1812: My Museum Exhibit

Overview: Students will choose three different items found in the War of 1812 exhibit at the St. Catharines Museum and Welland Canals Centre and use these items to develop their own museum exhibit back in the classroom. These choices are based on the students informed and plausible conclusions as to how well their selected artefacts represent the 1812 period. Some of the artefacts in the exhibitions are of a military nature, while others are representative of the social lives of the people at the time. Purpose: Students will gain a better understanding of the political and social climate during the War of 1812 in Upper Canada, specifically focusing on artefacts recovered and collected in the Niagara area. Curriculum Connections: Grade 7 History Canada, 1800-1850: Conflict and Change (Grade 7 History - British North America) Expectations: 1. Application: analyse aspects of the lives of various groups in Canada between 1800 and 1850, and compare them to the lives of people in Canada in 17131800; 2. Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1800 and 1850; 3. Understanding Historical Context: describe various significant events, developments, and people in Canada between 1800 and 1850, and explain their impact . Description: Students will survey the War of 1812 exhibit, examine the items on display and read the accompanying text. Then, using a graphic organizer (one is included with this plan), students will make detailed notes and drawings of those items they feel best represent the 1812 period. Once they have made their choices, students will create a museum exhibit brief of their top three (3) choices and include an exhibit label explaining the significance for each artifact. Students will also include a short write-up or introduction to their exhibit detailing how they determined their choices. If time allows, students may create a more elaborate display, incorporating art and design skills. Technology add-on: if the teacher would like, students may bring digital cameras or use their cell phone cameras to aid in documenting their choices. Students are welcome to use instagram to share their photos with the Museum community (@StCMuseum).

Prior Knowledge Required: Students should be familiar with the social, political, religious and economic factors that shaped early Canada. Students should be familiar with the causes of the War of 1812, major events, and key personalities involved in the War.

Required Time: One to three 50 minute periods in class (depending on the scope of the final project) One 60 minute period at the museum, at minimum

Planning Notes: It is recommended that the students visit the museum after already being introduced to the War of 1812 in the classroom. The students should arrive at the museum with materials ready to make notes as they go through the exhibit. Remind students of proper museum conduct, noting that writing on any part of the exhibit itself is not acceptable behaviour. Afterward, the lesson can continue in the classroom where students can use their class and field trip notes to solidify their ideas and design their own display. Accommodations and Modifications: This lesson may be modified in order to accommodate students with different learning needs. For example, the project could completed in small groups or students may complete their exhibit with the aid of a computer or other technology. Assessment and Evaluation Description: Students will be assessed on their ability to read, interpret, and analyze the exhibit items. They will also be assessed on their ability to choose and describe three artefacts in terms of how well those artefacts represent the 1812 time period. The teacher can question students to check for understanding while they are conducting initial research or working on their assignment. The teacher may also wish to take notes to report about student learning skills based on their work during this activity.

Marking Rubric:
Criteria The student demonstrates the ability to critically analyze and evaluate the artefacts based on criteria. The student provides relevant and sufficient information to justify the choice of each artefact. The student communicates their historical understanding effectively for the purpose. The student uses historical evidence to make plausible conclusions. Level 1 A critical analysis of the artefacts is performed with limited effectiveness. Provides limited information regarding the justifications. Level 2 A critical analysis of the artefacts is performed with some effectiveness. Provides some information regarding the justifications. Level 3 A critical analysis of the artefacts is performed with considerable effectiveness. Provides considerable information regarding the justifications. Level 4 A critical analysis of the artefacts is performed with a high degree of effectiveness. Provides thorough information regarding the justifications.

Expresses historical understanding with limited effectiveness. Historical evidence is used to make plausible conclusions with limited effectiveness.

Expresses historical understanding with some effectiveness. Historical evidence is used to make plausible conclusions with some effectiveness.

Expresses historical understanding with considerable effectiveness. Historical evidence is used to make plausible conclusions with considerable effectiveness.

Expresses historical understanding with a high degree of effectiveness. Historical evidence is used to make plausible conclusions with a high degree of effectiveness.