“Constitution and the Guerrier”

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This song celebrates the victory of USS Constitution commanded by Isaac Hull over the HMS Guerrier in the first year of the war. This song was widely published and performed and is set to the tune of the “Landlady of France” or “Brandy O”, which was performed several times in Boston in the years leading up to the outbreak of war as part of a dramatic production. The tune goes further back to a traditional Irish song called “The Dandy O”.

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Music from “Brandy O”

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Recommended Recording: “Constitution and the Guerrier” by The Lost Radio Rounders

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Lyrics are from the Naval Songster

“Battle of Baltimore”

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This is a victory song set to the tune of "Yankee Doodle." It was written some time after the naval and land assaults on Baltimore in September of 1813 and was published in the National Songster in 1814. The song details some portions of the battle and calls on Americans to fight with the same spirit exhibited in the defense of Baltimore.

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Printed music can be found in Music of the War of 1812 in America

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Recommended Recording: “The Battle of Baltimore” by David Hildebrand from Music of the War of 1812

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Lyrics are from National Songster and reprinted in Music of the War of 1812 in America.

“Star Spangled Banner”

“The Eighth of January”

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Originally titled “Jackson’s Victory” this traditional fiddle tune celebrates Andrew Jackson’s victory over the British at the Battle of New Orleans on the 8th of January in 1815. Although there is no known author or lyrics the melody had significant staying power and was recorded in FSA camps in 1941 with variety of lyrics having been grafted on. The tune suggests a dance atmosphere and continued to be popular for square dances through the 1940s.

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Several variations in the music exist. One variant can be found at thesession.org (http://thesession.org/tunes/1306)

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Recommended Recording: “The Eighth of January” by Patrick McCauley and Barbara Stevens

“The Battle of New Orleans”

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Written in 1936 by Jimmy Driftwood to the tune from “The Eighth of January” this song made it onto the top of the Billboard’s country music charts when it was recorded by Johnny Horton in 1959. The song was subsequently covered by The Nitty Gritty Dirt Band in 1975. The song tells the story of the Battle of New Orleans from the perspective of soldiers in Andrew Jackson’s army defending the city. Specifically noted in the lyrics is the use of cotton bales as defenses for Jackson’s troops.

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Recommended Recordings: “Battle of New Orleans” by Johnny Horton and “Battle of New Orleans” by The Nitty Gritty Dirt Band

Flog:

Beat with a whip or stick to punish or torture

Weathergage:

A nautical term used to describe the advantageous position of a sailing ship being upwind of another and thus being able to initiate or break off from combat.

Score:

Older term for the number twenty

Rammer:

Warship

Tars:

Sailors

Mizzen:

Short for mizzenmast; third mast from the bow in a vessel having three or more masts

Broadside:

A nearly simultaneous firing of all the guns from one side of a warship.

Ensig :

A flag or standard, esp. a military or naval one indicating nationality.

Spangled:

To cover with spangles or other small sparkling objects

Gallantly:

Brave, spirited, noble-minded, or chivalrous

Washington D.C.

Fortified emplacements for heavy guns

Nigh:

Near

Old Hickory:

Nickname soldiers gave to Andrew Jackson.

Squirrel guns:

Long rifles, used by many of Jackson’s troops because they were accurate and good for hunting.

Brambles:

Any rough, prickly vine or shrub.

What emotions does this piece bring to mind?

Where might this have been played?

Why did the creator of this piece not add lyrics?

Ask the class to reflect on what they already know about the naval conflicts of the War of 1812. Particularly draw out comments on the victories of Oliver Hazard Perry on Lake Erie and Isaac Hull captain of the USS Constitution.

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What effect would these victories have had on the navy, the military in general, or the nation as a whole?

Before listening ask the class to note anything they find important, interesting, or confusing about the lyrics, the music or the song in general.

Have the class listen to the "Constitution and the Guerriere" without any introduction or lyrics to reference. After listening ask the following questions before playing the song again.

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Imagine this song when it was originally performed. What is the scene? Who is there?

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What is happening while the song is being performed? What might happen after it is over?

After the song ends give 10min for each student write a description of what they imagined the performance experience to be.

Discuss the various stories written by the class, keeping track of the places and scenarios mentioned. In addition ask students to name the tune ("Yankee Doodle") and question them about why the author of the later song chose to use the same tune.

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What does the use of the "Yankee Doodle" tune add to the message of the song?

Explain that the class will listen to two songs written about the Battle of Baltimore in which the U.S. forces successfully defended the city from both naval and land attack. Their task will be to make notes comparing the two songs musically, lyrically, and in terms of message.

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How do these songs compare in message and in style?

Play the "Star Spangled Banner" and after a short discussion/reminder of the history of the national anthem follow up with by the "Battle of Baltimore."

Divide the class into pairs and provide each group with a copy of the Song Comparison graphic organizer as well as lyrics for each song. Play each song again and give the groups ten minutes to finish the graphic organizers.

Form the pairs into groups of four to share their observations and insights, and instruct each group to choose a spokesperson to provide an overview of the group’s findings to the entire class.

Discuss the differences reported by each group and pose the question; From whose perspective is each of these songs being sung; What attitude or tone is each conveying?

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Why did one become the national anthem and the other fade into relative obscurity?

As the class enters have "The Eighth of January" playing and as they listen give them the Listening Activity graphic organizer

Have the students discuss in groups of three discuss their observations on the music.

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Give the groups background on the piece.

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It was created after the "Battle of New Orleans" in commemoration of Gen. Jackson’s victory over the British. The creator is unknown.

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Direct the groups to answer these questions:

What emotions does this piece bring to mind?

Where might this have been played?

Why did the creator of this piece not add lyrics?

Come up with lyrics that would fit the music and the purpose of the piece.

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If time allows, permit any group or individual that wishes to perform their lyrics while the song plays in the background.

Discuss as a class which song (of the four presented in this lesson) has the most entertainment value and staying power.

Play for the class Jimmy Driftwood’s "Battle of New Orleans" (sung by Johnny Horton) followed by the Nitty Gritty Dirt Band’s cover of the same song.

Allow students to read the lyrics and discuss why this song as opposed to the others lasted for nearly 150 years.

Provide each student with a blank outline map of the U.S. during the war of 1812 as well as the lyrics of each song used in each of the past three days. Instruct students to work with a partner and use classroom resources (atlases and encyclopedias) in plotting all the locations mentioned in these musical pieces.

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Collect these maps to informally assess the students map reading an research abilities.

Have the students examine the lyrics to this song and respond briefly to the questions below.

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Who is speaking in the song?

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Why might this song have been used as a campaign aid during Jackson’s run for the presidency?

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What makes this a good/bad campaign song?

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What can this song tell us about people who would have supported Jackson for president?

Using these answers as a jumping off point lead the class in a discussion of what Jackson represented as the first president from the west and from a state other than Virginia or Massachusetts. Encourage the class to consider what people would have supported Jackson and why as well as who would have been against his becoming president. This can lead into a discussion of the era of Jacksonian Democracy and the formation of the modern Democratic Party.

Have students design campaign posters or pamphlets for or against Jackson, keeping in mind the song and what segment of the country’s population is supporting Jackson.