Erie Maritime Museum and theU.S. Brig Niagara accessible to schools throughout the region. The mission of the ship is to preserve theseafaring skills of the early 19th century and to enhance the public understanding of the War of 1812 as aformative event in U.S. History.

We have an obligation to promote awareness of history as an essential element of an informed electorate, whichis a requirement for a viable democracy. The United States is nation of vast cultural and ethnic diversity. Theonly fastenings that hold this country together are a set of shared ideals, values, and laws, the understanding ofwhich is dependent upon some knowledge of history.

The maritime world of the sailing ship is itself interdisciplinary, requiring study of applied mathematics, socialstructures and management. In fact, the primary value of sea experience in traditional sail is not the mastery ofarcane technical skills, but the chance to experience a community where the common good requires hard workand cooperation. Many of these lessons are best learned onboard the ship underway, but a substantial head startcan be had in the classroom.

Sincerely,

Walter RybkaErie Maritime Museum administratorand senior captain, U.S. Brig Niagara

Welcome Aboard

The genesis of this teacher’s guide lies in the previous work of educators throughout the Erie,

Pennsylvania area and beyond. After the mid-1980s reconstruction of the U.S. Brig Niagara, a number of

area teachers developed lesson plans and hands-on activities to enrich the Niagara field trip experience for

their students. Pre- and post-visit classroom activities greatly enhanced their teaching of the rich and

layered history of the U.S. Brig Niagara, the Battle of Lake Erie in which she fought September 10, 1813,

and the larger context of the War of 1812.

The guide builds on that work, representing the latest and most complete effort to make the most of this

great American story. We have discovered, as we believe you will also, that the educational potential of a

living, breathing vessel like Niagara is as vast as the watery horizon she sails nearly 200 years after the

original vessel first made history.

Targeted to a broad scope of middle school students (grades 5-9), many of the lessons contained here

can be tailored to the elementary and secondary levels. As always, student learning depends upon the

materials used and the effort and imagination put forth by the learner and educator. The tangible nature of

Niagara and the dynamic exhibits of the Erie Maritime Museum offer a multitude of lessons in America’s

early history, the natural history of the Great Lakes ecosystem, and the ancient heritage of sailing ships to

which the U.S. Brig Niagara is linked. We hope this guide will enrich that educational potential and foster

life skills of teamwork, cooperation, discipline, persistence, tolerance of human differences, and students’

ability to see themselves, not as passive observers, but as makers of history.

It is necessary to say a few words about the Pennsylvania Academic Standards. At the time this

document was being written, academic standards in History; Reading, Writing, Speaking, and Listening;

Mathematics; Science and Technology; Arts and Humanities; and Family and Consumer Sciences were

approved as final by the State Board of Education or pending approval. This curriculum may be used to

meet academic standards in all areas.

Theme teaching and interdisciplinary connections can create lessons that appeal to students of all ages.

Interdisciplinary connections can be made with the U.S. Brig Niagara and almost anything! We hope you

begin to see other associations. Such interdisciplinary/cross-curricular teaching involves a deliberate effort

to apply knowledge and learning to more than one discipline simultaneously. In this teacher’s guide, we use

Niagara and the Battle of Lake Erie as the central themes. They provide the framework for what students

are expected to learn as a result of the experiences and lessons that are a part of the guidebook.

The purpose of this approach is to dissolve the boundaries of areas of study and encourage learning

across the curriculum. We would like teachers to consider a plan where they can see natural areas for

integration into their subject area and develop other thematic units. Student learning outcomes should

include a well-rounded education where critical thinking and transfer of knowledge is evident between the

school and the outside world. This approach to learning, developed within a meaningful context, will

enhance the student’s education and encourage lifelong learning.

Chris Magoc and Mary Jane Phillips Koenig

A Word About the Format

The teacher’s guide follows a comfortably chronological course, divided into five major units:

I. THE WORLD OF 1812

II. CAUSES OF THE FORGOTTEN CONFLICT

III. BUILDING, MANNING AND SAILING PERRY’S FLEET ON LAKE ERIE

IV. THE BATTLE OF LAKE ERIE

IV. AFTERMATH: SIGNIFICANCE OF THE BATTLE OF LAKE ERIE ANDTHE WAR OF 1812

Within each unit, you may find:

A. Getting Your Bearings/BACKGROUND: an introduction to the history, setting thecontext for activity-centered learning.

B. Points to Ponder: brief suggestions and starting points for introducing and assessing whatstudents might already know about the topic.

You may also find any or all of the following:

1. Rigging Up/Materials: materials needed, suggestion of things to have on hand.

2. Ship’s Stores/References: References and other resources.

3. Going Overboard: further activities for the adventurous.

4. Salty Talk: glossary of terms, particularly nautical expressions that long ago became formsof everyday speech.

UNIT ONE: .................................................................................................................11

TTTTTHE WORLD OF 1812Getting Your Bearings/BackgroundRanging Shots/Points to Ponder

LESSON 1: YESTERDAY AND TODAY: LIFE IN 1812 ~ TODAY ..................................... 12 A. COMMUNICATIONS E. MAKING A LIVING ~ COMMERCE AND INDUSTRY

B. TRANSPORTATION F. MANNERS/SOCIAL ETIQUETTEC. FOODWAYS G. MEDICINED. SHELTER H. ENTERTAINMENT

LESSON 2: CONSUMER EDUCATION .............................................................................. 14

UNIT TWO: ................................................................................................................ 18

CCCCCAUSES OF THE FORGOTTEN WARGetting Your Bearings/BackgroundRanging Shots/Points to Ponder

LESSON 3: WHERE IN TIME IS …? ................................................................................. 20

LESSON 4: THE CONSTITUTION AND THE WAR OF 1812 (FOR GRADES 9-12) .......... 21

LESSON 5 AMERICANS KIDNAPPED ON THE HIGH SEAS ........................................... 23

UNIT THREE: ............................................................................................................ 26

BBBBBUILDING, MANNING, AND SAILING PERRY’SFLEET ON THE GREAT LAKES

Getting Your Bearings/BackgroundRanging Shots/Points to Ponder

BBBBBUILDING AND SUPPLYING A SHIP ............................................. 29

LESSON 6: GEOGRAPHY OF A WOODEN SHIP / MAPS AND CHARTS ...................... 29

LESSON 7: ROT ............................................................................................................. 31

LESSON 8: THE ANATOMY OF A WOODEN SHIP ........................................................ 32

LESSON 9: GEOGRAPHY OF A VICTORY ..................................................................... 34

LESSON 10: WHAT’S IN A NAME?.................................................................................. 35

LESSON 11: SAIL MAKING ............................................................................................. 37

LESSON 12: HOW SAILS WORK .................................................................................... 38

LESSON 13: GUNS AND GUNPOWDER .......................................................................... 39

LESSON 14: CAMELS AND FLOATING CAMELS ............................................................ 41

CONTENTS

SSSSSCIENCE OF THE SHIP................................................................. 44

LESSON 15: WEATHER AND ITS PATTERNS THROUGHOUT THE WORLD .................. 44

LESSON 16: FRESH WATER AND SALT WATER ............................................................ 45

LESSON 17: CURRENTS .................................................................................................. 46

LESSON 18: RATE AND DISTANCE OF TRAVEL ............................................................. 47

LESSON 19: WHY DO SHIPS FLOAT? ............................................................................ 48

LESSON 20: IMMERSION FACTOR ................................................................................. 50

LLLLLIFE ON BOARD ............................................................................ 51

LESSON 21: LIFE ON BOARD ~ THE DAILY ROUTINE ................................................... 53

LESSON 22: PAYDAY ON THE U.S. BRIG NIAGARA ....................................................... 55

LESSON 23: SALTY TALK................................................................................................ 56

LESSON 24: PROBLEM SOLVING AND DAILY LIVING................................................... 59

LESSON 25: COLONIAL FOOD AND FOOD PRESERVATION......................................... 60

LESSON 26: FOOD AT SEA ........................................................................................... 64

UNIT FOUR:THE BATTLE OF LAKE ERIE .............................................................. 64


LESSON 27: THE ENGINE OF THE SHIP ......................................................................... 66

LESSON 28: THE GUN DRILL/LOADING AND FIRING THE GREAT GUNS..................... 68

LESSON 29: LOCK, STOCK, AND BARREL .................................................................... 70

UNIT FIVE: AFTERMATH ~SIGNIFICANCE OF THE BATTLE OF LAKE ERIE AND THE WAR OF 1812 ........................................................................ 72


LESSON 30: WAR-HERO PRESIDENTS ........................................................................... 73

LESSON 31: MEMOIR WRITING ...................................................................................... 74

LESSON 32: NORTHWEST TERRITORY.......................................................................... 75

LESSON 33: THE NIAGARA’S STORY TO PRESENT TIME ............................................ 76

LESSON 34: THE WAR OF 1812 AS DEPICTED IN ART AND MUSIC ............................. 77

GOING OVERBOARD .............................................................................................. 81

ADDENDUM .............................................................................................................. 96

RESOURCES ...........................................................................................................101

ACKNOWLEDGMENTS ...........................................................................................105

CONTENTS

10

Unit I

The World of 1812

11

UNIT I:

The World of 1812* * * Getting Your Bearings / Background * * *

! In 1812, the Napoleonic Wars that engulfed much of the European continent had beenraging almost continuously for nearly 20 years and trade was disrupted. America had atfirst benefited economically from the war because of its neutrality. By 1812, however,efforts to maintain both their neutrality and a prosperous maritime economy had backfiredand Americans were finding it increasingly difficult to stay out of the war. Since theRevolutionary War, Great Britain had challenged America’s sovereignty, on land and on sea.Britain disputed American land claims, and supported Native American resistance. Hertrade restrictions hurt the economy. On the sea, Britain seized American seamen, ships, andcargo. Americans resented this lack of respect for their new nation. Many called for war toavenge the country’s honor.

! In 1812, the population of the United States of America was barely seven million people.Many people settled in cities along the East Coast. Others settled in agricultural townsnearby. Five thousand people lived in Pittsburgh, the city nearest to Erie, 125 miles to thesouth.

! In 1812, women, people of color, and even white men without property had fewer libertiesthan did white men of wealth.

! The geographic size of the nation had doubled insize with the addition of the Louisiana Purchaseon April 30, 1803. The Industrial Revolution thathad so radically transformed life in Europe wastaking hold in New England and the Mid-Atlanticregion. In the South slavery was entrenched as the“peculiar institution” that would tear succeedinggenerations of Americans apart.

! The nation was only one generation removed fromthe war of independence. The people of 1812 were more likely to think of themselves asPennsylvanians or Kentuckians than Americans. True nationhood would come with theCivil War.

! It took a person on horseback three or four days to travel from Pittsburgh to Erie. Thecavalry figured 35 miles a day as sustainable in good weather.

! Established in 1795, the town of Erie (sometimes still referred to by the French name for thearea, Presque Isle) boasted 500 residents. Typical of most frontier communities, Erie had atannery, a blacksmith, a few general stores, and a sawmill at the mouth of Mill Creek (hencethe name), but not even a church yet.

12

Lesson 1: YESTERDAY AND TODAY:LIFE IN 1812 ~ 21ST CENTURY

Exploring history in the context of human culture helps studentsunderstand and experience the development of who we are today.

ACTIVITY:1. Break students into groups. Each group will explore the

differences between life today and 1812. Explore areas such as:1. COMMUNICATIONS 5. MAKING A LIVING ~ Commerce and

Industry2. TRANSPORTATION 6. MANNERS/SOCIAL ETIQUETTE3. FOODWAYS 7. MEDICINE4. SHELTER 8. ENTERTAINMENT

Students then reconvene to discuss and present their findings. Theycan record the differences that they found on the chalkboard, withposters, or even skits. (History/Reading, Writing, Speaking, Listeningstandards)

SHIP’S STORES -- General historyand local/regionalbooks on the period.

Mary Muller, A Town at Presque Isle: A Short History of Erie, PA to 1980, Erie CountyHistorical Society, 1991.

Mary Muller, A Town Called Presque Isle: A Children’s Companion to the History ofErie, PA. Erie County Historical Society, 1992.

Virginia K. Bartlett, Keeping House: Women’s Lives in Western Pennsylvania,1790-1850 (published by Historical Society of Western Pennsylvania and Universityof Pittsburgh Press, 1994).

See also:The First American Cookbook (a facsimile of American Cookery, 1796, by

Amelia Simmons), Dover publications, ISBN 0-486-24710-4. This book is excellentand explains the significance of the cookbook, which contained first printed recipesfor unique American ingredients, the first published appearance of uniquelyAmerican words, first use of American colloquialisms, first published reference tothe use of chemical leavening.

Revolutionary Medicine, 1700-1800, by C.K. Wilbur, MD. The Globe Pequot PressISBN: 0-87106-041-8. Excellent introduction to medicine of the period.

Colonial American English, by R.M. Lederer, Jr. Published by Verbatim Books ISBN0-030454-19-7. A very useful book for understanding the common personslanguage during the period.

Also useful, very interesting and occasionally very funny is A Classical Dictionaryof the Vulgar Tongue, by F. Grose, Dorset Press, ISBN 0-88029-766. Lots ofcommon words today are listed here as vulgarisms “kids,” “honeymoon,” “fence” (inthe criminal sense), “feather ones nest,” “daddy,” to “crow, “ “pimp,” “penny wise”and “pound foolish.” The book suggests the dynamism and evolution of language.

Pennsylania Trail of History Cookbook. Editors of Stackpole Books

Pointsto Ponder

In order tostimulate theimagination andcuriosity ofstudents aboutthe period surrounding 1812,teachers might ask them a fewquestions about basic humanessentials:

! What kinds of jobs mightaverage men have left behindto fight in the war?

! What would have been someof the women’sresponsibilities?

! How would their house havebeen heated? What might thathome have looked like?

! In what kind of chair might“average” Americans havebeen sitting when they learnedabout the declaration of war inJune 1812? What would theyhave been wearing? Whatwould the local shipyardowner have worn?

! Through what medium wouldthey have learned the news?

! How did most people obtaintheir food? What sorts ofmeals did they prepare?

! Who was eligible to vote in1812? For what parties werethey voting?

! How did a man greet a womanon the street? How did ablack man greet a white man?

! Where was the frontier thedivide between “civilization”and “wilderness”?

13

Going Overboard --additional activities for understanding the World of 1812.

1. Ship’s captains traditionally kept log books (and still do today) to record the day’s affairs, theposition and coordinates of the ship, the weather, the cargo, their reflections, and so on. Havestudents keep a “logbook” or journal. Reflect on aspects of life in the early 1800s and comparethem to life today. Experiment by using a feather pen and jar of ink to write a page or two.(Reading, Writing, Speaking, Listening Standard)

2. Visit the Erie County Historical Society’s Battles Museum of Rural Life in Girard, which offersexcellent educational programs on early agrarian life in northwestern Pennsylvania. (HistoryStandard)

3. Plan and even prepare (if your school has suitable facilities) a part of an 1812 menu such asfood that would have been common for the period. As students prepare the food on an electric/gas stove, they need to be reminded that an open fire or wood stove would have been the 1812method of preparing the same cuisine. (Family and Consumer Sciences /Historystandards)

4. Read a sample reproduction newspaper from the period. Students should compare thatnewspaper with one of today. Have them write a newspaper of their own. (Reading, Writing,Speaking, Listening Standard)

5. Play some of the games popular among children of 1812, for example, graces, tabletop bowling,dice and card games, (available through the museum). See The Merry Gamester, or GamesThrough the Ages, by Walter Nelson, 1996. (History standards)

6. Have 1812 era music played in your classroom contact area traditional musicians. There arealso cassettes and CDs of traditional music available at your local library. (Arts andHumanities/History standards)

7. Have Native American storytellers come to your classroom to present their view of the worldin 1812: what were their lives like, what was at stake for them, etc.? Also, the class could visitthe Seneca Museum in Salamanca, New York. (Reading, Writing, Speaking, Listening/History standards)

8. Have a first person interpreter from the Erie Maritime Museum or elsewhere come to your site.

9. Explore clothing fashions and hair styles for men, women, and children of the early 19th century.How were clothes made? Where did the fabric originate? What sewing tools were used?

10. Schedule the Erie Maritime Museum’s Home Portable Erie as aclassroom activity. (See Resources).

11. Have students research War of 1812 related historical markers,statues, monuments and graves in the Erie area (start withwww.ExplorePA.com) and create a guidebook to them.

14

Lesson 2: CONSUMER EDUCATION

Based on their findings in Lesson 1, students will manage daily living chores such asplanning nutritious menus, shopping, cooking, serving, and cleaning up. They willdemonstrate knowledge of daily living chores of the early 19th century at homeand at sea, understand the process of food selection in the early 19th century,consider the differences in food preparation, at sea and at home in the early 19thcentury, plan menus, food selection, and food preparation, demonstrateknowledge of food storage and sanitation at sea and at home in the early 19thcentury and the 20th century, and know and be able to use the basic food groupsto make good nutritional choices.

A working knowledge of food selection, storage, and preparation will be interesting in the context of atsea and at home in the early 19th century.

ACTIVITIES:1. Research daily living chores of the early 18th century. (Reading, Writing, Speaking, Listening/

History standards)

2. Make a schedule to share chores, plan menus, shop wisely, cook, serve food, and clean the kitchenafter meals. Plan a menu that may have been common fare for the 1800s, keeping in mind that itmust be nutritious and well-balanced for a ship’s crew of today. (Family and Consumer Sciencesstandards)

3. Research the basic food groups and types of food common to the 1800s and on sailing vessels.Students may also study how food was cooked and stored aboard ship. What time of year werefruit and vegetables available? Would there be health problems due to the lack of vitamins?(Family and Consumer Sciences /History standards)

4. Since many cookbooks of the 18th and 19th century survive, it is possible to ask that studentsattempt some recipes of those eras. Reenactment groups in the area try to follow such recipeswhen they are reenacting certain historical eras. (Family and Consumer Science /Historystandards)

5. Keep favorite recipes and household tips in the student logbook and explain the choices.(Reading, Writing, Speaking, Listening standard)

6. Make comparisons between current recipes and historical cooking, possibly with a wood stove ason the U.S. Brig Niagara, as well as over a campground fire or fireplace. (Family and ConsumerScience /History standards)

7. Explore the salt trade and how it affected the preservation of foods and the early growth of Eriecommerce. Read the lesson on Colonial Food and Food Preservation in Unit III.

15

8. What spices were available and how were they procured?

9. What was the beverage of the day? Water, tea, coffee, spirits, cider, beer? Explain their uses.

SHIP’S STORES/REFERENCES -- Refer to old and new recipe books, Family and Consumer Science teachers, local reenactment groups.

Going Overboard -- Extensions of lessons on Colonial Food include the following:

Early cookbooksEarly recipes were handed down by word of mouth and recorded in collections ofhandwritten “receipts” (meaning “received rules of cookery”). The few printed cookbookswere European imports brought over by immigrant settlers. The first cookbook with anAmerican imprint, Eliza Smith’s The Complete Housewife, a reprint of a popular Englishwork, would not appear until 1742, and the publication of the first cookbook by an Americanauthor, American Cookery by Amelia Simmons, would wait until 1796.

ACTIVITIES1. Explore copies of early cookbooks for recipes, as well as social customs, the foodstuffs available at

the time, and the progress made in cookery and nutritional research. Cookbooks can providehistorical information on American family life.

2. Ask parents, grandparents, or neighbors if they have any recipes that have been handed downthrough a couple of generations. Share them with the class.

Technology and Change in the American Kitchen

Between 1830 and 1920 technological advances transformed the American kitchen,completely restructuring its physical character and the type and number of utensils it contained.During this period, the American home saw the introduction of new materials such asaluminum, new methods of storage such as refrigeration, new sources of power such as gasand electricity, the commercialization of elegance such as the silver plating of dining utensils,and new forms of food preservation and distribution such as canning and the home delivery ofmarket goods.

Before 1830, most American towns had a blacksmith who fabricated custom-madeproducts on demand. These objects of pre-industrial society were unique in that each was alittle different from the others. It was expected that they would not be easily discarded. Withthe introduction of machine-made appliances and utensils that expectation changed. After1830, the uniform items of mechanization replaced the custom-made products of the skilled

16

artisan, and consumer attitude changed at the same time. Standardization, in becoming thenorm, created new standards. Mechanization produced an enormous number of kitchenappliances and utensils.

In doing this, the physical structure of the kitchen changed. Instead of a walldominated by a fireplace, by 1830 the iron range was a movable, factory-made object.Similarly, the icebox replaced the cold cellar or root cellar after 1827. Individual dairy roomsand smokehouses became unnecessary because of factory-processed products available inmass-produced containers of tin or glass. The larder, a meat and fresh-food room, ceased tobe an architectural necessity by 1920. The manufacturing process made it possible to convertany room with access to piped water and power into a kitchen.

ACTIVITIES:

1. Make a timeline for food preservation, kitchen appliances, and utensils. For example, students couldresearch the development of stoves through cast iron stoves, wood and coal stoves, the gas range,and the electric range to the microwave oven, and the fuels used for them. Wrenched backs,blistered hands, smoked eyes, singed hair, and scorched clothes were normal accompaniments tofireplace cooking. Only a few households owned iron stoves by 1796, and they remained anuncommon feature in most homes until the 1830s. Until 1835, stoves were made at bog-ironfurnaces and blast furnaces. (Note: Bog iron is thought to be the first iron ore mined by humans.The practice may date as far back as 2000 BCE in Europe)

2. Reflect on cooking in the early 1800s and today, wood vs. the microwave, in your student logbook.(History/Family and Consumer Sciences/Reading, Writing, Speaking, Listening standards)

SHIP’S STORES/REFERENCES: -- An American Feast-The University of Delaware

Library online http://www.lib.udel.edu/ud/spec/exhibits/american.html

17

Unit II

Causes of theForgotten Conflict

18

UNIT II:

Causes of the Forgotten Conflict* * * Getting Your Bearings / Background * * *

· The War of 1812 should be seen in the context of a series of wars that went on for decadesbetween the two strongest imperial powers of that age. The Napoleonic Wars between Englandand France lasted from 1793 until 1815, with only a brief respite between 1801-1803.

· American commerce, at least for the first few years, prospered as a result of theNapoleonic Wars. American manufacturers and the ships that delivered theirgoods continued to sell to both England and France while maintaining theirneutrality in the affair. Neither France nor England wanted Americans doingbusiness with their enemy. However, only England’s Royal Navy had the powerto seriously interfere with American commerce, and thus began seizing Americanships chiefly at sea, but also in various European ports. AND, the Royal Navy, desperatelyneeding to contain France, was always short of men. Many Englishmen were serving on U.S.ships, some were navy deserters, and many more were immigrants trying to make it to America.To the Royal Navy, once an Englishman, always an Englishman, and thus subject toimpressments. They could be drafted into the British navy to fight against the French for anindefinite period.

· U.S. merchant ships were routinely stopped and searched by English warships looking forEnglish citizens. Not only did this violate the sovereignty of the U.S. flag over American ships,but often American citizens were impressed. In an era before passports and with accentsindistinguishable, it was hard to prove who was an American citizen. Estimates range from5,000 to 7,000 men were impressed into service in the Royal Navy during these years.

· Impressment led to cries of “sailor’s rights” and the restoration of “free trade” and relatedcalls to defend America’s honor. But impressment alone was not enough to compel Americansto war, for only certain parts of the country were severely impacted by the issue. Those wholived by the maritime trade were afraid that as bad as things were, if war were declared with theBritish, trade with Europe would come to a virtual halt, and they would be much worse off.

· The other critical issue and arguably the one that tipped the scales toward war was the supportthe British gave to Native American tribes in the Northwest Territory and throughout theOhio and Mississippi river valleys who were resisting American expansion into their lands.Americans looked to expand westward. The British did not wish to see the United States growany larger or more powerful (and threaten their sparse settlement in Canada), so they suppliedarms to a confederation of Indian tribes united by the Shawnee chief Tecumseh. The U.S.frontier states, such as Ohio, Kentucky, Tennessee and (at least western) Pennsylvania, saw thisas a direct threat to their existence, never mind growth of the nation. Americans in thenineteenth century were guided by the ideology of Manifest Destiny (continental expansion) as

19

it came to be known by 1850. Most people agreed with John Quincy Adams 1814 declarationthat it was “absurd to condemn vast regions of territory to perpetual barrenness that a fewhundred savages might find wild beasts to hunt upon it.”

· On the other hand, Tecumseh, one of the great Native American leaders in the history of NorthAmerica, would certainly have disagreed. All Native American tribes had a different conceptionof the meaning and significance of land and property than European Americans. It wasTecumseh who said in 1806:

“The way, and the only way, to check and stop this evil, is for all the red men to unite in claiming acommon and equal right in the land; as it was at first; and should be yet; for it never was divided,but belongs to us all, for the use of each. That no part has a right to sell, even to each other, muchless to strangers who want it all and will not do with less. . . .Sell a country! Why not sell the air, theclouds, and the great sea, as well as the earth? Did not the Great Spirit make them all for the use ofhis children?” - Tecumseh - 1806

· The Shawnee and all native peoples were fiercely determined to hold on to what they perceivedas their homelands. Tecumseh and his brother, who they called “the Prophet,” traveled fromthe Great Lakes to the Floridas inspiring dozens of tribes to join together to stop Americanexpansion.

· Looking ahead, one of the significant results of the Battle of Lake Erie was the death ofTecumseh at the Battle of the Thames (northeast of Detroit). His warriors and the allied Britishfell to the Americans at that battle (in which the hero of the Battle of Lake Erie, Oliver HazardPerry, took part). That spelled the end of the Indian confederacy and the last united effort tostop the Americans east of the Mississippi.

TECUMSEH THE PROPHET

20

Lesson 3: WHERE IN TIME IS …?

ACTIVITIES:

1. Lay out a simple timeline connecting the major events that led to war, from the outbreak of theNapoleonic Wars (1793) to the close congressional vote in June 1812.

2. To reinforce the point of historical linkages, have students create a timeline of the events of their ownlives; you might begin by creating a timeline of American events starting about the year the studentswere born. Have students copy that down and place their own lives in that national context.(History standards)

Points to Ponder

What causes a nation to go to war? Have students think about what possibly might have happened to provokethe United States to declare war against the British whom we had defeated just one generation before. The Britishhad not attacked the U.S. nor posed an immediate threat to U.S. territory. What was at stake?

Patriotism? A boy or girl who was 10 years old when the American Revolutionary War ended would be beyond(what was then) middle age by the time hostilities broke out again with the British in the summer of 1812. Askstudents what effect people’s memories of the Revolution (or lack of) might have had on their willingness to go towar in 1812. How do nations foster unity among the people when they go to war? Have them look at the recruitingposter used by Lieutentant John Brooks to recruit men into the U.S. Marines in the summer of 1813. What did itsay to inspire men?

! Remind students that America was very divided in June 1812. The vote in the United States Congress on June 18,1812 was roughly 60% for and 40% against. Make note that the countrys division over the issue of war wentroughly along regional lines. Pennsylvania’s congressmen voted 18-2 in favor while Connecticut voted 9-0 against thewar.

! Strength in Numbers? Tell students that the British Royal Navy was the greatest the world had ever seen. Theyhad defeated the Spanish, Dutch, Portuguese and were getting the better of the French. They boasted 740 ships.

! Ask students how many ships the Americans might have had (16!). Ask them what the British might do if they hadbegun to run short of men to man their naval vessels? (An introduction to the issue of impressment)

! Furthermore, why in the world would the Americans take the risk of challenging the world’s greatest sea power?

! Where else might we have intended to fight the British? (Former President Thomas Jefferson said it would be a“mere matter of marching” to invade and conquer Canada, the nearest British possession. Like many Americans,Jefferson believed that we would be freeing Canadian settlers from the British just as we had freed ourselves in theAmerican Revolution. Is Canada part of the United States? Further proof that even great individuals makemistakes.)

! Why might James Madison, one of the architects of the U.S. Constitution, have been particularly careful orconcerned that the nation not see him alone as the driving force for war? There would be issues of separation ofpowers and the congressional responsibility to declare war vs. the President’s role as Commander-in-Chief. This wasthe first war declared under the U.S. Constitution.

21

Lesson 4: THE CONSTITUTION AND THE WAROF 1812

(for grades 9-12) (adapted from the National Endowment for theHumanities “EdSitement” Web site: http://edsitement.neh.gov/printable_lesson_plan.asp?id=570

The Road to America’s Most Unpopular War…

The crisis over U.S. shipping rights began while George

Washington was President and grew during Thomas Jefferson’s term in

office (1800-1808), when James Madison served as Secretary of State.

Between 1805-07, a large number of American ships were seized and

impressments of American sailors into service on British ships increased,

leading Congress to pass an extreme measure, the Embargo Act of

1807. The act restricted trade with foreign nations. A state of war that

began in 1803 and would continue until after Napoleon’s abdication in

1814 resulted in a loss of commerce that devastated the American

economy while doing little to change the policies of France and Britain.

Abuses to American commerce on the part of Britain and France

continued. But in 1810 Napoleon’s announcement that France would no

longer seize American ships convinced President Madison to allow trade

with France. The announcement had conditions attached, and France

continued to interfere with American shipping. In the end, however, the

U.S. declared war only on Great Britain.

The decision to go to war is one of the

most serious an American president faces. On

June 1, 1812, President Madison sent a letter,

later dubbed his war message, to both houses of

Congress. In it, he listed a series of transgressions Great Britain had committed

against the U.S. He also explained his decision not to recommend war with France

at that time.

As one of the architects of the Constitution, President

James Madison was acutely aware that the power to declare war was firmly

lodged in Congress by Article 1, Section 8. In the spring of 1812, a divided Congress

wavered on exercising this power, at various moments nearly adjourning to avoid

confronting the issue until fall. President Madison also hesitated in sending a message to

Congress calling on the legislative body to declare war. Some historians have argued that Madison finally

did so for mainly political reasons: to appease U. S. Representative Henry Clay (Kentucky) and the

What? No fax machine?! Studentswill find it interesting that withbetter communications, the Warof 1812 might never have beenfought, and would havetranspired much differently thanit did. Three notable examples:

1. The “Orders in Council,” theBritish governments set ofpolicies that prompted thedeclaration of war, were in factrescinded several days beforewar was declared in June 1812.But the news could only travelby ship, and hostilities hadalready begun by the time wordreached Washington.

2. The British and Canadiansoldiers across the borderlearned about the declaration ofwar before the Americansoldiers at FortsMichilimackinac, Dearborn,and Detroit (located at the three“corners” of the Michiganpeninsula). As a result, theAmericans surrendered theMichigan peninsula and it washeld by the British and theNative Americans for 14 monthsof the war.

3. The Treaty of Ghent, whichended the war, was signedChristmas Eve 1814. The Battleof New Orleans, one of the mostfamous of the War, was foughtnearly one month later becauseword had not yet traveled to theSouth.

JamesMadison

22

western state “war hawks” whose electoral votes he would need to win reelection that fall. He also, some

contend, hoped that the declaration of war itself would be sufficient to win the necessary concessions from

Britain on the key issues of contention.

The center of anti-British fever was in the Northwest and the lower Ohio Valley, where land-hungry

frontiersmen had no doubt that their troubles with the Indians were the result of British mischief. Stories

were circulated after every Indian raid of British Army muskets and equipment being found on the field. By

1812, the westerners were convinced that their problems could best be solved by forcing the British out of

Canada. President Madison, in his war message, would refer to “warfare just renewed by the savages on

one of our extensive frontiers” as a leading cause for war.

ACTIVITIES1. Paraphrase Madison’s case against the British, citing key points in his argument for having Congress

consider declaring war with Great Britain.

2. Discuss accusations made against the British in North America.

3. Understand some of the arguments put forth by opponents of the War of 1812.

4. Hypothesize about documents that would be useful in clarifying questions about both Madison’swar the message and the arguments of Federalist opponents of the war . (History Standards/Reading, Writing, Speaking, Listening Standards)

23

Lesson 5: AMERICANS KIDNAPPED ON THE HIGH SEAS!

Have the students role play this scene: An American merchant

vessel on the Atlantic is returning from a European port with a cargo of

goods. A British man-of-war (large fighting warship) appears on the

horizon and soon signals with a shot across the bow for the American

ship to stop, which it does. A ship’s boat loaded with Royal Marines or

armed sailors and an officer row alongside and board the merchant ship.

The British officer orders the unarmed merchant crew to assemble and

he begins to ask questions. He singles out three members of the

American crew as deserters from the Royal Navy and tells the captain of

the American ship that he is taking them, impressing them into service in

the Royal Navy.

Is this legal? Why does he want them? Are they really

deserters? How can he prove it? How can the three men prove

they are not? Remember that there is no radio, no birth certificate,

no photo identification, no fingerprints, no passports, and no true

American accent. How can the three men save themselves from

being “pressed”?

ACTIVITIES:

1. Choose students to play the British officer, the American merchantcaptain, and the three seamen being pressed. Be sure that eachknows the information needed.Remember that this scene takes place aboard a ship at sea, so thereare no legal niceties and no witnesses to be called in defense of thethree seamen.After the scene is played out, have the class discuss what they haveseen. Try to relate it to a modern hijacking or similar incident inwhich American citizens are treated unjustly. Challenge students tosee both sides of the issue. If they were living in Erie, Pennsylvaniain 1807, would this be enough to make them want the United Statesto go to war?Students may wish to conduct further research into impressmentcases or similar contested issues involving maritime law during theperiod. You might want to have the students view the film Amistadand compare the issues at stake there with those leading to the Warof 1812. Another similar case is that of the USS Pueblo. (Historystandards)

More Points to Ponder! Given the constitutionally

mandated role of the Presidentas Commander in Chief, whydid President Madison notsimply move troops intoCanada on his own?

! How does President Madisonbuild a case for having Congressconsider declaring war withGreat Britain?

! Without further investigation toverify their veracity, whatstatements in the messagewould have been most likely toprovoke Americans towardsupporting war with GreatBritain?

! What kinds of documents mighthelp students find answers totheir questions aboutMadison’s charges?

! What were the accusationsagainst the British?

! Why did Madison not include aspecific declaration of war inhis remarks?

! Why didn’t Madisonrecommend that Congressdecide whether to wage war onFrance?

24

2. Create a similar role-play involving the other critical issue provoking the War of 1812, the supportgiven by the British to Tecumseh and his confederacy of Native American tribes in halting Americanexpansion. Break the class into groups representing the Indians, the British and Canadians, and theAmericans. Three spokespersons for each are, respectively, Tecumseh, British General IsaacBrock, and the American governor of Indiana Territory (and future U.S. President), General WilliamHenry Harrison. The setting is 1811, just after Harrison’s army has destroyed the community calledProphets Town on the Wabasha place Tecumseh and his people built as the center of theindependent confederation of Indian tribes he had worked for years to build. In this meeting ofTecumseh and Brock, they each make the case for why they are prepared to fight the Americans:

• The Natives are fighting for their very survival and to save their lands (see Tecumseh’sspeech in Unit II, Points to Ponder)

• The British want the natives to have an independent state so as to contain the Americans andkeep a hold on their lucrative fur trade in the Old Northwest.

And then…

• Enter Harrison and a group of American settlers who have other designs on the land.Imagine the conflict between such a group a such a meeting. Reflect in the student logbookabout a meeting like this. (Reading, Writing, Speaking, Listening/History standards)

General William Henry Harrison

25

Unit III

Building and ManningPerry’s Fleet on

Lake Erie

26

UNIT III.

Building and Manning Perry’s Fleet on Lake Erie* * * Getting Your Bearings * * *

! The British capture of three American forts, Michilimackinac, Dearborn, and Detroit in the latesummer of 1812 was the event that drew Erie, Pennsylvania into the War of 1812. CaptainDaniel Dobbins was a sailing master from the village of Erie who happened to be (lucky him!)at Michilimackinac when the British captured that fort. (Dobbins was selling salt -- a majorproduct in the Great Lakes at the time.)

! Dobbins’ schooner, Salina, was captured by the British, as was Dobbins himself, but he was ableto have himself “paroled,”a common practice at the time, whereby a manwould place his hand on the Bible and swear not to take up arms against hisenemy for the duration of the conflict. (This was largely because the British, along way from home and in the middle of a wilderness, were in no position tocare for large numbers of prisoners.) Students ought to find it interesting thata man’s word in this era was sacred. (Note: Dobbins broke parole to join theU.S. Navy and would be shot if captured)

! Dobbins returned to Erie and made his way to Washington, District of Columbia, where healerted the national government as to the dire situation in the Northwest. He persuadedPresident James Madison that the only way to roll back the enemy’s progress was to retakecontrol of Lake Erie, and consequently, the entire Northwest by building a fleet of ships onLake Erie. Dobbins made the case that the place to build the fleet was Presque Isle because ofthe sweep of land that protected the harbor, preventing large British ships from attacking theshipyard. The President authorized construction and the Secretary of the Navy allocated$2,000 for Dobbins to begin work. (eventual cost, about $275,000)

! At the outbreak of the War of 1812 in June of that year, the frontier village of Erie,Pennsylvania was ill-prepared for the task that would make it famous, the building of anAmerican naval squadron that would challenge the British Navy for control of Lake Erie andthe western Great Lakes. Indeed, many criticized the choice of Erie.Chosen over a base at Black Rock, New York, near modern Buffalo,Presque Isle Bay’s main drawback was the sandbar at the entranceto the channel. While the sandbar helped to keep the British shipsfrom coming into the harbor to attack the ships while underconstruction, many wondered how the Americans would be ableto get their ships out, particularly if the water level was too low.The British commander might be able to attack the ships while they got stuck on the sandbar.

Daniel Dobbins

27

! Supplies posed another problem. As numerous historians have pointed out, building the fleetin such a short period of time in a frontier village beginning at the onset of a notoriouslycruel Erie winter was a larger, indeed almost miraculous, achievement than the winning ofthe battle. Dobbins did not begin to organize the shipment of supplies until about November1812. Combine that with the fact that many supplies had to come from several hundredmiles away, across mountains, through forests, on roads that barely existed. Most suppliescame from either Pittsburgh or from the east through Pittsburgh and then north via theAllegheny River-French Creek waterway which would shortly be freezing.

! Shortly after Commodore Oliver Hazard Perry arrived in Erie in late March of 1813, herealized how much work was still to be completed. Although the smaller vessels (4 gunboats) had just been launched, only the keels of the two brigs had been laid, and navalsupplies and seamen were non-existent. Perry was short of everything needed to completethe fleet, carpenters, laborers, food, iron, and time. The only thing he still had inabundance was trees.

! The trees in the Erie area in 1813 were huge, some with a two tothree-feet diameter, and very old. Many were several centuries old.These ancient forests are now called old growth. The old growthforests that provided wood for the fleet are now long gone, used tohelp fuel the development of America throughout the nineteenthcentury. Before European colonists began settling in North America,approximately one-half of the landmass was covered with forest. Itwas said that a squirrel high in a tree on the coast of South Carolinacould have leaped from tree to tree all the way to the prairies ofpresent-day Oklahoma without touching the ground. Today, forestcover in the United States and Canada is estimated to be about one-third, but less than 3% of it is old-growth.

! There are 40,000 species of trees world wide, 750 of which are foundin North America. Many species useful to the purposes of a growing nation were found innorthwestern Pennsylvania: oak, elm, chestnut, walnut, and pine. Each species wasusually used with a specific purpose in mind depending on its characteristics, particularlywhether it was hard or soft wood.

! Perry’s ships were made of a variety of woods including oak, poplar, cucumber, and ash.Like most wooden ships, Niagara and Lawrence were builtusing compass timber, meaning some of the wood has theprecise curve or bend needed already, and only needs to beshaped to fit. Some of these natural “L” shaped curves areknown as “natural knees” and they were much strongerthan two pieces of wood joined together to make the sameshape.

28

! The planking was made from white and black oak, the decks from white pine, stanchionsfrom red cedar, sweeps and oars from white ash. To build a ship that would last, seasonedwood would have been used. They had no such desire or luxury with the building of the fleeton Lake Erie. “Plain work is all that is required,” said the ship builder, Noah Brown. TheU.S. Navy needed the fleet to fight and win only the one battle, and with the shortage oftime, green wood or freshly cut wood was used and different species were used side by side.Green wood is more prone to rot and shrinkage, and much less desirable, under normalcircumstances, for shipbuilding. But these were no ordinary circumstances.

! The abundant trees did not come cheaply. Mr. Dobbins paid landowners one dollar per tree,a fairly exorbitant price for 1813, when the average wage for a laborer was about onedollar per day. But the sawyer’s work was all done by hand, including the transportation ofthe logs to the nearest sawmill at the mouth of Mill Creek.

! We can never be sure exactly how many trees were cut to build the fleet in Erie. In additionto the ships, many trees were felled to build accommodations for the influx of carpentersand workers perhaps as many as four hundred before the project was complete.

! Other trees were cut for firewood for heat and cooking and to make charcoal, which isnecessary to make iron. Charcoal is made by slowly burning wood with little oxygen. Thisprocess concentrates the element carbon within the charcoal. The concentrated carbonizedcharcoal is then burned with abundant oxygen to produce enough heat to separate metalliciron from iron ore, and to beat and cast iron into useful shapes. Iron was needed to makevery long nails that hold the ships together. An interesting project would be to find exactlyhow many trees were used to build the American fleet in Erie.

! In the mid 1980s, when the Commonwealth of Pennsylvania and local citizens of Eriedecided to build a reconstruction of the U.S. Brig Niagara that was going to sail, differentwoods were used. The frames, knees, masts, and yards are made from laminated, treatedyellow pine from the southeastern part of the United States. (Lamination is where smallpieces of wood are glued together to produce larger pieces.) Treated wood is immersed inchemicals to kill fungus, which causes rot. The planks and decks are made from Douglas fir,which comes from the northwestern part of the country.

29

A. BUILDING AND SUPPLYING A SHIP

Lesson 6: THE GEOGRAPHY OFA WOODEN SHIP

These activities are based on the information in the

“Getting Your Bearings “ section for Unit III.

Ask students if they can name trees native to the Erie

area. Can they identify any of the trees in their yards or in

the schoolyard. Ask them to list some of the important uses

for trees. Students will be working in small groups as they

share and gather information on plants and trees.

ACTIVITIES

1. Identify different kinds of wood on Niagara.2. Work in teams to construct a booklet of the following species of

trees used in the construction of the 1813 brigs. Be sure to includedrawings of the leaf shape in color, common name, scientific name,and what part of the ship the wood was used for: white pine, redcedar, white ash, black walnut, cucumber, chestnut, poplar, blackoak, white oak. Include drawings of seeds, bark, use qualities (softor hard, knee possibilities, etc.), and location.

3. Survey a nearby park or block for trees that might be used inbuilding a large ship. Look for compass timber.

4. Plant a tree that was used in the construction of Niagara andLawrence.

5. Take a field trip to Presque Isle State Park Nature Center (or anynature center nearby) to learn more about trees in the area.

6. Describe and give examples of the following plant products used byman: wood, wood chips, wood pulp and paper, rayon andcellulose, vegetable fibers, alcohol and other chemicals, rubber,latex, and other plant gums.

7. Describe the kinds of trees in the neighborhood in the studentlogbook. Use photos, drawings, or magazine pictures to depict thetrees.

8. Invite guest speakers from the forest service, Presque Isle (thePresque Isle basin provided timber for the Niagara), a commercialhardwood businessman, or a Department of Agriculture person.(Science and Technology/Reading, Writing, Speaking, Listening standards)

Points to Ponder

! To show the unpredictabilityof historical events, letstudents know that theAmericans did very well on thesea in the first year of the war(and actually throughout theconflict). On the sea is exactlywhere one would not haveexpected them to have success.On land, where Jeffersonpredicted the marching would goswimmingly, things went rathermiserably.

! Get students to think about theimportance of waterways inthe era before interstatehighways, planes, railroads, oreven canals. Ask them toimagine how people were able tomove large amounts of materialand great numbers of men fromone place to another.

! Remind students that the GreatLakes comprise the singlelargest collection of freshwater anywhere on the planet.They are important to us todayfor ecological reasons, fortourism, industry, as well as forthe historically significantmovement of goods from oneplace to another. In 1812 theywere important chiefly forindustry.

! Ask students to describe whatthe Great Lakes region mighthave looked like at the time ofthe War of 1812. Tell themthat the choice of Erie andPresque Isle Bay as a site tobuild the American squadronwas not obvious. Lake Ontariowas actually more strategicallyimportant for most of the War of1812, and besides, Presque IsleBay had inherent problems,some of which almost change theoutcome of events in thesummer of 1813. Ask studentswhy they would not have built afleet on Lake Ontario wherethere were greater humanresources and simply sailed itwest onto Lake Erie.

30

! Ask the students what the menwould need to build the fleet ofwooden warships. Invariablythe first thing they would thinkof would be “WOOD”! Yes,that’s about all they had. Thatshould launch a discussion ofthat most vital resource of theship building effort.

Salty Talk:Latex, rubber, resins, pulp, paper, rayon, cellulose, fibers, lumber,vegetable oils and fats, ethyl. alcohol, tannins, linseed, castor oil,alkaloids, dyes and pigments, amber.

Pitch, Rosin, Spars, Grain, Hewed, Ribs, Sweeps, Planking, Bulwark,Stanchions, Deck, Oars, Unseasoned, Caulking, “Natural Knees”,

Oakum

More Salty Talk:Chestnut Castanea dentataWhite Pine Pinus strobusBlack Walnut Juglans nigraWhite Ash Fraximus americanaPoplar Populous balsamiferaCucumber Magnolia acuminataWhite Oak Quercus albaBlack Oak Quercus velutinaRed Cedar Juniperus virginianer

31

Lesson 7: ROT

One effect of life at sea is rot. Students can classify fungi responsible for dry rot in wood. They will alsobe able to describe ways of treating/preserving wood from dry rot, and the methods of its detection.

Give students notes and diagrams as to how fungi absorb nutrients so that they can exist. Show studentsexamples of dry rot, green wood, kiln dried wood, pressure treated wood, and chemicals used to treatwood to prevent rotting.

ACTIVITIES1. Research which fungus is responsible for dry rot in wood.2. A field trip to Presque Isle or other park or woods area could be taken so that students could look

for various types of fungi.3. A guest speaker familiar with building materials from a local builder’s store could be invited to the

classroom to talk about ways wood can be preserved.(Biology standards)

Flagship Niagara’s Sail and Spar Plan

32

Lesson 8: THE ANATOMY OF A SHIP

It is important to become familiar with the ship and the terms associated with it. Other diagrams areavailable in the U.S. Brig Niagara Crew Handbook.

ACTIVITIES1. Using the diagrams, identify the sails of Niagara.2. Identify the masts, yards, spars, and booms.3. Explore the deck plan of the ship.

(Reading, Writing, Speaking, Listening standards)

Flagship Niagara’s Masts, Yards, Spars, and Booms

33

Flagship Niagara’s Deck Plan

34

Lesson 9: GEOGRAPHY OF A VICTORY / USING MAPS AND CHARTS

To give students a sense of the geography of the nation during the War of 1812 and the Battle of LakeErie, have them look at a map of the U.S. in the early 1800s. When we read a map the first thing we read isthe title. Then, if there is a map key or legend, we can see what the symbols stand for. There are manydifferent kinds of maps. Political maps also show borders. A border is an outer edge or boundary, whichcould indicate states, counties, countries, and so on. Look at different kinds of maps.

Evaluate various supply routes used to build the U.S. Brig Niagara and the Fleet in 1813. Examine theeffects of geography on building the Niagara, including personnel, labor, and types of material.

By looking at other kinds of maps, students can gain insight into the geography of the region and theGreat Lakes, specifically Lake Erie.

ACTIVITIES1. Using a map, have students locate the following sources of supplies and men for the building of

Perry’s fleet:· Cannon balls - Pittsburgh· Anchors - Pittsburgh· Axes for cutting timber - Meadville· Nail Rods—Pittsburgh· Timber - Erie/Presque Isle· Rigging (rope) - Pittsburgh· Carronade - southside of Washington, DC· Gun powder - Chesapeake Bay region· Sail cloth - Philadelphia· 150 shipwrights, caulkers, carpenters to build ships - New York City· 75 (estimated) skilled African American sailors - Newport, Rhode Island· 100+ seamen with Captain Jesse Elliot - Black Rock (Buffalo), New York· 100+ Kentucky riflemen

2. Have students continue to use the map to answer the following questions:· What physical feature made Erie and Presque Isle Bay a good choice for the building of the fleet?· Why might that same feature have also made it the wrong choice?· What fort controlled access to Lake Michigan and Lake Huron?· What was the end of the water route for supplies for Perry’s fleet coming from Pittsburgh (after which they would have to travel by land)?· The Battle of Lake Erie at Put-in-Bay was fought near the mouths of what two rivers in Ohio?· What river links Lake Erie to Lake Ontario? What natural obstacle made this a difficult travel route in 1812?

3. In groups, develop charts that demonstrate the necessary materials and other resources, the originof such materials, the supply routes traveled, and the cost of materials transported.

4. Read Stone and Frew’s Chapter One, Waters of Repose (1993), entitled The Setting of NorthAmerica: Waterways as Highways.(History/Geography standards)

SHIP’S STORES/REFERENCESStone, D., & Frew, D. (1993). Waters of Repose. Erie, PA: Erie County Historical Society.

35

Lesson 10: WHAT’S IN A NAME?

Nine American and six British warships of varying size, armament, and design took part in the Battleof Lake Erie on September 10, 1813. Each ship, like the men standing her decks that day, had a differentpast, a different role to play, and a different name. Warships traditionally have names honoring fallen heroes,past battles, royalty, or names that reflect a defiant, warlike posture. Merchant ships, several of which wereconverted to warships to serve in the Battle of Lake Erie, often carried lighter names, like names fromliterature, mythology, or women’s names. Some converted or captured ships were given new names by thenavy; others continued to serve with their old name. Below is a list of the ships that fought in the Battle ofLake Erie and the origins of their names.

AMERICANThe names of U.S. Navy vessels were usually preceded by U.S. (for United States) and the designationof the vessel: Ship, Frigate, Brig, Sloop etc. This could be written as U.S.F. or U.S. Frigate, etc. Today,all U.S. warships use the prefix “U.S.S.”

Lawrence- Lawrence was named for Captain James Lawrence, mortally wounded onJune 1, 1813. It was Lawrence who said, “Don’t give up the ship…” At the time, hisship, U.S. Frigate Chesapeake was fighting a battle with H.M.S. Shannon.Niagara- The U.S. Brig Niagara was named for an American victory in battle on theNiagara Peninsula.Caledonia-Caledonia was a captured British warship. Caledonia is an ancient namefor Scotland.Ariel-This ship was named for a playful spirit in English playwright William Shakespeare’s The Tempest.Somers- This ship was a converted merchant schooner originally named Catherine. Somers wasnamed for Lieutenant Richard Somers, an American Naval Officer killed fighting the Barbary pirates in1804.Scorpion-This ship was named for the invertebrate animal with eight legs belonging to the orderScorpiones in the class Arachnida with a venomous sting.Porcupine-The ship was named for the animal with the stiff, sharp quills.Tigress-The ship was named for the female tiger.Trippe-The ship was named for an American Naval officer who died at sea in 1810.

BRITISHDetroit-This ship was named for the Fort and City captured by the British in 1812.Queen Charlotte-This ship was named for the wife of Britain’s king at the time, King George III.Lady Provost-This ship was named for the wife of the Governor General of Canada, Sir GeorgePrevost.General Hunter-This ship was named for Lieutenant General Hunter, Governor of Upper Canada(Ontario).Little Belt-This ship was originally named Friend’s Goodwill. It was captured and named for a Britishsloop of war of the same name that fought the U.S. Frigate President in 1811.Chippewa-This ship was named for the Indian tribe that lived principally around Lake Superior.

James Lawrence

36

ACTIVITIES:1. Imagine why each of these names was chosen. Share your reasons with classmates.2. Rename some of the ships. Keep them relative to the time period.3. Research or simply brainstorm how some other famous ships got their names.

To begin:Victory (British) C. Turner Joy (U.S.)Constitution (U.S.) Merrimac (C.S.A.)Constellation (U.S.) Bellerophon (British)Bismarck (German) Wasp (U.S.)Titanic (British) Intrepid (U.S.)

4. Write a story about your name in the student logbook.(History/Reading, Writing, Speaking, Listening standards)

37

Lesson 11: SAIL MAKING

Students will measure, make a pattern for, and figure the cost of making a workable sail for the U.S. BrigNiagara. They will use mathematics skills for making a sail, measure and make a scale model sail for theship, and compute the cost for making a sail for the ship.

One of the important crafts in the maritime experience is sail making. After lessons on computing actualsail size (measurements) and shape, the teacher may consult with the Family and Consumer Science teacherto introduce sail making project.

ACTIVITIES:1. Compute the actual size of some of the sails of the U.S. Brig Niagara. (see dimensions in Lesson

27).2. Make a pattern for the sail.3. Price the cost of material and estimate the time that it would take to complete the sail. Estimate the total cost of the entire project at todays cost.4. As another possible activity, compute a scaled down sail, make the pattern, and actually make the

sail in paper or fabric.(Mathematics/History/Family and Consumer Sciences Standards)

38

Lesson 12: HOW SAILS WORK

What do wings and sails have in common? They are both airfoils, defined as something like a wing, kite,or sail used to generate lift or propulsion. All airfoils have one thing in common, a curved surface. Nexttime you visit an airport, notice the curve on the upper part of the airplanes wings. Bird wings are alsocurved at the top. Sails are not flat either. As wind fills a sail, it curves outward, creating an airfoil. Howdoes an airfoil create lift for an airplane or the forward motion of a sailing ship like the Niagara? It is all amatter of pressure.

Air flowing over the curved surface of a wing moves faster than the air underneath. This creates lowerair pressure on top of the curve and greater pressure below. The difference in pressure pushes the wing up.

Perform a simple experiment: Take a one inch by six inch slip of paper and blow just above the paper.Air moves faster over the top of the paper. The greater pressure below lifts the paper up. The sail worksmuch the same way. Air traveling around the outside of the curve of the sail has a lower pressure than thattraveling across the inside. The sail and the ship are pushed forward and slightly downwind. With the helpof the keel the downwind or sideways drift can be reduced. The keel produces a straight track through thewater in which the ship will move along.

Can you think of other familiar airfoils? How about a Frisbee or a kite? What characteristics makethem airfoils? Next time the wind is blowing, go outside with an umbrella. When the umbrella is heldupright, above your head, how does the umbrella feel? You should be able to feel that it is light, as the windblows across it. A strong wind can lift a roof off a house. How does the wind lift a roof off a house?

ACTIVITIES1. Have students make kites. Have them experiment with different shapes.2. Have students make models of ships with sails and experiment by using a wind source. (see

ACTIVITIES in Lesson 10)3. Sailing lesson. Local clubs offer sailing lessons for young people.

(Physics standards)

SHIP’S STORES/REFERENCES

Bloomfield, Louis A. How things work: The physics of everyday life.Hoboken, NJ: John Wiley and Sons, Inc. 2000.

39

Lesson 13: GUNS AND GUNPOWDER

The force Commodore Perry and his men had available to them was not imaginary, but createdfrom iron and black powder. Iron was formed into carronades and iron balls. The iron balls werepropelled with great force by ignited black powder enclosed inside the carronades.

While Niagara is a prime example of an early 19th century sailing ship, she was originally built for one,and only one, purpose: to carry a battery of heavy guns into action against the British on Lake Erie. Thoseguns were cast iron, muzzle-loading weapons, firing solid iron cannon balls (more properly known as shot).The propellant used by these guns was Black Powder.

Black Powder, first developed by the Chinese sometime before 1000 A.D., is the earliest known formof explosive. Black Powder is a mixture of three common natural ingredients, potassium nitrate (oftenreferred to as saltpeter), charcoal and sulfur. In this mixture, charcoal provides the fuel, saltpeter, theoxidizer, and the sulfur serves as the catalyst, making the mixture easier to ignite. These three ingredientsare combined in a ratio of 15 to 3 to 2. Once ignited, Black Powder burns rapidly, producing largeamounts of hot gases and thick white smoke. It is the sudden expansion of these gases, contained withinthe breach of the gun, that provides the energy to propel the shot forward and send it hurtling down rangetoward the target. Once the shot has exited the muzzle of the gun, no additional force is exerted upon it,and its flight path becomes a matter of ballistics.

It is a basic principle of physics that energy can neither be created nor destroyed. Only its form can bealtered. Black Powder, like any chemical explosive, is a form of stored chemical energy. When ignited, achemical reaction takes place that releases that energy. All of the energy released by this chemical reactionmust be accounted for. A large part of it is transferred to the shot in the form of Kinetic Energy. Most ofthe remainder is converted to the heat, flash and sound of the explosion as the gun is fired. The thick whitesmoke, which is a product of incomplete combustion, is essentially unreleased chemical energy andaccounts for the remainder.

The size of the powder charge, or cartridge, varied depending on the size and type of gun. For astandard cannon, or “Long Gun,” the powder charge was ¼ to 1/3 the weight of the shot fired. For acarronade, a type of heavy, but short-range gun, which made up the majority of Niagara’s armament, thepowder charge varied from 1/8 to 1/12 the weight of the shot.

Carronade Long Gun

40

ACTIVITIES:

1. Niagara carried one 12 pounder Long Gun and nine 32 pounder Carronades on each broadside.How much Black Powder would be required to fire one full broadside?

2. Have students determine the amount of charcoal, sulfur, and saltpeter needed to produce 500pounds of powder.

3. Have students determine which has more energy, a 32-pound iron ball traveling at 750 feet persecond or a 2000-pound car traveling at 30 miles per hour. Remember to convert all to the sameunits. The formula for kinetic energy is: KE=1/2 (mv2)

4. For high school physics students: Have students find the kinetic energy of the 32-pound ball as itleaves the carronade. That cannonball has enough energy to smash through two feet of solid oak atone half mile. The cannonball leaves the carronade at 750 feet/second.

Kinetic Energy in Joules = 1/2 (mv2)m=mass or weight in kilogramsv= velocity in meters per second. Remember to convert pounds to kilograms and velocityto meters per second. Determine which has more kinetic energy: the 32 pounder as itleaves the carronade? or a 1500 kilogram car moving at 30 kilometers per hour?

5. Have students determine a reasonable amount of black powder Commodore Perry would havetaken on board Lawrence and how much Lawrence used during the battle.

6. Further, ask students why Niagara did not have several very large carronades. Modern navy shipshave a few very large guns. One reason may be that in 1812, large guns were dangerous and hardto handle and would put a huge strain on a wooden ship. How were the guns aimed back in 1812?By trial and error, and most cannonballs would miss unless they were at a very close range.(Mathematics/Physics standards)


Lowry, E.D. Interior Ballistics: How a gun converts chemical energy into projectile motion.Garden City, NJ: Doubleday, 1968.

O’Brien, Patrick. Men of War: Life in Nelsons Navy. New York: W.W. Norton, 1995.

Long Gun

41

Lesson 14: CAMELS

Ask your students what they think of when they hear the word camels. Mention the word camel,and most people think of a large desert animal. A device known as camels (camels come in pairs) was builtand used in Erie. The camels made a certain task possible that many thought impossible. Most peopletoday do not know what this camel is, or what it looks like, or how it got its strange name. Ask yourstudents how this could be. The nautical camel has become obsolete, no longer serving a useful purposenow that most channels are dredged.It was a very good thing that theBritish did not think of camels as theyguarded the entrance to Presque IsleBay. Commodore Barclayunderestimated Perry’s resolve to getthe two brigs over the sand bar. In thefollowing passage you will learn aboutwhat camels were, and how theyworked.

Why build the American fleetat Erie? The British had control ofLake Erie, and the side thatcontrolled the lake had a greatadvantage in the wilderness, where roads are almost impassable with great amounts of supplies. TheAmericans lost Detroit, Mackinac, and Fort Dearborn to the British at the beginning of the war. It wasagreed a fleet had to be built on Lake Erie, but where? Only two places were suitable, Black Rock inNew York, and Erie in Pennsylvania. Daniel Dobbins favored Erie. He reasoned that a sand bar at the eastentrance of Presque Isle would protect the vulnerable ships from the British. Jesse Elliot had recommendedBlack Rock. Elliot, like the British, was short sighted and did not believe crossing the bar was possible.

Noah Brown had a great idea, camels. Camels, a Dutch invention, would be used to lift the twobrigs, Lawrence and Niagara, over the bar. The British, under Commodore Barclay, maintained ablockade at the entrance of Presque Isle Bay. Unexpectedly, the British sailed away to Port Dover,Canada. Could this be a trap to lure the American ships out? Perry did not think twice. Here was hischance to move the brigs to Lake Erie. Perry used the ingenious camels to move the brigs over a sand bar.

What did these mysterious camels look like, and how did they work? No one today knowsexactly what they looked like. After reading different accounts and using common sense historians cancome up with a good model. They were described as huge boxes, barges, or scowls. Four were builtwith the following dimensions: 50 feet by 10 feet by 8 feet. They were made of wood. Each had a 6-inchsquare hole to allow water to enter.

How were the camels used? It took four days of backbreaking labor and no sleep to get the two

42

brigs over the sand bar. Something did go wrong. An east wind lowered the water over the sand bar toabout five feet. The brigs drew nine feet. On July 30, after the British left, the smaller gunboats were takenover the bar and used to protect the brigs. Lawrence was the first to be moved. It was brought to the barand lightened by unloading armament and ballast. The camels were placed along side Lawrence on bothsides. They were filled with water until only a foot remained above the water. Then the camels wereattached to Lawrence. The water was pumped out. As the water was pumped out, Lawrence rose abouttwo feet. The principle of buoyancy is at work here. Two feet was not enough. The camels had to be resetthree times, before Lawrence was dragged over the bar. After three days of backbreaking labor and littlesleep the Lawrence was over the bar. Now it was Niagara’s turn. The water level was rising by then andNiagara was over in one day.

The British showed up as Niagara sat helpless on the sandbar. Barclay was fooled, and he was notready for a fight. He left the scene, leaving Perry to complete the job. There was no rest, however. Assoon as the fleet was ready, Perry took off after the British. He was incredibly lucky once again. Weshould all admire the hard work done by Perry and his men.

ACTIVITIES1. Have the students use cardboard to build a model of the camels.2. Draw a diagram of the camels.3. Describe in your own words how camels work.4. Make a graph showing the relationship between camels and a lift.5. Have students write a sailor’s journal describing what those four days of cameling might have been

like.(Science and Technology/Reading, Writing, Speaking, Listening standards)

The Americans knew very well that they would have a problem getting the two large vesselsin their fleet over that sand bar. That’s why they built the berth (below) deck of the ships so veryshort to squeeze down the height of the vessel, making it “draw” (sink into) as little water aspossible. Even so, the brigs drew about nine feet of water, and there was only about five feet ofwater over the sand bar meaning the ships would have to be lifted up about four feet to get them outinto the lake. The Americans were fortunate because the shipbuilder Noah Brown knew how tosolve the problem through a simple Dutch invention known as “camels.” When the British, forreasons still not quite clear, abandoned their nearly summer-long blockade of Presque Isle Bay onthe last day of July 1813, Commodore Perry ordered Brown to have the men get the operationunderway. The two large brigs would be “cameled” over the sand bar one at a time.

Possible steps to camel the brigs over the sand bar:1. Unload all of the heavy materials from the ship (Lawrence went first) cannons, ballast, etc.making

the vessel as light as possible.2. They then “kedged” Lawrence forward up to the sandbar by using the anchor and ship’s capstan (a

human-powered winch). The anchor was dropped forward and the men working the capstanaround and around hauled the ship slowly forward up to anchor, and then the process was repeated.

3. Noah Brown had built four “camels,”basically long empty wooden boxes or barges that were 50feet long by 10 feet across by 8 feet tall, equipped with a 6-inch square hole that could be plugged,and pumps.

4. Sink the camels, two along either side of Lawrence in the center, with only about one foot remaining

43

above water.5. Attach the camels to Lawrence in the center with wooden poles and ropes.6. Pump the water out of the camels, lifting the ship up about two feet (principle of buoyancy is

critical here).7. The camels had to be reset three times before Lawrence could be dragged over the bar.8. This backbreaking work went on for three days. By the time it was Niagara’s turn, the water

level had risen because of an east wind, and she went over in one day.9. While Niagara was going over the bar (and in fact while she was stuck on the bar), the British

appeared in the distance, and the men scurried, preparing for attack. The British, however, werefooled, thinking that Perry was fully prepared for battle and they were not. They sailed backacross the lake.

44

B.THE SCIENCE OF THE SHIP

Lesson 15: WEATHER

Students will differentiate the various weather patterns over Lake Erie, both pastand present, and apply knowledge of conditions of nature and science needed forsuccessful sailing.

They may know and apply knowledge of conditions of nature and science neededfor sailing, define vocabulary words associated with weather, identify various symbolsand patterns used on weather maps, understand the use of the barometer andanemometer, know the difference between high pressure and low pressure, interpretdata from weather charts, understand and use the terms jet stream, wind movement,offshore wind, on shore wind, tides, and currents in relation to sailing, interpret how weather affected tallships, and sailing schedules historically throughout the world, and interpret how weather affects shippingschedules now.

Introduction to Weather PatternsIt is apparent that weather and wind patterns have always had an extreme effect on sailing. Students

and teachers may examine specific aspects of the weather and its effects throughout history to present.Start with vocabulary and patterns and symbols on weather maps.

ACTIVITIES1. Look at the terms used in predicting weather gathered from the local weather bureau and books

available in the classroom.2. Use charts of the local area to demonstrate and point out different symbols used to predict the

weather.3. Research wind patterns of the world.4. Research weather patterns around Lake Erie (Erie, The Lake That Survived, p. 45)5. Examine various charts and graphs used in predicting weather.6. Take a field trip to the local weather bureau or television station.7. Research past weather conditions on Lake Erie involving the sailing of the U.S. Brig Niagara by

using logs and ships journals.8. After examining weather conditions at different times of the year in each hemisphere, record the

weather patterns in your area for one month. Interpret and reflect on the data in your studentlogbook.

9. Make weather predictions or make conclusions of what the weather was from what occurred onLake Erie in the past.(Science and Technology/Reading, Writing, Speaking, Listening standards)


Burns, Noel M. (1985). Erie, the lake that survived. Totowa, NJ: Rowman and Allenheld.

Local weather bureau, Erie International Airport

Weather The visual encyclopedia of nautical terms. (1978). New York: Crown Publishing.

Winstrom, William H. (1942). Weather and the oceans of air. Boston: Houghton Mifflin.

45

Lesson 16: FRESH WATER AND SALT WATER

This lesson will help students demonstrate basic concepts and principles of physical, chemical,biological, and earth sciences. Apply conditions of nature and science, set up laboratory experiments,demonstrate the effects of salt water and fresh water on marine life, demonstrate the effects of salt waterand fresh water on wooden ships, understand the sanitation problems inherent in the maritime experience,and understand the importance of food and drinking water storage on ships in the past and present.

Examine and analyze the effects of salt water and fresh water on marine life, wooden ships, andmaritime life. Examine the sanitation problems inherent in the maritime experience, such as waste disposal.Food storage and fresh water storage was and still is very important. Study and compare conditionsaboard the U.S. Brig Niagara with that of ocean going warships, as well as the situation today.

ACTIVITIES:1. Set up labs and introduce science experiments dealing with the effects of salt water and fresh

water.2. Read logs and other information available about sanitation procedures on warships and other

sailing vessels in the Revolutionary Era to the early 1900s, as well as storage of food and water.3. Read information on sanitation procedures on lake and ocean-going vessels of today.4. Interview crew of the U.S. Brig Niagara to determine what is being done aboard the ship today

regarding sanitation and food and water storage.5. In collaboration with other classmates, prepare a comparison relating to sanitation and water

storage of sailing vessels in the 1800s with present-day sailing vessels.(Science and Technology standards)

46

Lesson 17: CURRENTS

Sailing on the Great Lakes requires knowledge of conditions of nature and science needed for successfulsailing. Students will understand what a current is and how it works, examine and understand the differentcurrents that affect the oceans of the world, understand how currents affected sailing historically, comparecurrents in Lake Erie to those of the other Great Lakes, and determine what affects currents and conditionson Lake Erie.

Understanding the Effects of Currents On Ships and Sailing Both Past and PresentWe will need to examine currents to have a better idea of what affected sailing in the past and what affects

sailing now. We will learn the concepts of currents. Students will first identify currents in the oceans anddetermine resources for further research.

ACTIVITIES:1. Research the reasons for currents and their locations on a world map.2. Research how currents affected sailing and shipping schedules historically.3. After students have a basic knowledge of currents and tides, we will learn to apply this knowledge

to Lake Erie. For example, newspaper reports say that sand is shifting from Presque Isle at Erie toConneaut harbor in Ohio.(Science and Technology/Reading, Writing, Speaking, Listening standards)

Charting and Observing Lake Erie CurrentsWe will now examine the currents that affect Lake Erie and are related to the U.S. Brig Niagara. The

Long Point and Presque Isle projection make Lake Erie unique. They effectively narrow the lake and theprevailing wind from the west lends itself to a fairly strong easterly current. We will examine this effect andcompare it to other Great Lake currents.

Going Overboard

1. Read about and discuss the shape of Lake Erie.2. Research the effects of Lake Erie conditions on sailing, both historic and modern3. Students will examine the origin of Lake Erie, the shape, and the prevailing winds.4. Compare Lake Erie conditions with other Great Lakes.5. Chart conditions of the various lakes.6. Give oral reports on historic conditions of Lake Erie (in groups or individually)7. Create charts of currents in the lakes. (Science and Technology standards)

This information will give us an idea of how to determine the effects of currents on sailing,shipping, and the Battle of Lake Erie.


Report on lakes. Buffalo, NY: U.S. Corps of Army Engineers.

Report on lakes. U.S. Department of the Interior - U.S. Environmental Protection Agency - Fishand Wildlife Service.

Stone, D., & Frew, D. (1993). Waters of repose. Erie, PA: Erie County Historical Society.

47

Lesson 18: RATE AND DISTANCE OF TRAVEL

Students will calculate the distance and the rate of the speed of the U.S. Brig Niagara, traveling withthe current and returning against the current. They will use mathematical skills to calculate distance and rateof speed and apply these skills to the ship, apply knowledge of velocity and direction of the wind to speedof the current, use linear systems to calculate distance traveled.

Learning to compute rate and distance of travel is a necessary skill aboard a ship.Teachers will review mathematical skills necessary to compute rate and distance of travel and give

students the opportunity to practice these skills.

ACTIVITIES:1. Calculate the rate of speed of the U.S. Brig Niagara to and from a given point and calculate the

distance traveled.2. Apply this knowledge to practical information to determine why it is necessary.3. Discuss the reason this information is vital on board ship.4. Evaluate the format of the equations and the calculations. (Mathematics Standards)

SHIP’S STORES/REFERENCES -- Mathematics teachers

48

Lesson 19: WHY DO SHIPS FLOAT?

Ask students if they have ever had an idea or discovery come to them in a surprising way or place.Many great ideas or discoveries happen by accident, unplanned but welcomed. It happened to a Greekmathematician, Archimedes, in 250 B.C. One day, while musing in his bathtub, he hit upon the principle ofbuoyancy.

The principle of buoyancy states that a body partially or completely immersed in a fluid is buoyed up bya force equal to the weight of the fluid that is displaced.

Everyone knows that wood floats, and a small metal weight willsink. The principle of buoyancy was not well understood even in thelate 18th century, even though it is easy to prove. Eighteenth centurysailors were skeptical of the sea worthiness of metal ships. It was notuntil 1787, when John Wilkinson built a 70-foot barge, made fromiron plates, that metal ships came on the scene.

Most kinds of wood float because they are less dense than water.If you push a log under water and release it, it will rise and float. When the log is underwater a force, theforce of buoyancy, is greater than the logs weight. Underwater the log displaces its own volume of water,but the volume of water weighs more than the log, thus the log floats. Any object will rise in a fluid if it is lessdense than the fluid.

A steel ship floats, even though the density of steel is more than seven times that of water. The ship is asteel container filled mostly with air, and its average density is less than waters. Another way to put it is thata ship will float if the volume of the water that it displaces weighs more than the ship itself. If you pound outthe same metal weight that sank before into a shallow bowl, it will float.

A ship’s design is equally important in keeping a ship afloat. Waves and winds rock ships. If the ship isimproperly designed or improperly loaded the ship could tip over. This was an issue with Lawrence andNiagara. With their shallow draft, heavy cannon, and large sails, both needed appropriate ballast and luck.Perry was questioned for ordering expensive lead for ballast instead of using stone.

Today’s Niagara was carefully designed to be as authentic as possible without compromising safety.She has many changes that make her a safer ship. The 1813 Niagara was a dangerous ship. During thepursuit of the British, the fleet encountered heavy weather, which threatened the ships with high winds andwaves. The ships rolled and dipped in the waves. The men were shaken, but luck was on their side andthey survived.

DensityOne of the major changes on today’s Niagara involves engines and ballast. Niagara carries 52 long

tons of lead ballast. Because of the two engines in her mid-section, Niagara carries half of the ballastbolted to her keel. This adds two feet extra to her original draft, and has improved her ability to sail into thewind.

Lead is used as ballast material because it is very dense. Density is a ratio of mass divided by volume orD = m/v. In other words, a given volume of one material is a different weight than the same volume ofanother. To be more exact, a given volume of lead weighs more than a given volume of wood.

49

ACTIVITIES1. Have students make hulls out of various materials or objects. Hulls may be made from empty juice

boxes, yogurt containers, fruits, potatoes, or bars of soap. Use your imagination. Add to the hull.Use index cards, popsicle sticks, or plastic straws to make masts and sails. See Lesson 27, “TheEngine of the Ship” for the shapes and sizes. Have a boat race to see whose design works best.

2. If an object floats well, blow on it or use a fan to see how well it moves through water and how itsshape helps or hampers movement.

The following activities are for advanced studies:3. Have students find examples of different hull designs at the library or on the Internet. Mold foil into

various hull shapes. Determine which shape is most stable in water under different circumstances.Stability is the tendency of a ship rolling from side to side to right itself. Add stone or sand or wateras ballast. Observe how ballast affects stability. Use your hull shapes to demonstrate Archimedesprinciple. Weigh your hull with its ballast. Determine the amount of water it displaces. The weightof the water displaced and the hull you have made will weigh the same. The total weight of a ship iscalled its displacement. As you have just demonstrated, its weight will equal that of the water itdisplaces.

4. Was Perry justified in using the more expensive lead as ballast? Perform the following mathproblem. The current Niagara has 52 long tons of lead ballast. Find the volume of lead on boardNiagara. You will need the following information: the density of lead = 700 lb/ft.3;long ton = 2240 lbs.Find the density of stone and then find the volume of 52 long tons of stone and compare to thevolume of lead ballast.

To find the density of stone, find its weight and volume. First, find the stone’s weight in poundson a household scale. Next, put water in a straight-sided cyclinder, and mark the water level. Placethe stone in the water, and mark off the new water level. The volume of the new water level is alsothe volume of the stone. To find the volume of the stone, measure the rise and the diameter of thearea in inches.

Use the following formula:Volume in cubic feet = pi (radius)2 x (height of rise)pi = 3.14pi (radius)2 X (height of rise of water level)

Then, divide the weight of the stone in pounds by the volume just calculated to get density in poundsper cubic foot.(Physics/Mathematics standards)

Salty TalkArchimedes Principle - A buoyant force acting on a body partially or completely immersed in a fluid isequal to the weight of the fluid displaced.

Ballast - Any solid or liquid weight placed in ship to increase the draft, change the trim, or improve stability.

Keel - The principal fore and aft component of a ships framing, along the center line of the bottomand connected to the stem and stern frames.(Mathematics/Science and Technology standards)


Freeman, Ira M., Ph.D. Physics Made Simple. Garden City, NY: Doubleday and Company, 1965Lewis, Edward and Robert OBrien and the Editors of Life. Ships. Time-Life Incorporated, pp. 31-32. 1966

50

Lesson 20: IMMERSION FACTOR

U.S. Brig Niagara must carry an immense amount of weight as a warship. As masts, yards,carronades, and ballast are loaded on board, Niagara sinks lower and lower into the water. Theimmersion factor is the measure of how much a ship settles in water as weight is increased or decreased.The immersion factor is not the same as the hull shape changes. At the water line Niagara will sink aboutone inch for every 5.5 tons added.

ACTIVITIES1. Have students determine how far the Niagara would sink into the water if all twenty carronades

and long guns were on board. The approximate weight of each gun and carriage is 3000 pounds.Find the total approximate weight of the guns. Convert the pounds into tons. Two thousandpounds equals one ton. Divide by the number of tons needed to lower the Niagara into the waterby one inch.(Answer: 5.45 inches)

2. Have students discuss why the immersion factor would be different as the hull changes shape. If aship floats high on the water, less hull is exposed to the water. Less weight is needed to lower theship per inch. If a graph were made showing the relationship between weight added to sinkage, acurve would be produced.

3. Have students find the immersion factor of a tin can.Hint: Find out how much the can will sink for the same amount of water poured into the can.Record the weight of water and how far the can sinks. Come up with your own immersion factor.Graph the results.

4. Have students find the immersion factor of different shaped hulls they may have made in a previouslesson. Have students find the immersion factor for a cone. Have students graph their results.(Mathematics/Science and Technology standards)

51

C. LIFE ON BOARD

***Getting Your Bearings***Who Were These Guys and Why Would They Fight?

! The Americans and British both faced difficulty in finding enough trained men for their ships onthe Great Lakes. Because of this, the men who fought in the Battle of Lake Erie were a mixtureof experienced sailors and marines, as wellas soldiers and militia who had nomaritime background and often littlemilitary training.

! Navy: Sailors with some ship-boardexperience were known as seamen; thosewithout were known as landsmen. Asmany as 20% of Perry’s sailors wereAfrican-Americans; they would have foundmore equal opportunity serving onboardships than they faced on land. In additionto sailors, naval vessels normally carriedmarines; the Navy’s soldiers, marines wereused as guards and sharpshooters. Sailorsand marines joined for a variety of reasons, patriotism, steady work and regular pay, thechance for adventure and travel. Orphaned boys might have met an old salt on the docks and

joned ship for security and a litle adventure as a powder monkey.

! Army: During the war there were few American regular soldiers (well-trained professionals) most of the troops were militia (state organizedforces, similar to today’s National Guard) served short terms, from as littleas sixty days up to one year during times of war or emergency. Most werepoorly trained and equipped and refused to serve beyond their term, manydeserted, and most refused to fight on foreign soil (as was their right underthe U.S. Constitution). Militia were assigned the task of guarding the shipbuilding effort from Garrison Hill, on or near the current site ofPennsylvania Soldiers and Sailors Home in Erie. Records indicate, forexample, that Private Sam Garwood was paid $4.66 for his 14 days ofservice guarding the fleet in July 1813. Prize money that went tovictorious crew when capturing enemy vessels drew others to serve aboardshipa much greater risk. Garwood volunteered to join the Marines afterhis short time in the militia, served in the Battle of Lake Erie and wasrewarded with $200.56 in prize money. Forty percent of Perry’s men were

soldiers or marines “landlubbers” with no maritime background!

52

! British and Canadian Forces: Few of the trained and experienced men of the British RoyalNavy were available for duty on the Great Lakes. Commodore Robert H. Barclay, commanderof the British Squadron, had to rely upon a few trained sailors as well as soldiers and militiawith no shipboard experience. In Canada, all fit males between 18 and 60 served in theSedentary Militia. As the name implies, they were not exactly the Special Forces: untrained,undisciplined and largely incompetent, they served only during severe crisis. The IncorporatedMilitia of Upper Canada was much more efficient and committed to their cause of defendingagainst an American invasion. (Many of these men had family roots in the Loyalists who hadsided with Great Britain during the American Revolution. Their tenure lasted the entire war.)Canada also had several units of regulars who joined the British regulars. On paper, they mayhave sounded better, but Barclay complained just before battle that summer:

There are not in the Fleet more than four and twenty seamen. If you saw my Canadians,” he wrote tohis superiors, “you would condemn every one as a poor devil not worth his Salt.”Barclay—1813

Most of Barclay’s men were soldiers, not navy men (there were perhaps only 50 experiencedsailors out of his 440 men). Perry was better off, 200 of his 550 men were experienced sailors.Worse yet, Barclay had to outfit his new warship, Detroit, with an odd assortment of cannonfrom the ramparts of Fort Malden (Amherstburg). The big guns came in a half dozen sizes.Each needed separate ammunition. This, of course, led to even greater chaos and confusion inthe heat of battle. The best of the Royal Navy was in Europe; this was the worst possibleassignment for a British army regular or navy man.

! Both sides featured soldiers in tatters: patched, tattered clothing, everything in short supply.Some times the Canadian men were described in official dispatches as “literally naked.”

! Sometimes men went an entire year without pay.

! Sanitation was primitive and troops suffered and often died from a variety of diseases: measles,malaria, typhus, typhoid, influenza, and an assortment of maladies known vaguely as “ague”or “lake fever.” Malnutrition was often to blame, especially on the Canadian side.

! As prescribed by doctors of the era and the navy, combatants on both sides drank the dailyissue of grog with the noon meal (rum for the British, raw frontier whiskey for the Americans --a quarter-pint of spirits mixed with water.)

53

Lesson 21: LIFE ON BOARD AND THE DAILY ROUTINE

Students can get an idea of the way of life on board U.S. Brig Niagara. First, they will try to visualizewhat it may have been like aboard the ship in 1812. What would a typical day be like?

ACTIVITIES1. Research sleeping quarters, eating arrangements, chores, duties, and other facts about daily living.2. Examine the possibilities of disease and the effect of inexperience on the part of some sailors aboard

the ship.3. Examine the following:

Sailor’s watches were designated:Morning Watch 4:00 8:00 a.m.Forenoon Watch 8:00 12:00 noonAfternoon Watch 12:00 4:00 p.m.Dog Watch 4:00 6:00 p.m.

6:00 8:00 p.m.Evening Watch 8:00 12:00 a.m.Midnight Watch 12:00 4:00 a.m.(History/Reading, Writing, Speaking, Listening standards)

Salty Talk

Holystone Pipe down GalleySwab Forecastle MessFlemish

54

Time Bells Event12:00 Mid. 8 End 1st Night Watch, start Middle Watch12:30 a.m. 1 Muster & set Middle Watch, Watch below to sleep4:00 a.m. 8 End Middle Watch. Start of Morning Watch4:30 a.m. 1 Muster & set Morning Watch. Watch below to sleep. Bosun, Gunner, Carpenter, etc.5:00 a.m. 2 Off shoes. Swab and holystone (Soft pumice or sandstone, often used to scrub the decks of

ships. Sailors had to kneel as if in prayer when scrubbing the decks. Holystone was often called sobecause it is full of holes) spar deck. Flemish (join) ropes. Dry deck and replace wash gear.

7:00 a.m. 6 All lieutenants on deck.8:00 a.m. 8 End of Morning Watch. Start of Forenoon Watch. Captain on deck. Pipe (boatswain’s whistle) all

hands to breakfast. Lower mess tables, etc.8:30 a.m. 1 Muster and feed Watch on. Remove all loose gear from lower decks. Wet, swab all lower decks.

Sponge decks and beams with vinegar and purge decks an hold with gunpowder and sulphur. (Thiswas not done every day). Mess cooks to galley and clean morning gear and ready noon meal. Boyssent to respective work parties. Watch below to attend to the Officers’ wishes.

11:00 a.m. 6 All hands to witness punishment (when served out) on the spar deck.12:00 noon 8 End of Forenoon Watch. Start Afternoon Watch.

Note: The official ship’s day starts at this time. Midshipmen shoot the sun (calculate position) and set the ship’s time.Pipe all hands to noon meal. Down mess tables.

12:30 p.m. 1 Up spirits, muster, and feed watch on. Watch below on free time.1:30 p.m. 3 Up mess tables. Mess cooks to galley to clean gear and prepare evening meal. Watch below on free

time or drill. Work parties, etc. as set by the Captain. Barbers to shave and cut. Marine Company toexercise. Exercise crew at small arms.

Time Bells Event4:00 p.m. 8 End of Afternoon Watch, start first Dog Watch. Pipe hands to dinner. Down mess tables. Up spirits.4:30 p.m. 1 Up mess tables. Mess cooks to galley to clean gear. Feed watch on.6:00 p.m. 4 End of 1st Dog Watch. Start 2nd Dog Watch. Most ships cleared for action and beat to quarters at

this time. Entire ship’s company exercised at the Great Guns. Marines paraded and deployed. Firepumps rigged. Ship’s Corporals on look out for signs of drunkenness.

7:30 p.m. 7 Secure the guns. Muster ship’s company. Arrests made at this time. Watch below to stand down(freetime).

8:00 p.m. 8 End of 2nd Dog Watch. Start of 1st or Night Watch. Pipe down hammocks and watch below andidlers.

8:30 p.m. 1 Muster watch on. Set night sentries (Marines).9:00 p.m. 2 Lights out.

SaturdayThe day was generally spent in cleaning the ship, scouring the decks, and readying the ship for the captains

Sunday inspection. Make and mend, wash clothing. Galley kettles scoured. Bright work polished, old hammockswashed, new hammocks issued, guns cleaned, and tackles overhauled.Sunday

Early morning spent in ship cleaning. At 10:30 a.m. (5 bells), the crew was mustered on the spar deck in theirbest clothing. They formed up along the gangways, focsl (forecastle) and quarter deck. The Marine Company wasparaded across the poop deck with fixed bayonets. Formal divisions for the Ship’s Company followed Divine Service at11:00 a.m. (6 bells). The Ship’s Company then stood by while the Captain and Officers inspect the entire ship. The restof the day was generally free time for Watch Below with no drills or work parties.

TYPICAL DAILY SHIPBOARD ROUTINEFOR A WARSHIP OF 1800

55

Lesson 22: PAYDAY ON THE U.S. BRIG NIAGARA

Students will study the average pay of the crew on Niagara over a three month period. They willdetermine the average salary of certain crew members on board. In addition to their regular pay, crew wereawarded prize money based on the value of captured ships and cargo. Prize money was originally a shareof recovered value from sale of captured ships and cargoes.

ACTIVITIESCalculate the following:

1. Perry receives $12,140 for a captured ship.

$75 a month in pay

has captured 3 ships

has sailed 4 months

How much did Perry earn?

2. Elliott receives $7,140 for a captured ship

$60 a month in pay


has sailed 4 months

How much did Elliot earn?

3. Ship’s officer receives $998 for a captured ship

$45 a month in pay


has sailed 4 months

How much did a ship’s officer earn?

4. Ship’s sailor receives $221 for a captured ship

$11 a month in pay


has sailed 4 months

How much did a ship’s sailor earn?(Mathematics standards)

Jesse D. Elliott

56

Lesson 23: SALTY TALK / THE LANGUAGE OF THE SEA

To help students understand how much of our modern everyday English language derives from thecenturies-old language of the sea, have them complete the following exercise.

ACTIVITIES

Salty Talk ChoicesAhead Forge Ahead Keel OverAloft Get Your Bearings Know the RopesBail Out Give Wide Berth To Lower the BoomBear Down Go Overboard Out of the BlueBitter End Groggy ScuttlebuttBoomtown Hulk Shake a LegGet Carried Away In the Offing Show Your ColorsDead Ahead In the Doldrums Son of a GunDevil to Pay Junk Taken AbackDown the Hatch Jury-rig Toe the LineFirst Rate

57

Fill in the Blanks.

1. Directly in front of (off the head of the ship)_______________________________2. Up above the deck_________________________3. When there’s no more rope or cable you are now at the end of your rope, or the

___________________4. To __________________ is to get a fix on the direction in which you are heading.5. ________________________ was a nickname given to a ship’s gun crew whose father was also

a ship’s gunner and whose mother gave birth to him on the gun deck.6. __________________ means rumor, comes from the time when sailors would gather around the

“scuttled” (emptied) “butt” (large barrel) into which drinking water was pumped located at the baseof the mainmast.

7. ________________________ means you know your way around, know what you are doing.New sailors had to learn the location and function of all “lines” (ropes) on the ship.

8. ______________. When all hands were mustered, they put their toes to the same line or deckseam. This made for neat lines.

9. Don’t go ________________. You will drown. Be careful.10. If you are feeling a bit _________________, it could be that you are feeling sleepy or a little drunk

from too much grog (mixture of rum or whiskey and water)11. When you’re ____________________, you feel down in the dumps, unable to get up and go,

kind of stuck with no movement or progress. Ships sailing near the equator would often get stuckin calm seas for days or weeks because of a lack of wind, and therefore have to man the sweeps(long oars) to try and get the ship moving toward the wind again.

12. Something is _________________________ when it is close to happening and people areanticipating it. This comes from the time when people waited for ships that appeared offshore tocome in with news or loved ones.

13. To be surprised or halted is to be ________________________. This comes from when a ship’ssails are turned into the wind and the ship comes to a sudden halt and even begins to makesternway (go backwards).

14. If you ________________________ , you are probably dead or at least you have collapsedbecause your ship’s keel (bottom) is now out of the water. The ship has rolled over on its side.

15. If a large wooden warship becomes too rotten to continue service, it is left on the beach or atanchor as a _____________, or a large mass of rotting ship. Sort of like a monster.

16. __________________ is where most of the ship’s cargo goes. Most of your food and drink goesdown yours too. This is also a toast.

17. A __________________ ship-of-the-line was the largest and most powerful ship of its day. Lesspowerful ships were rated downward.

18. If you have too much sail up in too heavy a sea, your sails, spars, and rigging may_______________, or blow away. Be careful in life; don’t overdo it.

19. _________________is stuff we no longer need. On a ship, old odds and ends of ropethought to be useless as rope could be picked apart and its fibers used to patch leaks (with tar andpitch), or used as cannon plugs called wads. Nothing is thrown away on a ship.

20. __________________ is totally unexpected. Short for “out of a clear blue sky” and is ananalogy to a sudden change in the weather when, from a good breeze under a cloud-dappled bluesky, a demon squall can appear and wreak havoc on a ship. Especially appropriate in central LakeErie, which is the site of more shipwrecks than anywhere else on this watery planet because ofsudden storms that come up over the lake’s shallow water.(Reading, Writing, Listening, Speaking standards)

58

Key to SALTY TALK:1. dead ahead2. aloft3. bitter end4. get your bearings5. son of a gun6. scuttlebutt7. know the ropes8. toe the line9. overboard10. groggy11. in the doldrums12. in the offing13. taken aback14. keel over15. hulk16. down the hatch17. first rate18. get carried away19. junk20. out of the blue

59

Lesson 24: PROBLEM SOLVING AND DAILY LIVING

This lesson gives students a very real and practical problem involving research, comparing, estimation,computation, and analytical thinking.

ACTIVITIES1. Review basic math skills, including decimals, ratios, proportions, fractions, estimation, comparison,

and measurements.2. Determine what information is needed to solve the problem of feeding the crew on a week’s

voyage. For example, how would the food be stored and preserved?3. Determine what foods to buy for a voyage on U.S. Brig Niagara, cost of specific foods, or how

much to purchase. Students may also do research to determine how food was obtained, whatfoods were eaten, how the food was kept, and how the 155 crew members were fed in 1813.Today’s Niagara has 40 crew:In general, the crew is as follows:Captain, Chief Mate, 2nd Mate, 3rd Mate, 4th Mate, Boatswain(Bosun), Steward/cook, Assistant Cook, five A.B. Seamen, 4Ordinary Seamen, 23 Trainees. (Their duties are outlined in U.S. BrigNiagara Crew Handbook, 2005.)

4. In your student logbook, record what you eat for a week and what the food costs.(Mathematics/Family and Consumer Science standards)

Going Overboard

1. Research the different aspects of supplying food for a crew on the U.S. Brig Niagara in both timeperiods, early 1800s and the present.

2. Problem solve to determine the cost of feeding crew members on either the 1813 voyage or avoyage in present time.

3. Make a comparison of the two time periods.

Rigging Up / Materials:

A typical weekly ration aboard the ship in 1813 is listed in the U.S. Brig Niagara Crew Handbook printed by theFlagship Niagara League (2005).

60

Lesson 25: 19th CENTURY FOOD AND FOOD PRESERVATION

Early in history, man resorted to various procedures for reducing the perishability of foods.Among the earliest methods of food preservation were smoking, drying, salting, fermenting, freezing, and

pickling. Canning as a method of food preservation was not invented until the early 1800s and modernmethods of freezing were not developed until the 1900s. Irradiation, the most recent development in foodpreservation, is still largely experimental and is not yet used commercially.

Among the most important causes of food spoilage are bacteria, mold, insects, mites, and rodents.Another type of chemical change that causes food spoilage is oxidation, which causes fats to become rancidand produces off color and off-flavors in other foods. Additional forms of food spoilage include the dryingof moist food, mechanical damage, absorption of undesirable flavors and odors, and contamination withfilth.

ACTIVITY1. Research these various types of food preservation and relate them to food storage on board early ships. Are these methods of food preservation still being used today? How have these methods changed in the past 180 years? How do these methods apply to food preservation on the U.S.

Brig Niagara?

! Dehydration-e.g air drying, vacuum drying, freeze-drying! Chemical Preservation-e.g. salt, smoke, sugar, acids! Blanching-e.g. mild heat treatment applied to fruits and vegetables to inactivate enzymes! Heat processing-e.g. canning, pasteurization! Refrigeration-cold storage: cooling/chilling; freezing! Irradiation! Pickling(Science and Technology/Family and Consumer Sciences standards)

61

Lesson 26: FOOD AT SEA

Navy rations needed to be items that would last during a long voyage. Meats were salted forpreservation and stored in wooden barrels. Fresh bread, fruits and vegetables were only available at thebeginning of a voyage or when visiting a port.

The men ate three meals a day: breakfast at 8:00 a.m., dinner at noon and supper at 4:00 p.m. Theyate on the deck on a piece of old canvas like a picnic blanket. Their cups and plates were wood, tin, orpewter. The men were organized in messes of eight to ten members. During the War of 1812, U.S. sailorswere issued the following rations.

The flour, suet, vinegar and molasses were used by the men to make suet pudding. Daily caloricintake was 4240. In addition, the men were to be given at least ½ gallon of water per day; ships were tocarry seine nets and catch fish whenever convenient.

In the U.S. Navy, the spirit ration was originally rum; it was served watered down and known as“grog.” By the War of 1812, rum had been replaced by American bourbon whiskey. It was normallyserved in two ¼ pint rations, one after dinner the other after supper. It could be replaced by two quarts ofbeer.

The “bread” normally issued to sailors was known as “ship’s bread” or “ship’s biscuit” (soldiers calledit “hardtack”). This was really a heavy, hard cracker about 3 ½” square. It was favored because it waseasy to make and transport and would last much longer than regular bread. It was, however, so hard thatit could not be bitten into and had to be added to soup, gravy or water to soften it. The U.S. Navy kept itsship’s biscuit in sealed boxes which prolonged its life and taste; the British kept theirs in bags whichfrequently allowed it do become infected with insects.

62

ACTIVITY1. Let’s make some hardtack and compare it to today’s saltine cracker. Reflect on this experience in

the student logbook.(Family and Consumer Science standards)

Rigging Up (materials needed; suggestions of things to have on hand)

You will need the following materials:Mixing bowl Soda Crackers (Saltines)Spoons FlourMeasuring cups WaterTooth picks Sugar (Optional)Rolling pin Knife

Procedure:1. Mix six parts of flour with one part water. (You may add a little sugar for sweetener.)2. Mix thoroughly3. Roll out with rolling pin about ½ inch thick.4. Cut dough into 3 inch squares.5. Poke 16 holes in each square with a toothpick.6. Place on cookie sheet and bake at approximately 350 degrees until light brown.

When cool, encourage students to try the hardtack. Give them each a saltine cracker to compare withthe hardtack.

Ask the students to respond to questions such as:How would you like to eat hardtack all the time?How is hardtack different from a saltine?Which cracker did you like best and why?Which would last longer and keep its shape better?

63

Unit IV

The Battle ofLake Erie

64

UNIT IV.

The Battle of Lake Erie

* * * Getting Your Bearings * * *

Once Commodore Oliver Hazard Perry was able to camel his fleet across the sand bar and outinto Lake Erie, he went sailing west to chase after the British. He anchored at a place called Put-in-Bay, near present-day Sandusky, Ohio.

All of us can relate to sickness and hunger. Tell students that the Battle of Lake Erie might alsobe called The Day the Hungry Came out to Fight the Sick: The American fleet battled LakeFever all summer long. One out of four men on any given day would have been down with “TheFever” (mostly dysentery and other diseases associated with poor sanitation and diet). Perryhimself was afflicted with it just days before the battle; the two surgeons in the fleet could not reportfor duty the day of the battle because of the fever. The British, on the other, hand, were feeding14,000 Native Americans encamped around Fort Malden, where the British were busy with theirown shipbuilding operation. They began to run short of food by early September. British CaptainRobert Barclay was feeding his own men half-rations of meat, bread, and other essentials. Barclayhad no choice but to try and sail to the east and get his fleet re-supplied at Dover. In order to dothat, he had to get past Perry’s American fleet at Put-in-Bay.

As difficult as it was for the Americans to build and outfit their ships,the British were in a greater fix. Civilized outposts in Canada weresparse, and industry was nearly non-existent. The British supply routeran all the way to England, and because of Niagara Falls, the lastcouple hundred miles to Fort Malden was over land. Captain Barclaywas, in fact, forced to take cannons from Fort Malden to help outfit histwo large vessels, H.M.S. QUEEN CHARLOTTE and H.M.S. DETROIT.

The Battle of Lake Erie took place on the afternoon of September 10,1813, from just about noon until just about three o’clock. For more thantwo hours of the battle, the British had the upper hand. CommandingU.S. Brig Lawrence, Oliver Hazard Perry and his crew of 135 men (32were ill with the fever and could not report for duty) suffered an almost unbelievable casualty rateof more than 80% and continued to fight.

Commodore Oliver Hazard Perry was a brave, opportunistic, smart, ambitious man. Hewas also extremely fortunate. A few examples of what became known as “Perry Luck”:

! The British pulled away from Erie in early August, giving Perry time to get ships over the bar.

! He escaped the two hours of an absolute slaughterhouse of destruction aboard Lawrenceunscathed. At one point early in the battle, Perry was talking to Lieutenant John Brooks, incharge of the Marines, when a cannon ball struck Brooks in the hip, sending him in agony todie below deck.

65

! Soon after, Perry stopped to aid one of his gun captains, whowas suddenly torn in two by a 24-pound cannonball. Perry wasuntouched.

! Perry’s favorite black spaniel ran about the deck until he wasconfined to a china closet in the berth deck where he howledthroughout the battle. The china cabinet was hit by acannonball, but the dog escaped, beneficiary of his master’sluck.

! Every officer on Lawrence was either killed or wounded exceptPerry and his 13 year-old brother, midshipman James AlexanderPerry.

! After two brutal hours of combat, one of Lawrence’s boats wasstill afloat, being towed astern (behind). It had a hole shotthrough it, but the hole was above the water line. Perry tookfour of his best surviving men as a boat crew, hauls down hisbattle flag and rows, incredibly without being killed, towardNiagara.

! Once he rowed back ½ mile or so to Niagara, met with CaptainElliott (who had, for reasons still not entirely clear, stayed out ofbattle range as Lawrence got shot to pieces). Just when Perryneeded it, the breeze “freshened” and Perry was able to sail hisflagship, battle flag newly raised, right into the line of battle.

! The ultimate goal in any naval battle was to “cross the T,” topass “the broadsides” of your ship between two facing enemyship’s sterns or bows, so as to minimize their ability to fire atyou while you rake broadsides at two ships from either side ofyour own. Perry achieved this goal in less than 15 minutes.Niagara’s starboard broadsides ripped down the entire length ofthe Queen Charlotte and Niagara, while her port broadsideswreaked havoc on the Lady Prevost.

! Within 15 minutes of Perry’s transfer to Niagara, the British hadsurrendered. Perry returned to his ship, Lawrence, to receivethe British surrender, and penned his famous message toGeneral Harrison:

We have met the enemy and they are ours: Two Ships, twoBrigs, one Schooner and one Sloop.

Yours, with great respect and esteem.O.H. Perry — 1813

Points to Ponder

! Ask students what two famousslogans are associated with thisbattle. Did they know that one ofthem, DONT GIVE UP THE SHIP,is a bit of a misnomer, in that Perryactually has to do just that in orderto win the battle. What he did notdo, in the end, is give up. Thosewords, students should know, werenot Perry’s, but belonged to his latefriend, Captain James Lawrence,

who had gone down in another navalbattle earlier in 1813. Lawrence’sdying words to his own men were“Keep fighting til she sinks! Don’tGive Up the Ship, Don’t Give Upthe Ship!” Perry heard the story andwhen he arrived in Erie, asked agroup of prominent women to sew abattle flag with those words toinspire his men.

! Ask students if the wind to sail thefleet of ships is free. Yes? Notreally. The wind may be “free,” butthe engine designed to capture thewinds energy is not. Niagara’sengine uses a combination of wood,rope, canvas, and men (who eat a lotof costly food) to harness the wind.

! In a time long before radio, askstudents how Perry might havecommunicated to the officerscommanding the other eight ships inthe American fleet. (Signal flags andcode).

! Make certain students realize that theonly real purpose for Niagara andLawrence was to serve as floatingplatforms for cannon. They wereeach outfitted with two 12-pounder(meaning they primarily shot 12-pound cannon balls) long guns, andeighteen 32-pound carronades.These heavy iron guns mounted onwooden carriages were designed toinflict debilitating damage on anenemy ship. Therefore, the crews

66

LESSON 27: THE ENGINE OF THE SHIP

What is energy? The capacity to do work. When someone firstsees Niagara, they first notice her many sails, eight that are positioned“square” to the center line of the ship, and seven that run fore and aft,parallel to the center of the vessel. In 1813, Niagara’s sails were madefrom linen, produced from flax a plant grown in many regions of thecountry that was processed into all kinds of fabric. Have studentsimagine making all of their clothes by hand from a plant. The linen clothto make Niagara’s sails was transported by coach all the way fromPhiladelphia. The point is that much human energy went into making thecanvas, rope, and wood to harness the winds energy.

Niagara’s different shapes and positions of her 15 sails make hervery maneuverable. A brig like Niagara can stop, turn, and back up, aswell as move forward. But many sailors were and are needed to haul onNiagara’s nearly six miles of rope, called “lines” on the ship, to bringthose sails into the position where they can best catch the wind.

And the wind does not always cooperate. Many times it is fromthe “wrong” direction (coming into your face), or it is too strong, or notstrong enough. A brig can sail only 75 degrees “off” the wind, andtherefore sometimes the ship could not go directly to the desired

location. The ship would have to “tack” back and forth to reach its destination. Have students imaginewhat they do to go up a tall mountain and switchback back and forth. It takes longer, but it is achievable. Aship going into the wind is like a human walking up a mountain. Sometimes the ship would have to stay putuntil the wind was just right.

At the beginning of the battle, the wind was not what Commodore Perry needed. Finally, just beforethe battle started, the wind began to favor Perry. At the last point in the battle, it really favored him as thebreeze freshened to carry Niagara into the British line of ships. The engine that captures free wind workswith the effort of manpower.

ACTIVITIES1. Make scale models of each sail on Niagara. One place to do this is the school parking lot with

chalk.2. Find the area of each sail. Find the perimeter of each sail.3. Experiment with different airfoils.4. Identify the various sails and other parts of Niagara.

(Science and Technology/Mathematics standards)

needed to be trained to load andfire them as fast and asaccurately as possible whenthey themselves were under fireand when the ship was undersail. This was not an easy taskfor the many landsmen andsoldiers who would make upmost of Perry’s crew. Morethan half of these men had likelynever seen a naval ship or acannon in their lives.

! Ask students if any of them hasbeen to Cedar Point AmusementPark and ridden the Magnumroller coaster. Tell them the nexttime they go to look out (whenthey are high atop the Magnum)into Lake Erie. They will see agroup of islands, today calledPut-in-Bay, that is whereCommodore Perry had his fleetanchored in the first days ofSeptember 1813 as he waited forthe British. The Battle of LakeErie took place just to thenorthwest of those islands.

67

50’

50’

51’3”

33’

34’6”

23’

23’6”

17’

35’

44’3

” 41’

17’

23’6”

12’

23’

34’6”

20’3”

33’

54’

34’

50’

54’

35’

35’

72’46

’

58’

30’3

”

36’3”

41’

52’

54’44’6”

28’

28’

13’

35’

28’50’

34’6

”

53’

34’

30’9

”

36’12

”

12”

68

Lesson 28: THE GUN DRILL/ LOADING AND FIRING THE GREAT GUNS

As stated earlier (See Lesson 13) Niagara was built for only one reason, to carry a battery of heavyguns into action against the British. This battery consisted of 20 cast iron, muzzle-loading guns. Themajority of these guns were 32 pounder Carronades, a designation that referred to the weight of the shotfired. But just what is a Carronade and how does one work? The term Carronade comes from the Carron Ironworks in Scotland where this type of gun was firstdeveloped in 1779. It refers to a very specific type of short-barreled, relatively lightweight cannondesigned for shipboard use. Such guns gave a relatively small warship like Niagara a much heavy punch atshort range that an armament made up of a comparable number of standard Long Guns. However, themaximum effective range of a Carronade is only about 1/3 that of a comparable Long Gun. A full gun crew for a 32 pdr. Carronade consists of seven men, although it could be operatedeffectively, but more slowly, by as few as three men. In addition to the gun crew, a young boy (12 to 15years of age), known as a “Powder Monkey” was assigned to every two or three guns. In combat thePowder Monkey’s job was to ferry charges for the guns from the Magazine, located well below deck, upto the “Salt Boxes” containing ready ammunition at the rear of each gun. In order to load the Carronade, or any muzzle-loading gun, it must first be hauled inboard to theloading position. The barrel is then searched using a long corkscrew-like implement known as the worm,and swabbed out with a dampened lamb’s wool sponge. Once the gun has been searched and sponged, aflannel bag, called a cartridge, containing some 2½ pounds of Black Powder (See Lesson 13) is rammedhome down the barrel, followed by a 32 pound solid iron cannon ball, more properly called a shot. Once the gun has been loaded it must be “Run Out” to the firing position. This is done by hauling onthe side tackle attached to the Gun Carriage. A brass wire, known as the “Vent Pick,” is then run down thevent, or touch hole, to tear open the cartridge. A “Priming Quill,” a thin tube filled with a mixture of fineBlack Powder and Turpentine, is then inserted in the vent. The Carronade is now loaded, primed andready to fire. The gun is fired by applying the “Slow Match,” cotton cord that has been treated with PotassiumNitrate (Salt Peter) so as to burn at a slow steady rate, to the primer. When the primer goes off, it shoots atongue of flame down the vent to the cartridge in the breach. The cartridge goes off with a deafening roarand the 32 pound shot exits the muzzle with an initial velocity of approximately 750 feet per second, oraround 500 mph. At the same time the gun and carriage, which together weigh over a ton, recoil inboard ata speed of about of 50 mph. The recoil is stopped by the “Breach Rope,” and the gun is now back in theloading position where the entire process can begin again. A well-trained Gun Crew can maintain a rate offire of one round every 90 seconds.

69

ACTIVITIES1. Identify and label the various parts of the carronade and gun carriage, along with the various

implements and gun tools needed to operate the gun.! Muzzle! Carriage! Breech! Vent! Breech/Recoil Rope

2. Discuss some of the advantages and disadvantages of a Carronade over Long Guns.3. Discuss the different types of shot that can be fired from muzzle-loading artillery and the kind of

damage each type of shot would inflict on a wooden warship. See the video at the MaritimeMuseum, “Live Fire,” depicting a reenactment of the bombardment of Lawrence.

4. Discuss the effects of splinters and falling rigging, etc. as sources of casualties during a 19th CenturyNaval Action.(History standards)

70

Lesson 29: LOCK, STOCK, AND BARREL / LOADING AND FIRING A MUSKET

The standard military musket of the early 19th century was a muzzle loading, flintlock musket.The weapon, usually in either .69 or .75 caliber, was very simple and somewhat crude by today’s

standards. It consisted of three main parts: the lock, the spring mechanism that ignited the gunpowder; thestock, the wooden body of the weapon to which all steel parts were attached; and the barrel, the pipe-liketube into which the gunpowder and musket ball were loaded and fired. Thus, the whole musket consisted

of lock, stock, and barrel.

ACTIVITY

1. Have students label the parts of the musket, using these terms:! Lock: The firing mechanism including the flint and hammer! Stock: The wooden body of the musket to which all parts are attached.! Barrel: The tube into which the powder and ball are loaded and from which they are fired.! Barrel bands: Straps holding the barrel in place.! Ramrod: Thin rammer used to drive the powder and ball home! Muzzle: The end of the barrel into which powder and ball are loaded and come out!! Butt Plate: Steel plate at the end of the stock.! Trigger: Used to fire the musket (History standards)

71

Unit V

Aftermath:Significance of theBattle of Lake Erie

and The War of 1812

72

UNIT V.

Aftermath:Significance of the Battle of Lake Erie and the War of 1812

***Getting Your Bearings***

! The Battle of Lake Erie marked the first time the U.S. Navy had fought a decisive fleet action.This also marked the first time a British squadron had been forced to surrender to any country.Forced by circumstance to seek battle ill prepared and outgunned, the British received a seriousblow to their pride. The morale of Americans, on the other hand, experienced a great lift.

! The battle left the U.S. in complete control of Lake Erie, and eliminated any chance of the Britishresupplying their garrison at Detroit, forcing them to abandon it and retreat to the east.

! Perry, meanwhile, used the combined fleet to transport General William Henry Harrison’s army tothe north shore of Lake Erie, where it intercepted the retreating British army and defeated it at theBattle of the Thames River (Moraviantown) on October 5, 1813. It was during this battle that thegreat Shawnee Indian chief Tecumseh was killed. His death, and disillusionment with the British,led to the collapse of the Indian confederacy’s alliance with Great Britain. The Americanscontinued to advance the frontier into the northwest and west, as native tribes continued to retreat.

! The War of 1812 lingered on for another 15 months and included these notable events:

# The bombardment of Fort McHenry at Baltimore (where Francis Scott Keywrote the words to the Star Spangled Banner, which became the AmericanNational Anthem)

# The burning of the city of Washington by the British in 1814# The Battle of Lake Champlain, almost exactly one year after the Battle of Lake

Erie. This was another significantvictory for the Americans.

# The Battle of New Orleans, duringwhich Andrew Jackson (anotherfuture president) led the Americansin a rout of the British. This battleactually occurred two weeks afterthe peace Treaty of Ghent had beensigned.

! The peace treaty made little mention of themaritime issues that helped to provoke the Warof 1812. Impressment and interference with American trade resolved themselves with the end of theNapoleonic Wars in 1814. No land was exchanged between the Americans and British as a resultof the war.

Therefore, the only real losers of the War of 1812 were the Native Americans, who lost one of thegreat Indian leaders in the history of North America and continued to get pushed further to theWest. The War of 1812 may be counted as one of the last great stands made by Native Americanseast of the Mississippi River.

73

Lesson 30: WAR-HERO PRESIDENTS

The identity of a nation is often marked with its war-hero Presidents, such asWilliam Henry Harrison, Ulysses S. Grant, Theodore Roosevelt, and John F.Kennedy.

ACTIVITIES:

1. Examine the Presidential campaign of 1840. For example, William HenryHarrison gained fame as a war hero, defeating American Indians at theBattle of Tippecanoe in 1811 and earning the nickname “Tippecanoe” (or “Old Tippecanoe”). As ageneral in the subsequent War of 1812, his most notable contribution was a victory at the Battle ofthe Thames, in which Tecumseh was killed.

2. Research other Presidents who were considered war heroes.3. Research Presidents who presided over America during wartime.4. Choose a President of the United States who was either a war hero or presided during war time and

reflect on his presidency in the student logbook.(History/Reading, Writing, Speaking, Listening standards)

Jackson

74

Lesson 31: MEMOIR WRITING

What is a memoir? A memoir is a piece of autobiographical writing, usuallyshorter in nature than a comprehensive autobiography. It often tries to capturecertain highlights or meaningful moments in one’s past and often includes areflection of the meaning of the event at the time of the memoir.

By discussing the importance of having a written history of humanity, and theways in which prior knowledge and life experiences influence others, studentsdevelop an interest in the descriptive writing of their own history. Dr. UsherParsons kept a diary and wrote memoirs of his service on the Great Lakes.

ACTIVITIES1. Read a memoir. A good maritime resource is Sailors of 1812: Memoirs and Letters of Naval

Officers on Lake Ontario.2. Think of a specific event or experience in your life. Write about it in your student logbook and

include a reflection of the meaning of the event or experience in your life.(Reading, Writing, Speaking, Listening standards)


Richardson, J., Sinclair, A., Kent, H ., and Pease, B.,Sailors of 1812: Memoirs and Letters of Naval Officers on Lake Ontario.Youngstown, NY: Old Fort Niagara Association, 1997.

Fredriksen, John C., editor. Surgeon of the Lakes: The Diary of Usher Parsons 1812-1814. Erie, PA:Erie County Historical Society, 2000.

75

Lesson 32: NORTHWEST TERRITORY

NATIVE AMERICANSIf there was any loser in the War of 1812, it was the Native People of North America. In the summer of

1815, the United States signed fifteen treaties with the tribes, guaranteeing their status as of 1811. But it didnot return an acre of land. The war that strengthened national feeling on both sides of the border crippledthe pride of the Native Americans. Civilization moved westward, the Indians retreated. Tecumseh’s tribe theShawnee, found themselves drifting from reservation to reservation in Kansas and Oklahoma. TheWinnebago of Green Bay, ravaged by war and disease, moved to Iowa, then Minnesota and finallyNebraska. The Miami ended on reservations in Kansas, the Potawatomi in Oklahoma.

ACTIVITIES:1. Visit the Seneca-Iroquois National Museum in Salamanca, New York. It is open during the school

year, Monday-Friday, from 9:00 a.m. to 5:00 p.m.814 Broad StreetSalamanca, NY [email protected]

2. Compare and contrast the culture of Native American tribes from the Great Lakes area to those ofthe Plains.

3. Research the culture of a Native American tribe. Present findings to the class. Reflect in the studentlogbook.(History/Reading, Writing, Speaking, Listening standards)

Battle of the Thames

76

Lesson 33: NIAGARA’S STORY TO PRESENT TIME

From the original vessel to the current Niagara, there havebeen several reconstructions and rebuilding. The 1913reconstruction of Niagara was the first of three reconstructions ofthe U.S. Brig Niagara. Once rebuilt in 1913, Niagara was towedaround the Great Lakes in a grand centennial celebration of theBattle of Lake Erie. She was towed by another of Erie’s greathistoric ships, USS Wolverine (Michigan).

ACTIVITY1. Each time an historic building crumbles or is torn down or an old artifact is broken or destroyed,

another link with our past is lost and we understand just a little less about where we came from and,ultimately, who we are. Reflect on this statement in your student logbook and analyze whyPennsylvania recognizes U.S. Brig Niagara as its flagship and why the ship was reconstructed.(History/Reading, Writing, Speaking, Listening standards)

77

Lesson 34: THE WAR OF 1812 AS DEPICTED IN ART AND MUSIC

Military history is often depicted in art and music. The Battle of Lake Erie and Niagara are certainly noexceptions. Examine art and music related to the Battle of Lake Erie.

ArtA rare pair of engravings by Thomas Sully and Francis Kearny, “Battle on Lake Erie,” depicts

Commodore Oliver Hazard Perry’s victory at the Battle of Lake Erie, September 10, 1813. They wereprinted in Philadelphia by Murray, Draper, Fairman, & Co. and James Webster, July 1815. They wereabout 26 x 32 inches in size.

These prints were issued within two years of the battle, dedicated by the co-publisher, James Webster, to“Commodore Perry his Officers and gallant Crews.” These separately issued prints were intended forpurchase and framing by the crew members, their families, and any interested in this stirring Americanvictory in the War of 1812. The pair of engravings shows different stages in the battle and the depictions areprecise and accurate.

Indeed, Perry wrote the publishers in a letterdated May 23rd, 1814, that, “I have no hesitation inpronouncing them a correct representation of theengagement at those particular moments.” The ErieMaritime Museum is in possession of “A Key” to theseengravings.

Another example of military history in art is a handcolored aquatint by Heath, “Boarding and Taking theAmerican Ship Chesapeake, by the Officers &Crew of H.M. Ship Shannon, Commanded by Capt.Brooke, June 1813.” London: Edward Orme, 1 July1816. 10 1/2 x 13 inches and engraved by M. Dubourg.

The British were elated at the easy victory over Captain James Lawrence’ s Chesapeake by CaptainB.P.V. Brokes Shannon on 1 June 1813. The Chesapeake was greatly in need of repairs and its crew wasexhausted after a long voyage when it sailed out of Boston to engage the Shannon. Lawrence’s crewbehaved badly, but Americans lauded his bravery, and Lawrence’s last words, “Don’t Give Up the Ship,”became the battle cry for Americans during the rest of the war. Oliver Hazard Perry had those words on hisflag during his victorious battle on Lake Erie three months later. This print is one of the few to show fiercehand-to-hand fighting between the crews at a time when most naval battle art used panoramic depictionsshowing sky, sails, ships and sea. The print was made for inclusion in Edward Orme’sHistoric Military and Naval Anecdotes, one of a number of celebratory publicationsthat followed the end of the Napoleonic wars.

Other examples are portraits. For example, “Captn. J.D. Elliott. U.S. Navy,” isportrait of Jesse Duncan Elliott done in Philadelphia, December, 1813. Jesse DuncanElliott (1782-1845) was involved in number of actions during the war, including theBattle of Lake Erie, where he commanded the Niagara.

Noted artist Gilbert Stuart created, “James Lawrence Esqr. late of the United States Navy.” FromThe Port Folio. Philadelphia, September, 1813. With his stirring last words, Lawrence became such apopular figure that two engravings appeared of this hero within a few months of each other.

78

Tune -- ArethusaCome all you lads of courage bold,

A story true as eer told,To your attention Ill unfold,

Tis of the Niagara;Of cannons rattling on the shoreOf heroes weltering in their gore

Of widows, orphans, grieving sore,Where grape and ball,

In showrs did fall,And many a valiant tar did fall,

In the battle of Lake Erie.

September tenth, full well I ween,In eighteen hundred and thirteen,The weather mild, the sky serene,

Commanded by bold PerryOur saucy fleet at anchor lay,

In safety moord at Put-in-Bay:Twixt sunrise and the break of day;

The British fleet,We chancd to meet,

Our admiral thought he would them greetWith a welcome on Lake Erie.

Our boatswains piped their crews with speed,Of souls who never feard to bleed,Or die to see their country freed

Of British thraldom weary.Our Yankee boys were wide awake,All eager, for their freedoms sake,

To gain the title of the Lake,From those base slavesWho died the waves,

Of ocean with the brother’s graves,Of those who fought on Erie.

Twas nearly grog-time of the day,Our fleet bore up and put away,

The Lawrence cheerly led the way,

Commanded by brave Perry;She first sustaind the dreadful shock,

Till useless as a floating log,Each brace and bowline, stay and block,

Were shot away,No gun could play,

Till all her crew but nine that day,Were slain upon Lake Erie.

On board the Niagara,The children yet unborn will say,

There neer was fought a greater day, on oceans bosom, lake orsea;

Our Yankee shot,Were playd so hot,

That now a rag those brags have not,To hoist upon Lake Erie.

Huzza my friends! The can boys bring;The fight is oer, lets drink and sing

To Madison the toast shall ring,And also Elbridge Gerry.

Long live the Congress and our laws,And those who hearty in the causes,Have lent a hand without a pause,

To crush our foes,Who still oppose

Our rights where nations highway flows,As well as on Lake Erie.

The memry of the brave let’s toast,Who cleard the long disputed coast,

and left us free to rule the roast,Of celebrated Erie.

Let Perrys name, with loud applause,Be sounded far beyond the stars

For be who rules the fate of wars,This great design,

That Power Divine,In agency he did consign

To brave and gallant Perry.

ACTIVITIES1. Have students think about what art they would like create to depict an aspect of Niagara or the

Battle of Lake Erie. Think of how Niagara is being used in art today. Find stylized depictions likethe silhouettes of the ship on a t-shirt or the Erie Maritime Museum website. Area artists, like TimMcLaughlin, Dave Tousey, Jim Sabol, and others use the image of Niagara. Niagara was used onone of Erie’s fiberglass fish.

2. Design a t-shirt for the gift shop.3. Shortly after the Battle of Lake Erie, medals were created as gifts for those who participated in it.

Design a medal to commemorate the Battle of Lake Erie.(Arts and Humanities standards)

MusicOne musical example of the Battle of Lake Erie is found within “The Sentimental Charmer, Being a

Choice Collection of Songs,” published by Alden Spooner, in 1817.

On Com. Perry’s Victory.

79

Note: The tune appears in Walsh’s Complete Dancing Master, circa 1730 as The Princess Royal. Theair is attributed to Turlough O’Carolan (1670-1738). It was used for other sea and was apparently adaptedfor “On Commodore Perry’s Victory.” The tune that this song was adapted from was accessed at: http://www.gunwharf.net/arethusa.htm

Other songs include Perry’s Victory, “sold, wholesale, and retail, by L. Deming, No. 62, Hanover St.Boston, and at Middlebury, Vt.” circa 1814, and another “Perry’s Victory” was written by Andrew C.Mitchell, ca. 1813. “Don’t Give Up the Ship!”, The Perry’s Victory Centennial song by the Editor of theJournal of American History was sung by Wilson Root Bushnell, baritone, at the launching of the Niagaraon June 7, 1913.

ACTIVITIES1. After reviewing songs like these, students may write poems or lyrics that tell the story of the

Niagara, the Battle of Lake Erie, Commodore Perry, or another aspect of maritime history.2. Access Internet sites for other sea songs. An especially good site is: http://www.contemplator.com/

sea/index.html(Arts and Humanities standards)

80

Going Overboard

81

GOING OVERBOARD/Other Lessons/Ideas

These categories can be used as a springboard for other lessons:

African American Maritime HistoryArchaeology: Underwater in Lake Erie/Misery BayArt: knot work and other sailor crafts and artEnvironmental Issues: Presque Isle Bay, Lake Erie, other Great LakesErie’s Extension CanalErie’s Bayfront DevelopmentErie’s Significant ArchitectureErie Maritime History and ArtifactsErie’s Eight Admirals - Biographies of the eight Admirals from Erie, PAFort LeBoeufFort Presque IsleHistorical Markers, Monuments, Statues, and GravesHistory of Erie’s Fishing Industry - Erie was once considered the fresh water fishing capital of theworld.Industry and Commerce in Erie, from salt trade to steamshipsLighthouses on Lake Erie and other Great LakesMaritime MoviesMerchant MarineNavigational Charts of Lake ErieOld Fort NiagaraPenelec and the Front Street Generating StationPennsylvania MilitiaWar of 1812Perrysburg, OhioPut-in-Bay, OhioRecreation

Amusement Parks; Yachting and Yacht Clubs; Beaches and Swimming; Ice Boating;Presque Isle; Scuba Diving and Snorkeling

Shipbuilding in Erie from early ship and boat building to American Boiler Works, Paasch, Lund,Nolan, Perry Ship Building

Shipwrecks and DisastersTransportation and InfrastructureUnderground Railroad in ErieWaterfront DevelopmentU.S. Michigan/U.S.S. WolverineWayne Blockhouse

82

Going OverboardThis is an advanced lesson

War and the Republic: The Constitutional Issues of a Nation Divided Over the War of 1812

(Partly amalgamated from the National Endowment for the Humanities “EdSitement” Web site: http://edsitement.neh.gov/printable_lesson_plan.asp?id=570, and Library of Congresss American Memory Web site.For grades 9-12.

SummaryThis lesson plan challenges students to think through the issues that led the United States into war

against Great Britain, one of the great naval powers in world history. By reading a number of primarysources, they will better understand the arguments made for and against going to war in 1812 and generallyimprove their ability to assess the validity of primary sources. Students will gain a better appreciation for thecongressional authority to declare warone of the most important legislative powers embedded in theconstitutional system of checks and balances.

LEARNING OBJECTIVES: Following the lesson, students should be able to …· Summarize Madison’s case against the British, citing key points in his argument for having Congress

consider declaring war with Great Britain.· Understand why he went to Congress first, rather than take action unilaterally.· Discuss the veracity of accusations made against the British in North America.· Explain the arguments put forth by opponents of the War of 1812.· Critically analyze primary source documents related to the debate.· Hypothesize about documents that would be useful in clarifying questions about both Madisons war

the message and the arguments made by opponents of the war· In general, better understand how to critically analyze Primary Sources.

About Primary Sources: The Raw Material of HistoryThroughout this unit, students read and analyze a variety of Primary Sources. Historians analyze

historical sources in different ways. Some primary sources may be judged more reliable than others, butevery source is biased in some way. As a result, historians read sources skeptically and critically. They alsocross-check sources against other evidence and sources.

Some Guiding Questions for Analyzing Primary Sources1. Who created the source and why? Was it created through a spur-of-the-moment act, a routine

transaction, or a thoughtful, deliberate process?2. Did the recorder have firsthand knowledge of the event? Or, did he/she report what others saw

heard?3. Was the recorder a neutral party, or did the creator have opinions or interests that might have

influenced what was recorded?4. For what kind of audience and for what purpose did the recorder produce the source?5. Was the source meant to be public or private?6. Did the recorder wish to inform or persuade others? (Check the words in the source. The words may

tell you whether the recorder was trying to be objective or persuasive.) Did the recorder havereasons to be honest or dishonest?

7. Was the information recorded during the event, immediately after the event, or after some lapse oftime?

83

I. Introduction: The Road to America’s Most Unpopular War

· The War of 1812 should be seen in the context of a series of wars that went on for decadesbetween the two strongest imperial powers of that age. The Napoleonic Wars between Englandand France lasted from 1793 until 1815, with only a brief respite between1801-1803.

· American commerce, at least for the first few years, prospered enormously as a result of theNapoleonic Wars. American manufacturers and the ships that delivered their goods continued to sell toboth England and France while maintaining their neutrality in the affair. Neither France nor Englandwanted Americans doing business with their enemy. However, only England’s Royal Navy had thepower to seriously interfere with American commerce, and thus began seizing American ships chiefly atsea, but also in various European ports. AND, the Royal Navy, desperately needing to contain France, wasalways short of men. Many Englishmen were serving on U.S. ships, some were navy deserters, and manymore were immigrants trying to make it to America. To the Royal Navy, once an Englishman, always anEnglishman, and thus subject to impressments. They could be drafted into the British navy to fight againstthe French for an indefinite period.

· U.S. merchant ships were routinely stopped and searched by English warships looking for Englishcitizens. Not only did this violate the sovereignty of the U.S. flag over American ships, but often Americancitizens were impressed. In an era before passports and with accents indistinguishable, it was hard to provewho was an American citizen. It is estimated that 5,000 to 7,000 men were impressed into service in theRoyal Navy.

· Impressment led to cries of “sailor’s rights” and the restoration of “free trade” and related callsto defend America’s honor. This was especially true following the Chesapeake incident of 1807, inwhich three American sailors and one Englishman were forcibly impressed and later tried and imprisoned(the English sailor was hanged) following an attack by a British war ship just off the coast of Norfolk,Virginia. The incident provoked President Jefferson to impose the 1807 Embargo on all Americanshipping. While the action solved the problem of impressment, it severely damaged American commerceand was so politically unpopular it was repealed in 1809.

· But impressment alone was not enough to compel Americans to war, for only certain parts of thecountry were severely impacted by the issue. Those who lived by the maritime trade were afraid that as badas things were, if war were declared with the British, trade with Europe would come to a virtual halt, andthey would be much worse off.

· Indeed, the center of anti-British and pro-war fever was in the Northwest and the lower OhioValley, where land-hungry frontiersmen had no doubt that their troubles with the Indians were the result ofBritish mischief. Stories were circulated after every Indian raid of British Army muskets and equipmentbeing found on the field. By 1812, the westerners were convinced that their problems could best be solvedby forcing the British out of Canada. President Madison, in his war message of June 1812, would refer to“warfare just renewed by the savages on one of our extensive frontiers” as a leading cause for war.

· Hostilities between Native Americans and American settlers were, of course, a longstandingproblem on the frontier. In the end it was a critical issue in tipping the scales toward war in 1812.

84

Americans in frontier states fiercely resented the support given by the British to Native American tribesin the Northwest Territory and throughout the Ohio and Mississippi river valleys who were resistingAmerican expansion into their lands. The British did not wish to see the U. S. grow any larger or morepowerful (and threaten their sparse civilization in Canada), so they supplied arms to a confederation ofIndian tribes united by the Shawnee chief Tecumseh. The U.S. frontier states, such as Ohio, Kentucky,and Tennessee, saw this as a direct threat to them and to the nation. Americans in the nineteenth centurywere increasingly guided by the religiously and racially charged ideology of continental expansion, whatcame to be characterized later as Manifest Destiny.

· Most Americans in 1814 agreed with John Quincy Adams’ declaration that it was “absurd tocondemn vast regions of territory to perpetual barrenness that a few hundred savages might find wild beaststo hunt upon it.” Tecumseh, one of the great Native American leaders in the history of North America, sawit very differently. All Native American tribes had a different conception of the meaning and significance ofland and property than European Americans.

The way, and the only way, to check and stop this evil, is for all the red men to unite in claiming a common andequal right in the land; as it was at first; and should be yet; for it never was divided, but belongs to us all, for theuse of each. That no part has a right to sell, even to each other, much less to strangers who want it all and willnot do with less. . . .Sell a country! Why not sell the air, the clouds, and the great sea, as well as the earth? Didnot the Great Spirit make them all for the use of his children?

Brother, I was glad to hear what you told us. You said that if we could prove that the land was sold by peoplewho had no right to sell it, you would restore it. I will prove that those who did sell did not own it. Did they havea deed? A title? NO! You say those prove someone owns land. Those chiefs only spoke a claim, and so youpretended to believe their claim, only because you wanted the land. But the many tribes with me will not agreewith those claims. They have never had a title to sell, and we agree this proves you could not buy it from them.If the land is not given back to us, you will see, when we return to our home from here, how it will be settled. Itwill be like this:

We shall have a great council, at which all tribes will be present. We shall show to those who sold that they hadno rights to the claims they set up, and we shall see what will be done to those chiefs who did sell the land to you.I am not alone in this determination, it is the determination of all the warriors and red people who listen to me.Brother, I now wish you to listen to me. If you do not wipe out that treaty, it will seem that you wish to kill all thechiefs who sold the land! I tell you so because I am authorized by all tribes to do so! I am the head of them all!All my warriors will meet together with me in two or three moons from now. Then I will call for those chiefs whosold you this land, and we shall know what to do with them. If you do not restore the land, you will have had ahand in killing them!

I am Shawnee! I am a warrior! My forefathers were warriors. From them I took my birth into this world. Frommy tribe I take nothing. I am the master of my own destiny! And of that I might make the destiny of my red people,of our nation, as great as I conceive to in my mind, when I think of Weshemoneto, who rules this universe! Thebeing within me hears the voice of the ages, which tells me that once, always, and until lately, there were nowhite men on all this island, that it then belonged to the red man, children of the same parents, placed on it bythe Great Spirit who made them, to keep it, to traverse it, to enjoy its yield, and to people it with the same race.Once they were a happy race! Now they are made miserable by the white people, who are never contented butare always coming in! You do this always, after promising not to anyone, yet you ask us to have confidence inyour promises. How can we have confidence in the white people? When Jesus Christ came upon the earth, youkilled him, the son of your own God, you nailed him up!! You thought he was dead, but you were mistaken. Andonly after you thought you killed him did you worship him, and start killing those who would not worship him.What kind of people is this for us to trust?

Now, Brother, everything I have said to you is the truth, as Washemoneto has inspired me to speak only truth toyou. I have declared myself freely to you about my intentions. And I want to know your intentions. I want to knowwhat you are going to do about taking our land. I want to hear you say that you understand now, and you willwipe out that pretended treaty, so that the tribes can be at peace with each other, as you pretend you want themto be. Tell me, Brother. I want to know.

Tecumseh1806

85

· As reflected in Tecumseh’s words above, native peoples were determined to defend their lands.For nearly a decade, Tecumseh and his brother Tenskwatawa inspired tribes from the Great Lakes to theFloridas to join together in a pan-Indian confederation to stop American expansion. One of the significantresults of the Battle of Lake Erie was the death of Tecumseh at the Battle of the Thames (northeast ofDetroit). His warriors and the allied British fell to the Americans at that battle, which spelled the end of theIndian confederacy and the last united effort to stop the Americans east of the Mississippi. Indeed, the onlyreal losers in the War of 1812 were Native American tribes.

Primary Source Activity: Examining the Native American-Frontier IssueStudents might compare Tecumseh’s conception of land to the momentous Land Ordinance of 1785

that called for the survey, section and township division (by linear grid), and sale of lands in the West, evenas Native tribes still occupied those lands. The sale of these lands was a contributor to Americanexpansion, and consequently, to the British-supported Indian resistance that helped to trigger the War of1812. See the document: http://historicaltextarchive.com/sections.php?op=viewarticle&artid=218

There was a long history of accusations that the British were inciting such hostility. In the AmericanState Papers, Indian Affairs: Vol. 1, p. 108, students can get an idea of the kind of reports received inWashington. See the following at the American Memory link from the Library of Congress:

! Extract of a Letter from Governor Harrison to the War Department at Vincennes,September 17, 1811 (located in the middle of the page)

! Extract of a Letter from J. Rhea, captain 13th regiment of infantry, dated Fort Wayne, March 14,1812

! Letter from William Hull, Governor of the Michigan Territory, to Henry Dearborn, the Secretary ofWar, November 24, 1807

! Index to the Extracts of Letters to the War Department is a series of extracts of lettersfrom the Northwest. Senders include Governor William Henry Harrison, who became a war hero in

battles against the Indians and British and parlayed that success into a successful campaign for President ofthe United States.

QUESTIONS FOR DOCUMENT ANALYSIS· What were the accusations against the British in North America? Were they valid?· What inducements did the British allegedly offer to the Indians?· What indications were there of Indian sympathies? Were they more favorably disposed to the

British or the Americans (or neither)?· What is the tone of the American documents?· Could the American documents have been false accusations used for propaganda purposes by

those in favor of war with the Indians and/or the British?· For those in favor of the war, was the acquisition of additional land from the Indians? The safety of

Americans living on the frontier? Both? Another motive?· What don’t the documents tell us with respect to what was happening to the Indians?· What kinds of additional information or documents would be helpful to the analysis?

· The western “War Hawks” in Congress, led by Rep. Henry Clay of Kentucky, had come todominate the Republican Party and both houses of Congress. They urged war in the hope of securing theNorthwest Frontier and conquering Canada, while the people of Georgia, Tennessee, and MississippiTerritory entertained similar designs against Florida, a Spanish possession. The fact that Spain and Englandwere allied against Napoleon presented the southern war hawks with an excuse for invading Florida. Pro-war fever swept the country in 1810-11 and consolidated the power of those voices clamoring for war.

86

Representative Clay successfully orchestrated the War Hawk’s firm control of the Congress and promoteda jingoistic kind of patriotism to psychologically prepare Americans for war.

· As one of the architects of the Constitution, President James Madison was acutely aware that thepower to declare war was firmly lodged in Congress by Article 1, Section 8. In the spring of 1812, adivided Congress wavered on exercising this power, at various moments nearly adjourning to avoidconfronting the issue until fall. President Madison hesitated in sending a message to Congress calling on thelegislative body to declare war. Nevertheless, on June 1, 1812, President Madison sent a letter, laterdubbed his war message, to both houses of Congress. In it, he listed a series of transgressions Great Britainhad committed against the U.S. He also explained his decision not to recommend war with France at thattime. Some historians have argued that Madison finally did so for mainly political reasons: as a Republican,he needed to appease the War Hawks, whose support he would need to win reelection that fall. He also,some contend, hoped that the declaration of war itself would be sufficient to win the necessary concessionsfrom Britain.

· As is sometimes the case in any nation’s build-up toward war, anger at the British was not alwaysbased on credible information. In March 1812, President Madison presented to Congress a series ofdocuments alleging a British plot to foment rebellion in the New England states that generally opposed thecall to war. He stated in part:

“I lay before Congress copies of certain documents,” Madison declared, that “prove that at a recentperiod, whilst the United States, notwithstanding the wrongs sustained by them, ceased not to observe thelaws of peace and neutrality towards Great Britain, and in the midst of amicable negotiations on the part ofthe British Government, a secret agent was employed in certain states for the purpose of bringing aboutresistance to the laws; and eventually, in concert with a British force, of destroying the Union and formingthe Eastern part into a political connection with Great Britain…”

· The War Hawks had persuaded the administration to buy the documents for $50,000, the entirebudget of the secret service fund. Federalists charged that the administration and the War Hawks haddeliberately exaggerated the nature of the threat to promote the war. They were correct. The documentsturned out to contain little credible information. The “Henry Affair” as it was known (the alleged spy’s namewas John Henry) showed the administration’s determination to whip up support for its war policy. AsMadison’s Secretary of State, James Monroe, candidly admitted, “We have made use of Henry’sdocuments as a last means of exciting the nation and Congress.”

Questions for Further Reading and Discussion· Based on reliable information or not, why would the allegations made by Madison have provoked

indignation and anger in the U.S.?· What evidence, if any exists, would be necessary to show that the administration attempted with the

“Henry” incident or at any other time to “whip up support for its war policy”?· What documents would be needed to prove that the administration had a policy intending to go to

war at all costs?· What kinds of additional information or documents would be helpful to the analysis?

II. President Madison’s War Message to CongressOn June 1, 1812, Madison submitted his war message to Congress. As was customary in that era, the

President’s message was read in a dry, matter-of-fact tone by clerks. Here is an edited version of what wasoriginally a one half-hour speech:

87

JAMES MADISON War Message To CongressJUNE 1, 1812

Without going back beyond the renewal in 1803 of the war in which Great Britain is engaged, andomitting unrepaired wrongs of inferior magnitude, the conduct of her Government presents a series of actshostile to the United States as an independent and neutral nation.

British cruisers have been in the continued practice of violating the American flag on the greathighway of nations, and of seizing and carrying off persons sailing under it, not in the exercise of abelligerent right founded on the law of nations against an enemy, but of a municipal prerogative overBritish subjects. British jurisdiction is thus extended to neutral vessels in a situation where no laws canoperate but the law of nations and the laws of the country to which the vessels belong, and a self-redress isassumed which, if British subjects were wrongfully detained and alone concerned, is that substitution offorce for a resort to the responsible sovereign which falls within the definition of war....

The practice, hence, is so far from affecting British subjects alone that, under the pretext of searchingfor these, thousands of American citizens, under the safeguard of public law and of their national flag,have been torn from their country and from everything dear to them; have been dragged on board ships ofwar of a foreign nation and exposed, under the severities of their discipline, to be exiled to the mostdistant and deadly climes, to risk their lives in the battles of their oppressors, and to be the melancholyinstruments of taking away those of their own brethren.

Against this crying enormity, which Great Britain would be so prompt to avenge if committed againstherself, the United States have in vain exhausted remonstrances and expostulations, and that no proofmight be wanting of their conciliatory dispositions, and no pretext left for a continuance of the practice,the British Government was formally assured of the readiness of the United States to enter intoarrangements such as could not be rejected if the recovery of British subjects were the real and the soleobject. The communication passed without effect.

British cruisers have been in the practice also of violating the rights and the space of our coasts. Theyhover over and harass our entering and departing commerce. To the most insulting pretensions they haveadded the most lawless proceedings in our very harbors, and have wantonly spilt American blood withinthe sanctuary of our territorial jurisdiction....

Under pretended blockades, without the presence of an adequate force and sometimes without thepracticability of applying one, our commerce has been plundered in every sea, the great staples of ourcountry have been cut off from their legitimate markets, and a destructive blow aimed at our agriculturaland maritime interests....

Not content with these occasional expedients for laying waste our neutral trade, the cabinet of Britainresorted at length to the sweeping system of blockades, under the name of orders in council, which hasbeen molded and managed as might best suit its political views, its commercial jealousies, or the avidity ofBritish cruisers....

It has become, indeed, sufficiently certain that the commerce of the United States is to be sacrificed, notas interfering with the belligerent rights of Great Britain; not as supplying the wants of her enemies,which she herself supplies; but as interfering with the monopoly which she covets for her own commerceand navigation. She carries on a war against the lawful commerce of a friend that she may the better carryon a commerce with an enemy, a commerce polluted by the forgeries and perjuries which are for the mostpart the only passports by which it can succeed....

In reviewing the conduct of Great Britain toward the United States our attention is necessarily drawnto the warfare just renewed by the savages on one of our extensive frontiers, a warfare which is known tospare neither age nor sex and to be distinguished by features peculiarly shocking to humanity. It isdifficult to account for the activity and combinations which have for some time been developingthemselves among tribes in constant intercourse with British traders and garrisons without connectingtheir hostility with that influence and without recollecting the authenticated examples of suchinterpositions heretofore furnished by the officers and agents of that Government.

Such is the spectacle of injuries and indignities which have been heaped on our country, and such thecrisis which its unexampled forbearance and conciliatory efforts have not been able to avert....

88

Our moderation and conciliation have had no other effect than to encourage perseverance and toenlarge pretensions. We behold our seafaring citizens still the daily victims of lawless violence, committedon the great common and highway of nations, even within sight of the country which owes themprotection. We behold our vessels, freighted with the products of our soil and industry, or returning withthe honest proceeds of them, wrested from their lawful destinations, confiscated by prize courts no longerthe organs of public law but the instruments of arbitrary edicts, and their unfortunate crews dispersed andlost, or forced or inveigled in British ports into British fleets....

We behold, in fine, on the side of Great Britain a state of war against the United States, and on the sideof the United States a state of peace toward Great Britain.

Whether the United States shall continue passive under these progressive usurpations and theseaccumulating wrongs, or, opposing force to force in defense of their national rights, shall commit a justcause into the hands of the Almighty Disposer of Events, avoiding all connections which might entangle itin the contest or views of other powers, and preserving a constant readiness to concur in an honorablereestablishment of peace and friendship, is a solemn question which the Constitution wisely confides tothe legislative department of the Government. In recommending it to their early deliberations I am happyin the assurance that the decision will be worthy the enlightened and patriotic councils of a virtuous, afree, and a powerful nation....

QUESTIONS FOR DISCUSSION· Why did President Madison not include a specific declaration of war in his remarks to the Congress

June 1, 1812. Review ARTICLE 1: Section 8 of the U.S. Constitution.· In his message to Congress, how does President Madison build a case for having Congress

consider declaring war with Great Britain? What accusations did he level against that nation?What sort of language does he use, particularly in the last paragraph?

· What arguments would have been most likely to provoke Americans toward supporting war withGreat Britain?

· What kinds of documents might reveal answers to questions raised by Madison’s charges?

III. Congressional Debate and Opposition to War· Would the United States “continue passive under these . . . accumulating wrongs,” or “commit a just

cause into the hands of the Almighty Disposer of Events,” as Madison implored? Perhaps students will besurprised to learn that the House of Representatives remained torn on the question. Many congressmen hadjust returned from visits back home and found less than overwhelming support for war. There was vigorousdebate. Included here are the views of two congressmen, one a Republican War Hawk (Felix Grundy ofTennessee), the other, Samuel Taggart, a Federalist opponent from Massachusetts.

Rep. Felix Grundy, Dec. 1811, Annals of Congress, 12th Congress, 1st Session, pp. 424-427.“. . . not strongly feel the bearing which the late transactions in [the West] have on this subject, upon

my mind they have great influence. It cannot be believed by any man who will reflect, that it is not thecarrying trade, properly so called about which this nation and Great Britain are at present contending. Werethis the only question now under consideration, I should feel great unwillingness . . . to involve the nation inwar, for the assertion of a right, in the enjoyment of which the community at large are not more deeplyconcerned. The true question in controversy is of a very different character; it involves the interests of thewhole nation: It is the right of exporting the productions of our own soil and industry to foreign markets. Sir,our vessels are now captured when destined to the ports of France, and condemned by the British Courtsof Admiralty, without even the pretext of having on board the contraband of war, enemies’ property, or,

89

having in any other respect, violated the laws of nations. These depredations on our lawful commerce, underwhatever ostensible pretence committed, are not to be traced to any maxims or rules of public law, but tothe maritime supremacy and pride of the British nation. This hostile and unjust policy of that country towardsus, is not to be wondered at when we recollect that the United States is already the second commercialnation in the world. The rapid growth of our commercial importance, has not only awakened the jealousy ofthe commercial interests of Great Britain, but her statesmen, no doubt, anticipate the maritime greatness ofthis Republic. . . .

What, Mr. Speaker, are we now called upon to decide? It is, whether we will resist by force theattempt made by that Government, to subject our maritime rights to the arbitrary and capricious rule of herwill; for my part I am not prepared to say that this country shall submit to have her commerce interdicted orregulated, by any foreign nation. Sir, I prefer war to submission.

Over and above these unjust pretensions of the British government, for many years past they havebeen in the practice of impressing our seamen, from merchant vessels; this unjust and lawless invasion ofpersonal liberty calls loudly for the interposition of this Government. . . .

Although others may deny the savage tribes, uninfluenced by other Powers, would think of makingwar on the United States, they understand too well their own weaknesses, and our strength. They havealready felt the weight of our arms; they know they hold the very soil on which they live as tenants at [our]sufferance. How, then, sir, are we to account for their late conduct? In one way only; some powerful nationmust have intrigued with them, and turned their peaceful disposition towards us into hostilities. Great Britainalone has intercourse with those northern tribes; I therefore infer, that if British gold has not been employed,their baubles ands trinkets, and the promise of support and a place of refuge, if necessary, have had theireffect.

If I am right in this conjecture, war is not to commence by sea or land; it is already begun; and someof the richest blood of our country has already been shed. . . .

Another consideration drawn from our past conduct demands the course we have proposed (war).In the year 1808, Congress declared that this nation had but three alternatives left, war, embargo, orsubmission; since that time no advantageous change has taken place in our foreign relations; we now haveno embargo, we have not declared war. I then say it, with humiliation, produced by the degradation of mycountry, we have submitted. Mr. Speaker, I derive no pleasure from speaking in this way of my country, butit is true, and however painful the truth may be, it should be told.

Another reason operates on my mind; we stand pledged to the French nation to continue in forceour non-importation law against Britain; without a violation of national faith we cannot repeal it. What effectis the operation of this law producing? It is demoralizing our citizens; men of commercial habits cannoteasily change their course of life; those who have lived in affluence cannot consent to beg for bread. No, sir,they will violate this law, they will smuggle; and sir, in politics, as in private life, if you wish men to remainvirtuous, lead them not into temptation.

This restrictive system operates unequally; some parts of the Union enjoy the same advantageswhich they possessed when no difficulties attended our foreign relations; others suffer extremely. Ask theNorthern man, and he will tell you that any state of things is better than the present; inquire of the Westernpeople why their crops are not equal to what they were in former years, they will answer that industry hasnot stimulus left, since their surplus products have no markets. Notwithstanding these objections to thepresent restrictive system, we are bound to retain it, and our plighted faith to the French Government, havetied the Gordian knot; we cannot untie it; we can cut it with the sword.

This war, if carried on successfully, will have its advantages. We shall drive the British from ourContinent. They will no longer have an opportunity of intriguing with our Indian neighbors, and setting onthe ruthless savage to tomahawk our women and children. That nation will lose her Canadian trade, and, byhaving no resting place in this country, her means of annoying us will be diminished. . . . I am willing to

90

receive the Canadians as adopted brethren; it will have beneficial political effects; it will preserve theequilibrium of the Government. When Louisiana shall be fully peopled, the Northern States will lose theirpower; they will be at the discretion of others; they can be depressed at pleasure, and then this Union mightbe endangeredI therefore feel anxious not only to add the Floridas to the South, but the Canadas to theNorth of this empire. . . .

The Anti-War OppositionStudents may believe that only the Vietnam War (and perhaps now Iraq) have provoked anti-war

sentiment in the United States. In fact, the nation was bitterly divided over the War of 1812. Americancitizens, especially in New England, voiced objections.

A long protest against the 1812 Declaration of War, also published in opposition newspapers, wasinserted into the Congressional Record by Samuel Taggart, a Federalist from Massachusetts. (TheFederalists, in the minority, decided to “boycott” the debate by remaining silent because the majority insistedon debating in secret, which they believed was undemocratic.) It outlines many of the arguments put forthby Federalist opposition to the conflict, which continued right through the end of a very divisive war.

. . . Having long been conversant in the quiet walks of civil life. . . I cannot contemplate my country ason the verge of a war which to me appears both unnecessary and impolitic in the outset, and which willprobably prove disastrous in the issue; a war which in my view, goes to put not only the lives and propertyof our most valuable citizens, but also our liberty and independence itself at hazard...

With respect to such wars as are purely defensive, nations are, any times, not left to their ownchoice. Another nation, either more ambitious or more powerful, invades an inoffensive neighbor, with aview to conquest. The nation invaded has no choice left but either resistance or submission. No doubt suchunprovoked aggressions legalize war. Whether offensive war is in any case, and under any circumstances,justifiable, is a question which ought to be maturely considered.. . .I shall take it for granted, that it will be onall hands conceded that offensive war ought not to be waged, unless where the causes are great, and the callpeculiarly urgent. No one pretends that the war in which we propose to engage is purely defensive. Nohostile armament that I know of is upon our border, menacing invasion, or endeavoring to effect a lodgmenton our soil. No hostile fleet is hovering on our coast and menacing our cities with either plunder ordestruction. . . .We contemplate the invasion of a foreign territory, to which no one pretends we have anyright, unless one to be acquired by conquest. It is to be a war of conquest upon land, undertaken with aview to obtain reparation for injuries we have sustained on the water. In the first place. Although our honoris said to be concerned in it, and that it is a war, which cannot, consistent with honor, be avoided, I can seenothing very honorable in it. We make war upon Canada because it is supposed to be defenceless, or atleast so much as to afford an easy conquest. . . .If Canada is weak, it is equally inoffensive; and, in thatview, its very weakness ought to be its defence against a great and magnanimous nation. The Canadianshave done us no wrong. They have been quiet and inoffensive neighbors, . . . [and] have manifested nodisposition to covet either our wealth or our territory. . . . Canada has issued no Orders in Council whichobstruct our commerce . . . She has not impressed our seamen, taken our ships, confiscated our property,nor in any other respect treated us ill. All the crime alleged against Canada or the Canadians, is that, withoutany act of their own, they are connected with, and under the protection of a nation which has injured us onthe ocean. For this reason . . . a war is to be carried in to the heart of the country; . . .

As it respects the impressments of seamen, . . . [the] practice may be oppressive, but it is foundedupon a principle which is adopted and more or less practiced upon by every nation, i.e., that the nation hasa right, . . . to compel the services of its citizens or subjects in time of war. . . . The principle then beingadmitted, the only ground of complaint is the irregular application of it to Americans. Great Britain does notclaim, she never has claimed the right of impressing American citizens. She claims the right of reclaiming her

91

own subjects, even although they should be found on board of American vessels. And in the assertion ofthat claim, many irregularities have without doubt been committed by her officers, on account of thesimilarity of language, manners, and habits. American citizens have been frequently mistaken for Britishsubjects; but I do not know of any instance in which a real American has been reclaimed, where sufficienttestimony of his being an American has been adduced, in which his liberation has been refused. . . . Ipretend not to say by what means . . . it will be difficult to adjust that subject by treaty, [but] it will beimpossible to settle it by war. . . .

It is said to be necessary to go to war, for the purpose of securing our commercial rights, of openinga way for obtaining the best market for our produce, and to avenge the insults, which have been offered toour flag. But what is there in the present situation of the United States, which we could reasonably expectto be ameliorated by war? . . . .[It would be strange indeed, if the United States did not suffer someinconveniences, especially in their mercantile conations and speculations. In a war which has beenunequalled for the changes which it has effected in ancient existing establishments . . . it would be equallywonderful, if, in every particular, the rights of neutrals were scrupulously respected. But, upon the whole,we have reaped greater advantages, and suffered fewer inconveniences from the existing state of things thanit was natural to expect. During a considerable part of the time, in which so large and fair a portion ofEurope has been desolated by the calamities of war, our commerce has flourished to a degree surpassingthe most sanguine calculations. Our merchants have been enriched beyond any former example. Ouragriculture has been greatly extended, the wilderness has blossomed like a rose, and cities and villages havesprung up. . .

We have also authorized the President to accept the services of a volunteer force of fifty thousandmen. How large a proportion of these have volunteered I know not, but I have heard of none. In someplaces the proportion of the detachment of the one hundred thousand militia authorized by law have beendraughted and ordered to hold themselves in readiness; perhaps in a few instances, but I believe very fewhave volunteered. But these do not constitute a force which, according to the principles of the Constitution,can be used in offensive war; and I have heard of but very few instances in which they have volunteeredtheir services, even for the stations to which they are assignable by law. If the recruits of the regular army arein numbers so scanty, and if at the beginning of a war which needs the full glow of national enthusiasm togive it éclat, recourse must be had to a compulsive process not very different in principle from theconscription of France, to drag our citizens reluctantly into service, . . .[This] conduct [of avoiding militaryservice] speaks louder than any words can do: that the people neither see nor feel the necessity of this war.A thousand resolutions, and noisy pledges of lives and fortunes, which cost nothing, can ever rebut thisimpression. I am afraid that it will be found that we have mistaken the sentiments of licentious journalists . . .and of officers, contractors, purveyors, and office hunters, who expect to make a gain of war, at the publicexpense, for the voice of the people.

The other subject which merits serious consideration before they engage in war is the source fromwhence money is to be derived to carry it on. . . . [We] are to be oppressed with heavy, and as they willsoon prove, insupportable taxes, while everything like protection is denied. . . . The laying of our citizensunder contribution, stripping them of their wealth, emptying the vaults of banks, &c., are some of the leastevils to be expected. . . .

I can scarcely conceive of a greater absurdity . . . than that of attempting to carry on a war with anaval Power, a war for the express purpose of asserting and recovering our rights on the ocean, without anaval force.

The conquest of Canada has been represented to be so easy as to be little more than a party ofpleasure. We have, it has been said, nothing to do but to march an army into the country and display thestandard of the United States, and the Canadians will immediately flock to it and place themselves under ourprotection. They have been represented as ripe for revolt, panting for emancipation from a tyrannical

92

government, and longing to enjoy the sweets of liberty….. . What have they [the Canadians], therefore, togain in connation with the United States? They want nothing of us, only not to molest them, and to buy andsell on terms of mutual reciprocity. . . .

But to invade a country with any prospect of success, the power of the invader needs to be muchgreater than that of the party invaded. . . During the Revolutionary War a great proportion of the UnitedStates was overrun, some places several times, by the British troops. But, were the United Statesconquered? During the present war in Spain the French troops have overrun the principle part of theircountry, and in many instances left their footsteps imprinted in blood, and Spain is not conquered at thismoment. Such conquests usually last no longer than the places are occupied by a military force. Themoment this is withdrawn, the country is still as unconquered as ever, the hostility becomes more embittered,every man becomes a soldier, and the invading enemy is conquered and expelled in his turn.

It is said that we have already gone so far that our honor is pledged; we cannot go back, we cannotretreat without indelible disgrace. Indeed, we should render ourselves the reproach of the whole worldshould we recede from the attitude we have taken, unless Great Britain first relaxes her maritime system, berepealing her Orders in Council. . . .With respect to national honor, this, as I conceive, primarily consists inthe inviolable maintenance of justice and good faith between nations, in all public transactions. In everythingelse, the honor of a nation is to be identified with the happiness, with the great and substantial interests of anation. Where these great interests can be best promoted by remaining at peace, peace ought to bepursued and maintained by all means. These interests ought never to be jeopardized by engaging inQuixotic enterprises as put everything at hazard, and where nothing can be gained, if successful, in pursuit ofthe mere phantom, honor. The honor of being celebrated as a warlike nation will very easily be dispensedwith, whenever the safety, the prosperity, or the happiness of the people at large is the object aimed at bythe Government. . . .Let that kind of honor perish from among nations. Let that principle in a particularmanner be expunged, both from the moral and political code of this nation, which would involve the ruin ofmillions . . . I would, therefore, beseech gentlemen to forget for a single moment the warmth of politicaldiscussion, and listen to the claims of humanity, and turn their views to the blood-stained field of slaughter, tothe scattered and mangled limbs of thousands of slain, and to the piercing groans of the wounded and dying.These are some of the bloody sacrifices paid to the Moloch of honor and ambition. . . .

~ House of Representatives, 12th Congress, 1st Session, pp. 1638-1679.

Questions to Consider:· What are Rep. Grundy’s chief complaints against the British?· What did he consider to be the advantages of war? What did he hope the U.S. would gain from the

war?· Were his goals reasonable? Legitimate?· Summarize Rep. Taggart’s arguments against the war.· How effective do you think they would have been in 1812? In what parts of the country?· How relevant are Taggart’s arguments today?

War and Democracy: Going OverboardAverage citizens also petitioned Congress to protest the move toward war. Here are three examples

on American Memory:· Petition of the inhabitants of Nantucket, in the State of Massachusetts· Petitions of sundry inhabitants of Philadelphia county· Petition from the Citizens of Plymouth May 14, 1812

93

Questions for discussion:! What constitutional recourse do citizens have when they object to a war?! What can be learned from these and other citizen protests?! What arguments were offered in objection to the war? Were they valid?! How did commercial concerns relate to the protests? Were these valid reasons for avoiding war?! Were such concerns too localized to be effective?! From which states were most citizen protests coming? Why?! Why did the Plymouth protesters point to U.S. relations with France? Was the comparison

legitimate?! How would the Revolutionary War era have influenced Americans, one way or another, in their

attitudes about war with the British in 1812?

The Final VoteThe House of Representatives passed Madison’s declaration of war on June 4. Enough Northern and

Southern War Hawks found common ground in expansionism to win the debate, although the vote todeclare war was the closest in U. S. history. Upon learning of the vote, President Madison was said by oneobserver to have turned “white as a sheet,” trembling with the consequences of the nation’s firstconstitutionally declared war. Students can view the results of the vote for the House ofRepresentatives: June 3, 1812, Declaration of War on American Memory. The vote in the Housewas 79-49. Use the link to look at the names of those who voted for and against the 1812 Declaration ofWar. The vote in the Senate (Wednesday, June 17, 1812, Entry (The Senate Passes the Declaration ofWar) in the Journal of the Senate of the United States of America, 1789-1873 on AmericanMemory) was 19-13, also the closest vote ever on a declaration of war. If desired, use the BiographicalDirectory on the EDSITEment resource Congress Link to find the states and parties of those voting.

Analyzing the Vote:· How did any War Hawks vote?· Did the legislators tend to vote along party lines?· Did legislators from certain regions tend to vote as a bloc?

For Small Group Discussion:· Given the evidence you have examined, how might you have voted that summer of 1812? Think of

yourself as a western Pennsylvania congressional representative.· Why, in the end, did the United States go to war again Great Britain in 1812? Students should be

asked to boil their response down to three clarifying statements to account for this historic decision.

IV. The Hartford ConventionAnti-war sentiment was concentrated in New England and culminated with the Hartford Convention of

1814. New England states had seldom met their quotas of militiamen, and many New England merchantsand farmers traded freely with the enemy. After the British targeted northern ports, some New EnglandFederalists talked openly about seceding from the Union. In an attempt to block secessionist sentiment,moderate Federalists called a convention in Hartford, Connecticut, to propose a series of constitutionalamendments protecting sectional rights. The convention leaders brought their proposals to Washington justas news broke of New Orleans and the Treaty of Ghent. To most of the nation, the participants of theHartford Convention looked like traitors, or at least unpatriotic troublemakers. Although the Federalists sawthemselves as being true to the republican traditions of the nation, its founders, and its constitution, theirantiwar criticism and regionalism helped to doom the weakened Federalist Party as a national entity on thepolitical scene.

94

Amendments to the Constitution Proposed by the Hartford Convention, 1814.

Therefore resolved.-That it be and hereby is recommended to the Legislatures of the several Statesrepresented in this Convention to adopt all such measures as may be necessary effectually to protect thecitizens of said States from the operation and effects of all acts which have been or may be passed by theCongress of the United States, which shall contain provisions, subjecting the militia or other citizens toforcible drafts, conscriptions, or impressments, not authorized by the Constitution of the United States

Resolved.-That it be and hereby is recommended to the said Legislatures, to authorize an immediateand earnest application to be made to the Government of the United States, requesting their consent tosome arrangement, whereby the said States may, separately or in concert, be empowered to assume uponthemselves the defense of their territory against the enemy, and a reasonable portion of the taxes, collectedwithin said States, may be paid into the respective treasuries thereof, and appropriated to the payment ofthe balance due said States, and to the future defense of the same. The amount so paid into the saidtreasuries to be credited, and the disbursements made as aforesaid to be charged to the United States.

Resolved.-That it be . . .. recommended to the Legislatures of the aforesaid States, to pass laws . . .authorizing the Governors or Commanders-in Chief of their militia to make detachments from the same, orto form voluntary corps, as shall be most convenient and conformable to their Constitutions, and to causethe same to be well armed equipped and disciplined, and held in readiness for service; and upon the requestof the Governor of either of the other States, to employ the whole of such detachment or corps, as well asthe regular forces of the State, or such part thereof as may be required and can be spared consistently withthe safety of the State, in assisting the State, making such request to repel any invasion thereof which shallbe made or attempted by the public enemy.

Resolved.-That the following amendments of the Constitution of the United States, be recommendedto the States as aforesaid, to be proposed by them for adoption by the State Legislatures, and, in suchcases as may be deemed expedient, by a Convention chosen by the people of each State.

First.-Representatives and direct taxes shall be apportioned among the several States which may beincluded within this union, according to their respective numbers of free persons, including those bound toserve for a term of years, and excluding Indians not taxed, and all other persons.

Second.-No new State shall be admitted into the union by Congress in virtue of the power granted bythe Constitution, without the concurrence of two-thirds of both Houses.

Third.-Congress shall not have power to lay any embargo on the ships or vessels of the citizens of theUnited States, in the ports or harbors thereof, for more than sixty days.

Fourth.-Congress shall not have power, without the concurrence of two-thirds of both Houses, tointerdict the commercial intercourse between the United States and any foreign nation or the dependenciesthereof.

Fifth.-Congress shall not make or declare war, or authorize acts of hostility against any foreign nation,without the concurrence of two-thirds of both Houses, except such acts of hostility be in defense of theterritories of the United States when actually invaded.

95

Sixth.-No person who shall hereafter be naturalized, shall be eligible as a member of the Senate orHouse of Representatives of the United States, nor capable of holding any civil office under the authority ofthe United States.

Seventh.-The same person shall not be elected President of the United States a second time; nor shallthe President be elected from the same State two terms in succession.

Resolved.-That if the application of these States to the government of the United States, recommendedin a foregoing Resolution, should be unsuccessful, and peace should not be concluded and the defense ofthese States should be neglected, as it has been since the commencement of the war, it will in the opinion ofthis Convention be expedient for the Legislatures of the several States to appoint Delegates to anotherConvention, to meet at Boston, in the State of Massachusetts, on the third Thursday of June next with suchpowers and instructions as the exigency of a crisis so momentous may require.

· What immediate actions of the states did the Hartford Convention call for?· What amendments to the Constitution did the Hartford Convention recommend?· To what specific situations was each resolution a reaction?· What constitutional issues are raised by the Hartford Convention?· What implications did the Hartford Convention have for the future, more serious, sectional crisis the

nation would face?

The Declaration of War in History

Following the War of 1812, Congress exercised its war powers only five times: against Mexico in1846; Spain in 1898; Germany in 1917; and against Germany and Japan in 1941. Each time, Congressacted in response to a President’s war message. With the exception of the 373-50 vote to enter World WarI, all votes were nearly unanimous. As reflected in the 1812 debate, Congress took its power to declarewar seriously. After World War II came Korea, Vietnam, Desert Storm, and now Iraq. Throughout thisrecent history, the U. S. Congress, with the notable, though brief exception of the post-Vietnam WarPowers Act designed to inhibit a President’s unilateral ability to make war has essentially surrendered itsconstitutionally given war-authorization power to the executive branch. The contrast between JamesMadison reluctantly sending a war message to a divided Congress and modern-day Presidents committingtroops to combat operations without a congressional declaration of war is striking.

Arising out of this history is this question for student discussion: Relative to the War of 1812 debate,why has Congress generally given the president a freer hand when faced with the prospect of militaryaction?

Do the political repercussions from the War of 1812 provide part of the answer? While the warissue in 1812 was not rigidly defined along party lines (approximately 25% of Madison’s Republican Partyopposed the war), generally the Federalists opposed the war, while the Jeffersonian Republicans favored it.Following the war (particularly after Andrew Jackson’s rousing victory, which came two weeks after thewar was over), it was the Federalists who were discredited. The party withered and soon ceased to exist.In the end, the War of 1812 was a force for coalescing eighteen, loosely confederated states into a moretruly national union, and also marked the beginnings of a national psyche that would carry the country acrossthe continent with the ideology of Manifest Destiny. The War of 1812 marked the most vigorous exercise ofone of the most important of the constitutional checks and balances between the executive and legislativebranches the power to declare war.

96

AddendumNIAGARA TRIVIA…OR EVERYTHING YOU HAVE ALWAYS WANTED TO KNOW ABOUTTHE BRIG

! Erie sailing master Daniel Dobbins, who initiated the construction of the fleet, was at the time of thebattle en route from Erie to Put-in-Bay with a re-supply vessel. He and his crew were later awardedprize money along with the rest of the men.

! In the minutes before the battle, men spread sand over the decks, to keep the men from slipping andfalling on the blood and gore in the heat of battle. Five cannonballs ripped through the walls ofSurgeon’s Mate Usher Parsons hospital in the officers wardroom of Lawrence, re-injuring men whohad already been bandaged.

! Perry’s first lieutenant, John Yarnell, looked grotesque: “His nose, perforated by a splinter, had swollento twice its normal size. Blood from a scalp wound threatened to blind him, but Parsons bound it upwith a bandana and Yarnell went back to the deck. At that point he walked into a cloud of cattail down,torn from a piles of hammocks by a cannonball. Wounded a third time, he came below once more formedical help, his bloody face covered with down, looking like a gigantic owl. … the men couldn’t helplaughing.” (Pierre Berton, 59)

! Perry wore a plain blue jacket throughout the battle, so as to not draw attention to himself. This facthelps explain why he remained untouched.

! A pig got loose during the battle, had its hind legs shot off, and flailed about the deck, hungrily eatingaway at a pot of spilled peas. Aboard Detroit, a pet bear roamed the deck unhurt, licking the blood ofthe dead and dying.

! An obscure woman by the name of Sally McCommons ran a makeshift hospital on Presque Isle in themonths following the battle, when the wounded returned to Erie.

! When President Thomas Jefferson decreased the size of the Navy in 1801, Oliver Hazard Perry wasone of only 150 midshipmen retained.

! Whenever at sea, Perry’s cabin was said to shelve more books than that of any other officer afloat.

! On September 10, 1813, Perry saw an eagle following his flagship. Since the bird was the nationalsymbol of the United States, Perry took its appearance as no accident, but as a good omen, fate’s wayof telling him that victory lay ahead.

! Perry had a long history of good luck that was dubbed “Perry Luck.” On September 10th this “PerryLuck” was definitely apparent. On his original flagship, Lawrence, every officer on the brig was eitherkilled or wounded, except Perry and his 13 year old brother, James Alexander. As Perry made hisfamous transfer from Lawrence to Niagara, he was again untouched by British fire.

97

! Perry stowed his “spaniel dog” in the china cabinet below the deck of LAWRENCE during the battle.The cabinet was struck by a cannon that broke the crockery. The dog was unhurt, but howledthroughout the battle.

! Commodore Perry not only won the first United States Navy Fleet action, but with the victory on LakeErie, he defeated and captured an entire British squadron for the first time in British history.

! On the day of the battle, Perry’s entire squadron numbered 532 crew men. One hundred sixteen ofthem were incapacitated with “lake fever,” reducing his able-bodied seamen to 416. At the time,“lake fever” was believed to be caused by spoiled food. Today it is thought that “lake fever,” whichinflicted the Americans and British troops, was malaria yellow fever, or typhoid.

! Usher Parsons, a United States surgeon’s assistant during the battle, although himself severelydisabled with “lake fever,” cared for the casualties of both sides because the members of the Britishmedical team were seriously incapacitated with the “fever,” wounded, or killed. Parsons, in hisweakened condition, made his medical rounds by being carried from vessel to vessel.

! Approximately 10-15% of the sailors who crewed Perry’s ships during the Battle of Lake Erie wereAfrican-Americans.

! Lawrence’s crew alone accounted for 83 of the killed or wounded of the American total of 123.British casualties were heavier, totaling 135 killed or wounded.

! In naval battles prize money for each vessel captured was awarded to the victor. Although DanielDobbins was the main force in the construction of a Lake Erie fleet, he did not take part in theactual battle. After the battle, however, Dobbins did receive a Sailing Masters share of the prizemoney.

! Commodore Perry destroyed British sea power on the upper Great Lakes with his victory. He alsoassisted General Harrison with the fleet units at the Battle of Thames, which brought Canada underAmerican control.

! Perry, at the young age of fourteen, survived two bouts of yellow fever while sailing in theCaribbean. Nevertheless, he died on August 23, 1819, of yellow fever on his 34th birthday, nearTrinidad.

98

THE BRIG NIAGARA ~ A Quick Quiz1. How many sailors were on Niagara?2. Is there a ship’s bell on Niagara?3. How many masts does Niagara have?4. How many sails are on one mast?5. How many gunports does Niagara have?6. Give the exact date of the Battle of Lake Erie.7. How do you steer Niagara, with a tiller or a wheel?8. How many 32 pound carronades did Niagara carry?9. How many 12 pound long guns did Niagara carry?10. Where did the “Battle of Lake Erie” take place?11. Where is the compass kept?12. How many men and boys did it take to work one carronade?13. Where did the surgeon do his work?

KEY TO THE BRIG NIAGARA ~ A Quick Quiz

1. 1352. Yes3. 24. 45. 206. September 10, 18137. Tiller8. 189. 210.PUT-IN-BAY11.Binnacle12.7 men, 1 boy13.Officers’ dining table in the ward room

99

A QUICK CONNECTION TO THE STANDARDS

READING, WRITING, SPEAKING, LISTENING STANDARDSLesson 1, 2, 4, 5, 9, 13, 14, 16, 20, 22, 30, 31, 32, 33

MATHEMATICS STANDARDSLessons 10, 12, 17, 18, 19, 21, 23, 26

HISTORY STANDARDSLessons 1, 2, 3, 4, 8, 9, 10, 20, 27, 28, 29, 30, 31, 32

SCIENCE AND TECHNOLOGY STANDARDSLessons 5, 6, 11, 12, 13, 14, 15, 16, 18, 19, 24, 26

FAMILY AND CONSUMER SCIENCES STANDARDSLessons 1, 2, 23, 24, 25

ARTS AND HUMANITIES STANDARDSLessons 1, 33

100

Resources

101

ResourcesSuggested Readings

The following is a short list of books which are pertinent to traditional sailing ships. Some books arspecifically instructional; some are historical accounts, and others are fiction but described the age of sail.The titles are not limited to naval history or the War of 1812, but include merchant ships and later periods ofsail. The majority of these books are in the Erie Maritime Museum library.

Instructive books on SeamanshipJan Adkins ...................................................................................... The Building of a Wooden ShipClifford, Ashley .............................................................................. Ashley’s Book of Knot’sJohn Harland .................................................................................. Seamanship in the Age of SailDarcy Lever, Royal Navy ............................................................. Young Sea Officers Sheet AnchorCaptain Nares, Royal Navy ........................................................... Nares Seamanship 1862Sam Svenson.................................................................................. Handbook of Seaman’s RopeworkAlan J. Villiers ............................................................................... The Way of a Ship

Good Stories about the Seafaring LifeJoseph Conrad ............................................................................... Mirror of the SeaJoseph Conrad ............................................................................... YouthRichard Henry Dana ..................................................................... Two Years Before the MastLinda Grand Depauw .................................................................... Seafaring WomenRudyard Kipling ............................................................................. Captain’s CourageousHerman Melville ............................................................................ White JacketHerman Melville ............................................................................ Billy BuddEric Newby .................................................................................... The Last Grain RaceF. Worsley ...................................................................................... Shackelton’s Boat Journey

Naval History & The War of 1812D.C. Skaggs & G.T. Altoff ............................................................ A Signal VictoryPierre Berton ................................................................................. The Invasion of CanadaPierre Berton ................................................................................. Flames Across the BorderJeffery Bolster ............................................................................... Black JacksDonald Hickey ............................................................................... The War of 1812Emily Cain ...................................................................................... Ghost ShipsHoward I. Chapelle ....................................................................... History of the American Sailing NavyJohn Keegan .................................................................................. The Price of AdmiraltyBrian Lavery .................................................................................. Nelson’s NavyRobert Malcolmson ....................................................................... HMS DetroitTheodore Roosevelt ....................................................................... The Naval War of 1812N.A.M. Rodger ............................................................................. The Wooden World

102

ResourcesSuggested Resources

BooksAmongst My Best Men: African-Americans and the War of 1812, by Gerard T. AltoffThe Building of Perry’s Fleet on Lake Erie 1812-1813, by Max RosenbergDaniel Dobbins: Frontier Mariner, by Robert D. IlisevichDeep Water Sailors Shallow Water Soldiers: Manning the US Fleet on Lake Erie 1813, by Gerard T. AltoffErie Maritime Museum and U.S. Brig Niagara, by Chris J. MagocHome Port Erie: Voices of Silent Images, by Robert J. Macdonald and David FrewThe Invasion of Canada: Battles of the War of 1812, by Ronald J. DaleLake Rhymes: Folk Songs of the Great Lakes Region, by Lee & Joann Murdock (songbook, study guide & CD)Oliver Hazard Perry and the Battle of Lake Erie, by Gerard T. AltoffPennsylvania Trail of History Cookbook, by the Editors of Stackpole BooksA Signal Victory, by David C. Skaggs & Gerard T. AltoffSurgeon of the Lakes: the Diary of Dr. Usher Parsons 1812-1814, edited by John C. FredriksenA Town at Presque Isle: A Short History of Erie, PA to 1980, by Mary MullerA Town at Presque Isle: A Children’s Companion to the History of Erie, PA, by Mary MullerThe War of 1812, by Carl Benn

Activity Books & Games“Commodore Perry & Other Paper Dolls of the Flagship Niagara,” by Edward Macie“Dont Give Up the Ship: The Cut & Fold Game of the Battle of Lake Erie,” by Chatham Hill Games“Frigates: The Cut & Fold Game of the War of 1812” by Chatham Hill Games“The War of 1812 Activity Book,” by Richard L. Ruehrwein

Videos“The Days of Sail: The Living Legacy of Niagara,”

Many of these resources are available at the Museum’s Shipwright Gift Shop

103

104

105

Acknowledgments

MaryJane Phillips Koenig, Editor Joy M. Fetzner, Layout and Graphic Design

Walter Rybka, Erie Maritime Museum Administrator and Senior Captain, U. S. Brig NiagaraMark Thomas Weber, Director of Education, Erie Maritime MuseumDr. Chris Magoc, Past Director of Education, Erie Maritime Museum

Ron BaileyLance Barclay

Ed BollaLinda BollaJohn Eck

Dr. Steve FrezzaTim McLaughlinJames A. NagyPenny RybkaJeff Sherry

Dr. Donald SwiftRobet J. Wisener

cover illustration by Tim McLaughlin

Documents

Remembering and Teaching America's Forgotten War of 1812