The creative process has four main stages:

1. Imagine and brainstorm 2. Shape and design3. Produce and refine 4. Reflect and respond (classroom discussion)

For teachers: This learning tool includes four activities that will help make the War of 1812 come alive in a classroom. Each activity uses the four-step creative process to encourage students to express themselves.

For students: The following projects are a great starting point for your War of 1812 Writing & Arts Challenge submissions. You are, however, allowed to submit a project to the Challenge that does not follow these exact guidelines.

Project 1: Extra, extra! Read all about it!

1. Imagine and brainstorm

Identify one specific event from the War of 1812 and research what happened. Capture key information by answering the following questions: Who? What? When? Where? Why? How?Then decide which perspective you will take: American, Canadian, Aboriginal, etc.

2. Shape and design

News stories follow a structure called an “inverted pyramid.” Use this pyramid to structure your article.

3. Produce and refine

Write your opinion piece, making sure to clearly explain the event and express your point-of-view. In addition to writing the content (or text) of the article, you will also create headlines and provide photos or other graphics. As in any newspaper article, headlines and graphics will help to capture the attention of the reader.

4. Reflect and respond (classroom discussion)

Though you were asked to present the War of 1812 event from one point-of-view, it is important to consider others as well. Take some time to reflect on the following questions:

The purpose of a news article is to inform readers about important events. Most news articles are written without bias (showing favouritism for one thing over another). However, opinion pieces are purposely one-sided. In this activity, you will write an opinion piece (200-400 words) highlighting one important event during the War of 1812 from a specific point-of-view. You can find an example of an opinion piece on the War of 1812 website.

This learning tool includes classroom activities and project ideas for the War of 1812 Writing & Arts Challenge. It is intended for use by both teachers and students.

You can find full guidelines for the challenge and additional resources that will help you develop your project at www.historica-dominion.ca/1812.

Everybody can be creative. Creativity includes generating unique and unexpected ideas and communicating them in ways that resonate and connect.

While creativity can happen spontaneously, it often takes place through a process. The creative process acts as a greenhouse,nurturing and growing a small thought into a blossoming idea.

History through Creativity: Unlocking the War of 1812 through the Creative Process

Most important information (who, what, when, where, why, how)

Important details

Background Information

1. In your article, which points-of-view are present and which are missing?

2. How would this story be different if it were written from a different point-of-view?

Writing & Arts Challenge Learning Tool

Project 2: Interpreting Quotations (Creative Responses)

The realities of the War of 1812 come to life through personal accounts of wartime experiences. Some of these experiences are captured in the following quotations:

“After we have fought for you, endured many hardships, lost some of our people, and awakened the vengeance of our powerful neighbors, you make peace for yourselves, leaving us to obtain such terms as we can.” -Sioux Chief Little Crow, speaking to British officers in 1816

“We have had a most harassing journey of 10 days to this place when we arrived last night in a snow storm. It has been snowing all day & is now half a foot deep.” -Letter from Lieutenant Thomas G. Ridout, 3rd Regiment of York Militia, 1813

In this activity, you will select one of the above quotations. You will create a piece of writing or art that responds to the quotation and captures the experiences of people during the War of 1812.

Option 1: Creative Writing

Based on the quotation, you will create a character and write a poem, short story or letter from that person’s perspective. The character must be inspired by the quotation you have chosen, but does not necessarily have to be either Chief Little Crow or Lieutenant Ridout, and may be either male or female.

1. Imagine and brainstormSelect one quotation and read it several times. While the quotation provides you with a snapshot of one experience, you need to use your imagination to create a character, including that person’s role and experience in the war, where he or she lived, how he or she felt, etc.

2. Shape and designNow that you have created a broader understanding of your character and his or her experiences, you are going to become that person. You will write a poem, short story or letter from their perspective.

3. Produce and refine In your poem, short story or letter, you should write about “your” challenges, hardships and successes. It should be approximately 300-400 words and should include the original quotation that inspired your ideas anywhere within the piece.

4. Reflect and respond (classroom discussion)

After you finish your piece of creative writing, think of at least three questions you would ask either Chief Little Crow or Lieutenant Ridout, if you could.

Option 2: Visual Art

In Option 2 you will create a work of visual art in response to one of the two quotations.

1. Imagine and brainstormSelect one quotation, read it several times and make notes on the emotions and thoughts that arise in your mind.

2. Shape and designUsing the ideas that you captured during your brainstorming session, sketch an image that comes to you. You could express these ideas through a realistic or an abstract piece of art. Realistic images are ones that look real and lifelike, whereas abstract art doesn’t depict people, places or things in a realistic way but instead uses shapes, colours and lines to represent emotions and events. For example, compare the realistic and abstract artworks on the right that reference the Aboriginal contribution to the war.

The Meeting of Brock and TecumsehRealistic painting by Canadian artist Lorne K. Smith, ca. 1920. Courtesy of Library and Archives Canada.

Requiem for an 1812 Forest

Abstract sculpture by Mohawk artist Shelley Niro, 2012. Courtesy of Niagara Artists Centre.

3. Produce and refine Decide which medium you would like to use for your image. A medium is the material that artists use to create their art, such as pastels, acrylics, watercolours, video, and film. You could, for example, create a video, photograph, drawing or painting for this project. The medium you select should connect to the emotions you are trying to convey. Please note that we unfortunately cannot accept sculptures or other three-dimensional art.

4. Reflect and respond (classroom discussion)

Think of five words that capture the thoughts, feelings and ideas in the piece. You can choose to include these five words in your art.

1. Imagine and brainstorm

Time yourself for five minutes and write or draw all the things you can think of that connect to being Canadian. Summarize the most important points into three sentences—these will act as the foundation for your artistic creation.

2. Shape and design

A photo essay, like any story, has a beginning, middle and end. In order to design your photo essay, sketch a series of five to eight frames that tell a story about what it means to be Canadian.

3. Produce and refine

Now that you have your storyboard completed, it is time to take or draw the pictures. If you are taking digital pictures to capture your story, paste them into a word processing document, which can be printed.If you don’t have access to a digital camera, you can still create the photo essay with drawings or paintings, or you can scan traditional printed photographs.

4. Reflect and respond

Reflect on your photo essay and what you think it means to be Canadian. In 200-400 words, answer one of the following questions:

1. For Elementary and Middle School students: What does it mean to be Canadian? Did the War of 1812 change what it means to be Canadian?

2. For Secondary School students: What is Canada’s identity? How did the War of 1812 shape Canadian identity?

Project 3: What does it mean to be Canadian?

The War of 1812 played an important role in forming Canada’s identity. Two centuries later, the concept of national identity continues to develop. The purpose of this activity is therefore to explore Canadian identity. In this activity, you will create a photo essay (a series of images that tell a story) about what it means to be Canadian. You can find some examples of excellent photo essays on the War of 1812 website.

The Historica-Dominion Institute’s Heritage Minutes

tell the stories of diverse Canadians who make up the fabric

of Canada’s national identity.HeritageMinutes.ca

Richard Pierpoint – Soldier by Meredith Blackmore, 2012. Richard Pierpoint was a Black Loyalist and former slave who fought for Upper Canada during the War of 1812. Courtesy of the Wellington County Museum and Archives.

The Historica-Dominion Institute1-866-701-18671812@historica-dominion.ca www.Historica-Dominion.ca/1812Twitter: @1812Canada

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