LESSON PLAN # 6 – The Great Lakes Waterways and the War.

TOPIC: Historical Lesson on the Great Lakes Waterways and the War.

CURRICULUM EXPECTATIONS:

Students will –

  • demonstrate an understanding of the reasons for the early settlement of English Canada;
  • demonstrate an understanding of life in English Canada;
  • construct and interpret a wide variety of graphs, charts, diagrams, maps and models to organize and interpret information.

OBJECTIVES (desired student outcomes):

The students will –

a) Attitudes:

  • appreciate the uses of local water passages for recreation, tourism, trade and international divisions both currently and historically.

b) Skills:

  • practice their communication, discussion, comprehension and critical analysis skills.

c) Knowledge:

  • develop an understanding of the multiple uses of the Great Lakes system and how they are connected.

RESOURCES:

  • The War of 1812 in the Western District website.
  • Discussion questions.

INTRODUCTORY ACTIVITY:

Read with the students Charles Askin’s account of Brock’s movement through Lake Erie to Fort Malden at Amherstburg. Use the website for a map indicating Brock’s movements along this route.

DEVELOPMENT STRATEGIES:

This lesson will take one class period.

Use the maps and diagrams on the website to direct a class discussion about the lakes and their connecting rivers.

Focus on how the lakes and rivers were used as highways to transport food, supplies and people. Compare the use of these waterways then and now.

For example, the Great Lakes waterways are and were a trade route both domestically and internationally. Prior to European settlement, the waterways were used as water highways for First Nation migration and trade, and later were also used by fur trappers as a trade route. The Detroit River was a route to smuggle people during slavery (the Underground Railroad), and alcohol during prohibition. Today an International Boundary Line divides the Great Lakes system, as well as Canada and the United States. The system is still used as a route for trade and smuggling (people and goods).

Use the following questions to help lead a discussion of this topic.

Suggested Discussion Questions:

  1. How are the Great Lakes connected to each other? How are they connected to the Atlantic Ocean?
  1. What are the Great Lakes and the Detroit River used for today?
  1. What have they been used for in the past?
  1. What are the most important uses of the Great Lakes system?
  1. How have these important uses changed over time? How have they stayed the same?
  1. Why were the Lakes and connecting rivers so important to the British and Americans during the War of 1812?
  1. Can you imagine standing on the shore of Lake Erie and watching a naval battle? What would that be like for you? What would you think? How would you feel?

CONCLUDING ACTIVITY:

Allow students the time to browse and study the various maps found on the website. Alternatively, they may write an information paragraph about the importance of the Great Lakes system, based on the information learned during the class discussion.

METHODS OF EVALUATION:

Observe how the students respond to the questions.

Evaluate the students’ comprehension, observations and analysis of the discussion through the information paragraph.

FOLLOW-UP IDEAS:

Ask students to include information about the Great Lakes system in their 1812 Persona Journal.