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1.
'Old Ironsides' is Born
During the battle, against HMS Guerriere, Constitution earned her nickname Old Ironsides when British cannonballs bounced off her thick oak hull. During the war, one of Constitution's jobs was to protect America's eastern seaboard, and Hull's spectacular victory helped raise American morale. Learn more about this battle and the War of 1812 in All Hands on Deck, 'Ironsides' is Born and our online War of 1812 Resources. There are a number of activities, artifacts, and primary sources in the Museum's collection that can be used to teach about the battle. Try out the skit, poetry activity, critical thinking art discussion, and much more with our full list of classroom activities
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2.
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Captain Bainbridge received this gold Congressional medal in honor of his victory over HMS Java and the image depicted on the back is that of the battle itself. View the details on Bainbridge's Congressional medal, and then read Bainbridge's letter regarding what was the original design, before this final version (a separate document).
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3.
(PDF 223K)
Under Captain Bainbridge, Constitution battled HMS Java and the ship's wheel was shot away. Bainbridge remained on the deck despite being injured during the battle and earned his sailors' respect. This battle was another victory for the struggling nation in a war that was not as smooth on land as it was at sea. Work with students through a number of classroom activities about the battle utilizing primary sources and artifacts that bring in both American and British perspectives on the battle.
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4.
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A diagram of the battle between Constitution and Guerriere done in the hand of Captain Isaac Hull with an accompanying key in his own handwriting. If you look closely, you can see the route of Guerriere in the top left portion. The stronger lines are the path of Constitution.
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5.
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Battle Diagram USS Constitution vs. HMS Java by Charles Frederick Waldo, c. 1813.
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6.
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At the end of the War of 1812, Constitution defeated two ships at once in the battle against HMS Cyane and HMS Levant. The brilliant tactical maneuvering of Captain Stewart and his crew led to a hard earned victory that lasted into the night. Bring the battle to life for your students through these classroom activities and primary resources.
Back to Top of PageA broadside, or a poster, was one of many ways that people received news about current events. There was no television, telephone, or internet. This broadside is reporting on Constitution's battle and victory over HMS Guerriere.
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8.
(PDF 245K)
This classroom skit recounts the battle between USS Constitution and HMS Guerriere using many of the actual words said by men who took part in it. It takes approximately ten minutes. You will need six volunteers to read the parts of the characters, a narrator, and a person to hold up the signs that indicate opportunities for audience participation.
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9.
(4 PDFs)
A collection of four newspaper articles about USS Constitution's battle with HMS Java, from the Commercial Advertiser (Boston, 2/19/1813); from The Palladium (Boston, 2/19/1813); from the Salem Gazette (Salem, 2/19/1813); and from the Federal Republican (2/22/1813),
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10.
(4 PDFs)
George Ropes painted a series of four images of Constitution and Guerriere's battle during the War of 1812.
Back to Top of PageTranscription of Letter from William Bainbridge to Navy Agent George Harrison, regarding Bainbridge's medal for the victory over HMS Java, Oct. 31, 1817. Captain William Bainbridge commanded USS Constitution during the battle and victory with HMS Java, and received a medal for this honor. In this letter, he appropriately corrects the image of what shall be depicted on Bainbridge's medal. What does the flying of Java's flag symbolize to Bainbridge, and why would he want to change it?
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12.
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Depicting USS Constitution's battle with HMS Java: Prints engraved by the firm of R. and D. Havell, after the watercolor drawings of Nicolas Pocock, 1814, A series of four.
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13.
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Portrait Painting of Captain Isaac Hull by artist Gilbert Stuart, 1807.
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14.
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A portriat of Captain Charles Stewart, engraving from the Analectic Magazine, 1815, commander of Constitution during her victorious battle of HMS Cyane and HMS Levant in 1815.
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15.
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Read the journal of the Cheevers' Brothers and learn about their lives with your students. Joseph Cheever, and he brother, John, were from Marblehead, Massachusetts and served on Constitution during the War of 1812.
Back to Top of PageConstitution vs Cyane and Levant by Ambroise Louis Garnerey, c. 1830. This painting depects Constitution's battle with HMS Cyane and HMS Levant. Constitution was victorious.
Back to Top of PageThis transcribed and original detailed letter, from Captain John Marshall to William Phillips in London describes Constitution's battle with the HMS Java, from the British Royal Navy, his point of view.
Back to Top of PageSailing Master Michael Clear wrote his wife, Sarah, about the cruelties of war following Constitution's battle and victory of HMS Java.
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19.
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This pension record includes a certificate which awards the widow of Tobias Fernald six dollars a month for five years and a witness report of his death from a fellow shipmate, William Jones, that describes how he died in the days after the battle between Constitution and Cyane & Levant after an amputation to his arm was required.
Back to Top of PageAt the end of the War of 1812, Constitution defeated two ships at once in the battle against HMS Cyane and HMS Levant. The brilliant tactical maneuvering of Captain Stewart and his crew led to a hard earned victory that lasted into the night. Bring the battle to life for your students through these classroom activities and primary sources. Study a battle diagram, perform a skit from pension records, and learn about 8-year old David Debias, an African American sailor who served aboard Constitution during this battle.
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21.
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During the battle, against HMS Guerriere, Constitution earned her nickname Old Ironsides when British cannonballs bounced off her thick oak hull. During the war, one of Constitution's jobs was to protect America's eastern seaboard, and Hull's spectacular victory helped raise American morale. Learn more about this battle and the War of 1812 in All Hands on Deck, 'Old Ironsides' is Born and the War of 1812 Resources. There are a number of activities, artifacts, and primary sources in the Museum's collection that can be used to teach about the battle. Try out the skit, poetry activity, critical thinking art discussion, and much more with our full list of classroom activities. Learn about Marine Lieutenant Bush through a letter, and study a battle diagram.
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22.
(PDF 218K)
Under Captain Bainbridge, Constitution battled HMS Java and the ship's wheel was shot away. Bainbridge remained on the deck despite being injured during the battle and earned his sailors' respect. This battle was another victory for the struggling nation in a war that was not as smooth on land as it was at sea. Work with students through a number of classroom activities about the battle utilizing primary sources and artifacts that bring in both American and British perspectives on the battle. Read newspaper articles, play telephone to relay orders, and read more primary resources.
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23.
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Broadside printed by the Connecticut Mirror (Hartford, CT), June 22, 1812 advertising the news of America's declaration of war on Great Britain.
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24.
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Before the War of 1812, the Royal Navy of Great Britain patrolled the seas, impressed American seamen and cargo. The American Navy had to battle at sea for free trade and sailor's rights, two of the main reasons for the War of 1812. On June 18, 1812, war was declared as seen in this broadside posted through the city of Boston to alert the public. Learn more about the causes, battles and how to teach the War of 1812 in our War of 1812 Resources. Lead your class in a debate on the decision to go to war through this lesson plan.
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25.
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Before the War of 1812, the Royal Navy of Great Britain patrolled the seas, impressed American seamen and cargo. The American Navy had to battle at sea for free trade and sailor's rights, two of the main reasons for the War of 1812. On June 18, 1812, war was declared as seen in this broadside posted through the city of Boston to alert the public. Learn more about the causes, battles and how to teach the War of 1812 in our War of 1812 Resources. Lead your class in a debate on the decision to go to war through this lesson plan.
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26.
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In this letter, John Contee, a fellow Marine Liuetenent described the death of Marine Private William Bush, the first Marine to die while serving on board Constitution. Contee decribes Bush as gallant and illustrious, and his loss as deeply regretted.
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27.
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Thin, elegant and deadly, this sword belonged to Captain Isaac Hull. It is a fine example of a Federal-era American naval officer's side arm.
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28.
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The significance of the Hull Urn lies in it's uniqueness and in the complex social history of its presentation. The Hull Urn was part of a much broader impulse to commemorate and capitalize as a symbol of America's early naval successes of the War of 1812, and the country's sense of national pride in those victories, such as USS Constitution's victory over HMS Guerriere.
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29.
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After the battle between USS Constitution and HMS Guerriere was over, Guerriere was so torn apart and damaged that the ship could not be saved. The alive, wounded, and dead were brought aboard Constitution, along with other supplies, before the ship was blown apart and sunk to the ocean floor. This bell was reportedly removed during this time.
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30.
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This Transferware Dinner Plate was taken as a spoil of war from HMS Guerriere by an American before they sank her the day after the battle. It likely belonged to a British officer.
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31.
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A transcription of Captain Isaac Hull's official account of the battle between USS Constitution and HMS Guerrierewritten September 21, 1812
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32.
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Ask students to speculate: how would people back home know that a loved one had died at sea? Letters from across the sea were sent to family and friends on a fairly regular basis and newspaper reports often detailed losses at sea. Read the primary sources and encourage students to either write a letter telling someone that their family member has died or a newspaper obituary that details the life of a sailor of their choice. Find all of our Sailor's Stories by checking Sailor's Stories in our Search feature.
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33.
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Use this list of Ship's Superstitions for a laugh and a brainstorn session about other superstitions with your students. Further, use this on our lesson plan about Ship's Superstitions, which also integrates Shakespeare.
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34.
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When a body was committed to the deep, it was stitched into a hammock. The last stitch went through the nose. While this sounds like a myth, it was actually quite practical (acting as a final check for life) but also superstitious (it sealed the deceased's soul into the shroud so it would not follow the ship). Have your students explore a list of superstitions, then on their own create 3 "fake" and 1 real practical advantage of the superstition. Students present their advantages to the class and challenge each other to guess the real practical reason! For older students, explore committing "sailors to the deep" with some Shakespeare in this lesson.
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35.
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Portion of a Pension Record of Tobias Fernald, USS Constitution. Sailor Tobias Fernald was onboard during Constitution's battle against HMS Cyane and HMS Levant.
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36.
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Newspaper article relaying USS Constitution's battle with HMS Java, from the Salem Gazette (Salem, 2/19/1813).
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37.
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In this Lesson Plan, have your students explore a list of superstitions, then on their own create 3 "fake" and 1 real practical advantage of the superstition. Students present their advantages to the class and challenge each other to guess the real practical reason! For older students, explore committing "sailors to the deep" with some Shakespeare's Pericles.
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38.
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Sailors' families depended on support sent home by their husbands or fathers. If a sailor died, his shipmates might have taken a collection of money to send home to the sailor's family. Stories of these families survive now in primary sources, like pension applications. Read the excerpt from this pension record and decide as a class should this person receive a pension or not?
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39.
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Read Captain Hull's Journal with your students and explore some personal belongings in artifacts from the USS Constitution Museum's collections.
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40.
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A fob seal was used with wax to seal important letters or documents. Seals often had an engaving and left a unique impression in the wax seal to certify the documents enclosed.
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41.
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An expensive gold pocket watch helped Captain Isaac Hull keep time and also served as a fashion piece.
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42.
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Captain Hull is charting the Ship's progress. With your students, try to steer Constitution in our interactive game from Sail to Victory. Build on this game with lesson plans about navigation on the high seas with NASA's Build a Simple Sextant and the Institute of Navigation's How to Be a Great Navigator.
Back to Top of PageWhy are there guns in the Captain's Cabin? Constitution's spaces were used in different ways at different times. Before battle, sailors removed the walls of the Captain's Cabin and the area was used just like the rest of the ship's . Ask students to observe the Captain's Cabin scene; what do they notice? Have students draw and color a room that is familiar to them, (i.e. kitchen, bathroom, or classroom) or even construct a diorama but in battle form! Instruct them to think about the room's defense (both protection and escape) before they tackle offense (guns, weapons, or other offensive tactics) Get creative! Have students write a plan before drawing and a descriptive essay after completing the drawing that explains their decisions and choices.
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44.
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This wooden and brass pocket telescope belongd to Purser Thomas Chew and the eye pieces collapses in to conserve space.
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45.
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A 1-page description about the Captain's duties on board ship. Captain was the highest rank in the navy during the War of 1812, and typically commanded ships of 20 guns or more. The captain had ultimate responsibility for the ship and its crew.
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46.
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Read the journal of Captain Isaac Hull and learn about his life with your students. Hull was born in Derby, Connecticut, and served as a Liuetenant on Constitution before he was made Captain, where he served during part of the War of 1812.
Back to Top of PageWhat responsibilities and challenges did Captain Hull face while in charge of a large ship and crew? See his list of responsibilities and start a list with your students about the responsibilities and challenges of being in charge of a classroom. How does they function with just one person in charge? Explain the need for rules and expectations, and write a classroom contract with your students. Explore further by thinking about the responsibilities of the principle of their school, their guardian at home or world leaders. For more information about the crew as a whole, please visit the Educator's Version of Meet the Crew.
Back to Top of PageWork on board Constitution was completed by the sailors, and orders came down the ranks, usually from the Captain. Get your students outside and active and try our versions (simple for younger children; advanced for older) of Simon Says, called Captain's Coming!
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49.
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Work on board Constitution was completed by the sailors, and orders came down the ranks, usually from the Captain. Get your students outside and active and try our versions (simple for younger children; advanced for older) of Simon Says, called Captain's Coming!
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50.
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In the "Captain's Cabin" scene, Captain Hull is charting the Ship's progress. With this Lesson Plan from NASA, Build a Simple Sextant with your students. A Midshipmen's education on board Constitution included navigation, how to determine the ship's location at sea. How do you determine your location if there is no land in sight? Each day at noon, Midshipmen measured the sun's position above the horizon using a sextant. Then the ship's position was calculated using the measurement taken with the sextant and mathematical equations. View a real sextant and then make your own with this NASA Lesson Plan, Build a Simple Sextant. Then, learn How to be a Great Navigator with this Lesson Plan from the Institute of Navigation. Information about navigation is also available in the Captain's Cabin annotated scene.
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51.
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Captain Hull is charting the Ship's progress, and a Midshipmen's education included navigation. How do you determine your location if there is no land in sight? Each day at noon, a measurement of the sun's position above the horizon was taken using a sextant. The ship's position was then calculated using the measurement and mathematical equations. With your students, wiew a real sextant, and try to steer Constitution in our interactive game from Sail to Victory. Then, build on this active game with lesson plans about navigation on the high seas and building your own sextant with NASA's Build a Simple Sextant and the Institute of Navigation's How to Be a Great Navigator.
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52.
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Sextants were used to measure the sun's distance from the horizon, and then through a series of math equations would be used to navigate the ship. Use this artifact with our lesson plans about navigation, and have students make their own sextant using a protractor.
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53.
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Work on board Constitution was completed by the sailors, and orders came down the ranks, usually from the Captain. Get your students outside and active and try our versions (simple for younger children; advanced for older) of Simon Says, called Captain's Coming!
Back to Top of PageFew of Constitution's sailors required amputations, but when necessary it could save a sailor's life. Explore the pros and cons of an amputation after a severe injury to a limb, and instruct students to write from the point of view of a doctor convincing a patient that they must submit to the knife. For a different perspective on land, look at the United States National Library of Medicine's Life and Limb: The Toll of the American Civil War.
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55.
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In this lesson, students view artifacts from the Surgeon's Kit with surgical tools and use their powers of observation to imagine what these tools might have been used for. They will compare them to today's surgical tools and understand that the cockpit during battle was a place of action, acting as a floating emergency room.
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56.
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In this lesson, students view artifacts and the Surgeon's Kit with other surgical tools and use their powers of observation to imagine what these tools might have been used for. They will compare them to today's surgical tools and understand that the cockpit during battle was a place of action, acting as a floating emergency room.
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57.
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A 1-page essay describing naval medicine, and the beliefs of the medical practice during the War of 1812.
Back to Top of PageThe sailor undergoing an amputation surgery in this scene is Richard Dunn who served on Constitution 1812. During the battle against HMS Guerriere, he sustained an injury that required the removal of his leg. He continued to serve the Navy for many years in a variety of capacities and was treated well as a veteran. Have students read his story and brainstorm ways they could support active duty soldiers or sailors or retired veterans. Visit the United States Postal Service's Supporting Our Troops page for ideas, tips, and organizations to connect with.
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59.
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Read the journal of Richard "Dick" Dunn and learn about his life with your students. Dunn joined the Navy on June 19th, 1812, the day after War of 1812 began and was posted to Constitution one week later. Straight away, Dunn was made an Able Seaman because of his experience on merchant sailing ships.
Back to Top of PageWhat kind of education was required to practice medicine for the United States Navy during the War of 1812? Were there universities and hospitals? What kind of education do you need now? How was Surgeon Amos Evans of Constitution trained? Using the resources below, have students research the early 19th century medical training of doctors and compare to today's system.
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61.
(PDF 418K)
Use this crosswork puzzle to learn vocabulary after studying the Sickbay and Cockpit after Battle active online or printable scenes in Explore Old Ironsides. Have students complete the All Guts and Gory crossword and check back for understanding and attention to detail.
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62.
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After studying both the Sickbay and Cockpit after Battle scenes in Explore Old Ironsides, have students complete the All Guts and Gory crossword puzzle to check for understanding and attention to detail.
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63.
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Amos Alexander Evans was born on 26 November 1785. When or why Evans chose to pursue the medical profession is not known, but by the fall of 1802 (when he was only 17) he felt confident enough in his understanding to attend lectures by the famed Philadelphia physician Dr. Benjamin Rush.Evans attended a series of 99 lectures on subjects ranging from advice on siteing hospitals and education of doctors to philosophical disquisitions on reproduction and longevity. Evans clearly hung on every word, and his notebooks from the lectures are neatly written regurgitations of Rush's own words.
Back to Top of PageA complete surgeon's kit belonging to Dr. William Swift of USS Chesapeake in the War of 1812. The kit includes a bone saw, tooth key, and tourniquet. Photographed by David Bohl, and courtesy of the Massachusetts Historical Society.
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65.
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There is nothing like a cup of hot chocolate on a cold day. This recipe comes from an 1814 book called The Artist's Companion, and Manufacturer's Guide, Consisting of the Most Valuable Secrets in Arts and Trades. It is similar to what is called Mexican Hot Chocolate today. While officers may have had access to the somewhat exotic ingredients needed for this recipe, sailors probably made do with sugar and water. Mrs. Child, in The American Frugal Housewife (1833), suggests that nutmeg improves the taste of chocolate, and since this was a common spice, seamen could have grated it into their cups.
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66.
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Students practice their weights, measures, volumes and charts in this lesson plan. Read a primary source with students and then and measure real ingredients with scales and beakers to see the real daily diet quantities a sailor ate.
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67.
(2 PDFs)
Enjoy a sailor's treat with your students. Try a recent adaptation of duff, a sailor's pudding, originally made with suet and flour. You can also try hot chocolate, another treat, this time with an 1812-period recipe.
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68.
(PDF 369K)
Cook with your students or bring ship's biscuit in for your students to try. Biscuit was hard bread that Constitution's sailors ate at nearly every meal. It was baked on land, stored on board the ship, and then issued at sea to the sailors. It kept for a long time in barrels and an artifact of Ship's Biscuit has even survived (albeit preserved with shellac) over 100 years. Ask your students: would it serve better as a hockey puck? Sailors soaked biscuit in their stew, and it was also used as an ingredient in many shipboard-recipes.
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69.
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The cook on Constitution had to do a lot of math to feed 480 hungry men. Ask students to use the serving sizes found in the recipes of Ship's Biscuit, Sailors Duff and Hot Chocolate in a math activity to convert these recipes into meals for 480! One serving size equals enough for one sailor. Encourage students to use multiplication, conversions, and fractions to make enough food for everyone aboard Constitution in 1812. How much of each ingredient will you need? Find out more about Constitution's cook, William Long in his sailor's story.
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70.
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A personal letter from Isaac Washburn to his sister, Abigail Hill. He writes about the foods he recieved and the frequency with which he recieved it. While later than the War of 1812, the food stuffs Washburn ate were not so different than what he would have eaten if he was served in 1812.
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71.
(PDF 199K)
Use the 1812 Sailor's Weekly Diet Chart and convert what they are eating in one day into equal weights and measures, then convert their portions to a pie graph. Compare what a sailor ate daily to what the United States Department of Agriculture recommends.
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72.
(PDF 107K)
Plum Duff, was a treat for sailors who served on board ships like Constitution. This recipe comes from Sandra Oliver's Saltwater Foodways (Mystic, Connecticut, Mystic Seaport Museum: 1995) and is delicious. Like most batter puddings boiled in a cloth, its exterior is gummy, but inside the texture is moist and cake-like.
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73.
(PDF 1.70M)
Read the journal of the Cook William Long and learn about his life with your students. Long came from the town of Wiscasset in the district of Maine, and joined Constitution in 1811 as a seaman.
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74.
(PDF 112K)
Use this chart with students to understand the daily activities of a sailor's day, how the day on board ship was broken up into several "watches", and the rigidity of a schedule on board ship. Includes the daily routine and duties of several different ranks aboard Constitution (i.e. Midshipman, Seaman, Lieutenant).
Back to Top of PageCompare a ration for a Navy sailor during the War of 1812 to a Modern Combat Ration, or Meals Ready-To-Eat. How many calories do sailors and modern combat soldiers require to sustain their health?
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76.
(2 PDFs)
Have your students record a detailed log of what they eat during a 24-hour period, including snacks and beverages. Afterwards, compare examples of your students' Daily Diet Logs to the food that was allotted to a sailor aboard Constitution in 1812. How is a sailor's daily diet different from a student's? What has changed over time, and why? Take this activity a step further to include the intake of calories per day, comparing a student's intake to an 1812 sailor's, and even to a modern combat ration.
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77.
(PDF 1.74M)
Why would someone save a ship's biscuit from Constitution? This bread was saved from USS Constitution in the mid-19th century. Courtesy of the Mariner's Museum.
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78.
(PDF 360K)
Ship's biscuit was a hard piece of bread that Constitution's sailors ate at nearly every meal. The biscuit was baked on land, stored on board the ship, and then sent out to sea with the sailors. Sailors soaked the rock-hard biscuit in their stew to soften it before taking a bite. If you bake a ship's biscuit and would like to taste it, make sure you follow the sailors' example and soak it in water or stew before eating!
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79.
(PDF 248K)
Image of dismantling, or American 'round and grape shot,' from William James' A Full and Correct Account of the Chief Naval Occurances of the Late War between Great Britain and the United States of America, 1817. Shows a British account of the type of artillery used by American ships, designed to take down rigging, masts, and sails.
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80.
(PDF 139K)
With your students, view these two different types of shot that were used in a cannon during the War of 1812. Work together as a group to list the different material properties of each type of shot. How is a round shot different than a bar shot? How are they alike? Why would a gun crew choose to load different types of shot? Did each type inflict a different type of damage?
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81.
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Bar shot was used during battle to damage the rigging, sails, spars and masts of an opposing ship. Read more about bar shot, and play Load and Fire Your Cannon to understand the differences in shot during the War of 1812.
Back to Top of PageLearn with your students about two different types of shot that were used in a cannon during the War of 1812, bar shot and round shot. Try playing the Sail to Victory game that requires memory and skill to Load and Fire a Cannon.
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83.
(PDF 165K)
Learn about the importance of individual responsibility and following detailed instructions in the story of Constitution sailor John Wentworth, who was injured when the gun rolled over his foot. Read Wentworth's own words in his pension application to the United States government to find out what happened and how he was injured. Reinforce the need to follow detailed instructions with your students by having them write the order of operations in constructing a peanut butter & jelly sandwich then try it out! Perform the actual instructions written by the students. How many of your students forgot to include taking the bread out of the bread bag or using a knife to spread in their instructions? Be aware of allergies in your classroom.
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84.
(PDF 766K)
This Lesson teaches communication, team building, following instructions, and engineering concepts. A gun team drilled, or practiced, together in order to be perfect during a stressful situation. Each member needed to be able to complete their tasks exactly, both in practice and during battle when the air was filled with smoke, the yells of crew members, and the deafening sounds of other guns firing simultaneously. The gun team needed to be accurate and fast, and each individual's responsibilities were vital.
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85.
(PDF 300K)
This British round shot weighed about 24 pounds. A broad arrow marks it as British, otherwide it would have looked the same if it were on an American ship. A shot like this would have been fired from a cannon, or gun, from the Gun Deck or the Spar Deck.
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86.
Sail to Victory READY AIM FIRE!
Play these Sail to Victory Games (Load Your Gun and Fire Your Gun) and test your students' memories and their aim as they try to recreate the loading steps and fire a gun on board Constitution.
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87.
(PDF 301K)
Read the journal of John Wentorth and learn about his life with your students. Born in Orrington, Maine in 1791, he enlisted in the Navy when he was 20 years old. Wentworth served on board USS Constellation and USS Hornet before joining Constitution in July of 1811.
Back to Top of PageVisit USS Constitution Museum's All Hands on Deck's Heavy Metal lesson for K-12 activities in understanding Constitution's artillery and weaponry in 1798. These activities include information on the distances and weights of artillery on board ship, and the impact of weight on Constitution's immersion factors.
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89.
(PDF 1.3M)
With this Lesson Plan, use the scientific method as you build and fire an Alka-Seltzer cannon. Compare the chemical processes and materials of your cannon to that of a gun on board Constitution as you use scientific inquiry with your students!
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90.
(PDF 2.3M)
Students may be interested in seeing the tool used for floggings. Study the image of this authentic cat o' nine tails and ask them if they can see why it was called that. Each of the nine ends was made of tarred rope and would have been kept in a bag on the boatswain's waist.
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91.
(PDF 2.25M)
Discipline was essential aboard ship. A cat o' nine tails was a tool used to flog sailors after they broke the law while on board. Flogging was not common in the United States Navy. This instrument pretty clearly speaks to discipline on board US naval vessels. An authentic 19th century example. Ropework cat-o-nine-tails. Nine lengths of braided cord approx. 18" long with ends lashed. Stiff thick handle of cord twisted, knotted, and braided with a loop for the handle at the top. Handle and ends of tails have a copper color due to wearing. The cord itself is tarred black with some wear around the knots. There are very few occurances documented. Learn the story of Moses Smith, and read their opinions to understand more about this object and discipline on board a naval vessel.
Back to Top of PageDiscuss with your students: what are our classroom expectations? Why does a teacher establish classroom etiquette or rules? What are the goals of a classroom? Imagine you are a Captain aboard Constitution in charge of 480 sailors and Marines, working together towards a common goal. What rules would you establish as Captain?
Back to Top of PageWith older students, debate and discuss the history of corporal punishment. Define corporal punishment, that which is physical in nature, and discuss examples that students may have heard about regarding corporal punishment.
Back to Top of PageFlogging was very rare on board Constitution; it was a punishment that was not taken lightly. Explore with students the thoughts and considerations that may have influenced the severity of discipline, and the emotions that sailors are exhibiting on their faces in this scene. What are the ranges of their emotions? Allow students to create a collage, poem or another creative outlet that explores the emotion that they most identify with: horror, fear, sadness, anger, despair, support, indignation, misunderstanding, etc.
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(PDF 318K)
Imagine you witnessed a close friend breaking the rules in the classroom. The teacher comes in, realizes someone has broken a rule and questions all the students in class. If you tell, your friend is punished. If you do not tell, everyone in the class is punished. Read the Sailor's Story of Moses Smith and the historic quotes from him and Captain Isaac Hull with students and ask, what would you do, and why?
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(PDF 311K)
Read the journal of Moses Smith and learn about his life with your students. Smith was born in 1783, and at the age of 28, joined USS Constitution. An ordinary seaman, he earned $10.00 per month.
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(PDF 698K)
Maintaining discipline among a diverse and often headstrong crew was as much an art as a science. This 2-page essay provides information about discipline aboard ship. With older students, debate and discuss the history of corporal punishment. Define corporal punishment, that which is physical in nature, and discuss examples that students may have heard about regarding corporal punishment.
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(PDF 714K)
Quotes pulled from primary resources about flogging and discipline aboard ship.
Back to Top of PageA sample list of rules from the United States Navy from the War of 1812 era. When sailors enlisted to serve on a navy vessel, they promised to comply with and be subject to such rules and discipline of the Navy of the United States as are, or that may be established by the Congress of the United States, and to be governed and commanded in time of action with an enemy, according to the same rules and discipline, and subject ourselves to the same penalties as are thereby imposed or directed.
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(PDF 176K)
Read through these Battle Quotes, many of which are pulled from primary resources of sailors who were on board, to understand their different points of view and their emotions before, during, and after the battle of USS Constitution and HMS Guerreire during the War of 1812.
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(PDF 180K)
Using a list of primary resource quotes, ask students to write a historic fiction short story or skit to perform for their classmates about battle. The quotes are divided between the three main phases of a battle: the anticipation of impending warfare, the chaos of battle, and the aftermath from the point of view of both sides. All the quotes are taken from letters, journal entries, reports, and other primary source documents from the War of 1812.
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A sheet glued to the endpapers reads Be it known that this Bible was taken from the Montgomery gun of the President Frigate where it was slung to the carriage of the said gun. It was taken by William Clark from where it hung after the engagement with the said Frigate, in December 1814. Every gun of the said Frigate was named after some general or patriot of the United States and there was a Bible slung to the carriage of each gun and had the same name marked on the cover.The frigate President, commanded by Capt. Stephen Decatur, sailed from New York on the night of 14 January 1815. The next day, a British squadron composed of four frigates chased and then beat the American ship into submission.
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103.
Ready Aim Fire! Step by Step
Loading and firing a cannon was not an easy task. There were several steps that had to be followed in a specific order for it to be a success. Try out our online games. Load Your Gun and Fire Your Gun, to understand the steps and try your hand at target practice.
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Each gun aboard Constitution was manned by the same gun team in practice and battle. The men developed a team identity and in fact named their cannon much as sports teams today are unified under a team name. Cannons were normally named after famous American generals or patriots and while many men would not have considered themselves religious, a bible was often strapped to the gun carriage and served as a kind of talisman or charm to ward off evil. An example of this survives in a bible removed from USS President found strapped to the Montgomery gun, named for General Richard Montgomery who fell during the attack on Quebec in 1775. After viewing the image, ask students if they can draw any parallels to their own life of times where they have bonded over a shared team identity. What is their team or school named for? What are the qualities that this name inspires them to emulate?
Back to Top of PageThe gun deck is a case in point of the organized chaos in a naval battle. Battles were won because the crew had rigidly defined roles that were drilled and practiced so often that instinct took over during battle. Teamwork was essential. On YouTube or by renting the movie, have your students watch a battle scene from Master and Commander for an example of the utter chaos that reigned during a battle. Please note some of the scene may be too intense for your students, please use discretion. Discuss the evidence of teamwork and previous practice they saw during the battle scene.
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106.
At the very bottom of the Ship, Constitution's construction features can really be seen. Learn about the construction of Constitution with suggested interdisciplinary activities for a K-12 audience from USS Constitution Museum's All Hands on Deck, available at www.allhandsondeck.org. Activities include: "What Floats, What Sails?"
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(PDF 1.15M)
Use this Lesson Plan to calculate the size of Constitution's hold. Then, compare Constitution's hold to the size of your classroom. This lesson includes tables, charts, and equations for calculating area and volume.
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108.
(PDF 1.3M)
In 1794, Congress passed the Act to Provide a Naval Armament. This Act gave the United States government permission to build six new warships and establish what is now the United States Navy. Ship builder Joshua Humphreys designed Constitution's hull using a combination of white oak and live oak. With your students, build a miniature paper version of Constitution.This activity includes a short lesson on the construction of the Ship.
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(PDF 1.3M)
Follow the directions and use the templates provided to construct your very own USS Constitution!
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(PDF 1.2M)
Have your students explore Meet Your Shipmates to find the tradesmen, like a carpenter, sailmaker, and cooper. These workers used their skills to keep Constitution in good repair. In this lesson plan, meet Alexander Lane, Constitution's cooper, learn more about coopers, and build a (paper) barrel with your students.
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(PDF 822K)
Building Constitution was like fitting together one big puzzle. The lower decks were especially complicated with lots of different rooms that held lots of different supplies. Explore Constitution's orlop deck with a simple puzzle, and let students colorfully decorate it and make the pieces fit.
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(PDF 803K)
Use the plan of Constitution's Orlop deck plan (bird's eye view) to create and color a puzzle with your students! Use the puzzle pieces and the corresponding numbers to teach students about the Orlop deck, the lowest deck on Constitution. Have students color each section by the color-by-numbers, cut the pieces apart, and put it back together again.
Back to Top of PageFor a bit of fun and an introduction to the Hold scene in Explore Old Ironsides, have your students test their hand-eye coordination in this fast-paced game to rid the stowaways (the rats) from Constitution's hold. Be careful not to hit the cats - they help get rid of the rats.
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114.
(PDF 1.25M)
Have your students explore Meet Your Shipmates to find the tradesmen, like a carpenter, sailmaker, and cooper. These workers used their skills to keep Constitution in good repair. In this lesson plan, meet Alexander Lane, Constitution's cooper, learn more about coopers, and build a (paper) barrel with your students.
Back to Top of PageImagine how hard it was to keep the deck clean! Challenge your students to scrub the deck with the rest of their mates with this interactive Holystoning Game.
Back to Top of PageWhat are your students' chores at home? Do they have to sweep, vacuum, or mop the floors? Holystoning was a chore for sailors on board Constitution. Investigate the Holystoning scene from Explore Old Ironsides and then read the historic quotes to your students, written from the point of view of a sailor and an officer. Have your students write a descriptive writing piece about the Holystoning scene, imagining they are a holystoning sailor or a supervising officer. Have them consider: sights, sounds, sensation, emotions, and their physical movements.
Back to Top of PageEncourage your students to explore the scenes of Explore Old Ironsidesfor a specific pup find Guerriere the Terrier in 11 places throughout the scenes. For an arts and crafts activity, you can download an image of Guerriere the Terrier, and learn about his life aboard Constitution. Go exploring with him as a class or individually to all your favorite places. Take a photo with Guerriere wherever he goes like on class field trips and create his travel log with your students. Don't forget to photograph him on his travels and post them on Guerriere's Facebook page. Where in the world has Guerriere the Terrier been?
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(PDF 598K)
Read quotes, some pulled from primary resources, with your students describing the chore of holystoning from both an officer and a sailor's point of view.
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119.
(PDF 301K)
Read the journal of Boatswain Peter Adams and learn about his life with your students. Englishman. Adams served on HMS Princeduring the long war with Napoleon, and came to America after discharged. Appointed a boatswain's mate, he sailed on the USS President and then transferred to Constitution in 1810.
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(PDF 308K)
Peter Adams served as Boatswain on Constitution during the War of 1812. His duty was to keep Constitution clean and in good repair, and to supervise the common sailors while they performed their duties. Read his story with your students and learn about the daily routine of the sailors that kept Constitution functioning.
Back to Top of PageView this video of the building of a capstan from HMS Victory, and learn more about how a capstan was built on this Ship Modeling site, and about the purpose of a capstan on large ships like Victory and Constitution. Can your students think of activities in their classroom that require everyone to help?
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(PDF 419K)
A sailor's daily routine chart. This includes a day's schedule of a First Lieutenant, Midshipman, Seaman, Boy, and Marine Private during the War of 1812 on board Constitution.
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123.
(PDF 214K)
In this Lesson Plan, discover the simple machines on board Constitution, like this pulley system known as block and tackle, now artifacts. Learn about simple machines and send your students on a scavenger hunt searching for simple machines in Explore Old Ironsides, their classroom, or their home. Challenge them to create working prototypes of simple machines that could have made sailor's lives easier.
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(PDF 219K)
Have your students work together to plan, design and build a simple machine to help Constitution sailors holystone the deck. View our Simple Machines Lesson Plan to learn about the simple machines already used on board Constitution and challenge your students to create new inventions to simplify life for the sailors.
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(PDF 1.5M)
Print out this image of Guerriere the Terrier for your students to use in many fun and creative activities.
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(PDF 1.1M)
Constitution recruiting advertisement from the Columbian Centinel, May 19, 1798. Would you join the Navy during the War of 1812 after seeing this poster? Read through the advertisement with your students then play our Recruiting game to see what necessary skills were required to serve aboard ship.
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(PDF 468K)
Leaving home for what may have been months on end with a crew whom you barely knew must have been frightening. Discuss with your students: what would you take with you to remind you of the comforts of home? Share the artifact image of John's Lord's Seabag and encourage them to design and color their own seabag. Have explain their decorations. You can also play this as an interactive game online. Post your favorite designs to the Museum's Facebook page by liking USS Constitution Museum and uploading them to the wall.
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(PDF 492K)
Use this Empty Seabag image with your students to create art. Suggest to your students to draw and design things that symbolize what they love about their life (e.g. family, activities, favorite places).
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(PDF 638K)
Sailors packed their seabag (it was like their suitcase) before leaving shore. This seabag from Gunner John Lord survived. It is a rare artifact from the 19th century that offers a glimpse into a common sailor's life. What do your students think John Lord would have packed to take with him for his months away from home? A seabag was often made of canvas, the same material as sails. Other suggestions for younger students: play the "Pack Your Seabag" game, and then design their own.
Back to Top of PageEncourage your students to pick and choose their purchases carefully while packing their seabag in this interactive game, Pack your Seabag. Prompt them to record how much money they have and guess what the items listed cost, and continue to prompt them to use their addition and subtraction math skills before the computer does for them.
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(PDF 684K)
Use this prtinable worksheet (you will have to cut it in half) with students. Have one student play the recruiter and another as the recruitee as they learn about being recruited to the United States Navy during the War of 1812.
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(PDF 466K)
Recruiting advertisements were used before, during and after the War of 1812, and still are used today. Share with students the following Recruiting Advertisements, a 1798 Newspaper Recruiting Article, a War of 1812 Recruitment Advertisement, an Army Recruitment poster from World War I from the Kansas Historical Society, and Rosie the Riveter from World War II. Ask your students: is the recruiting message the same? How is it different? What role do the words, size and style play in communicating the recruitment message? Have students design and create a recruiting advertisement for a club, sport or activity that they enjoy. How can they get people to join through a piece of paper?
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(PDF 684K)
Ask your students: what qualifications do you think were needed to join the Navy in the War of 1812? Join Constitution's Crew with this paper based Recruiting Quiz. You can also have your students complete this quiz online; however, we recommend pairing students up and having one play the recruiter while the other plays the sailor being recruited with the paper based version.
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(PDF 2.1M)
Take a close and critical look at the tensions leading up to the War of 1812 and the causes that led to America's declaration of war on Great Britain. In this Lesson Plan, students utilize primary source documents to understand perspectives and viewpoints of different individuals and groups, pick a side to play, and present a persuasive argument on whether or not to declare war against Great Britain. For more information on the causes of the War of 1812, please visit our War of 1812 Resources.
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(PDF 869K)
Rules for "Going to Boston" Dice Game. For a gambling free experience, follow these instructions for the 19th century game Going to Boston using real dice in the classroom.
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(PDF 153K)
Using graph paper, students create a chart to log their 24-hour routine. Make sure they include their free time, with at least 3 ideas of what they like to do for fun. Do their fun activities include something the average Constitution sailor couldn't do like playing video games or talking on the phone? Have them brainstorm and reflect: what else could they do with that free time? What are the differences between a sailor's life and their own? Using the sailor's Daily Routine Chart have students compare and contrast them on a simple table, noting the amount of hours (and convert to percentages!) of sleep, chores, school, and leisure time.
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(PDF 152K)
With this worksheet and using the sailor's Daily Routine Chart, have students compare and contrast their day to a sailor's day with a table. Note the amount of hours (and convert to percentages for an added element) of sleep, chores, school, and leisure time.
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139.
(PDF 445K)
Use these fun fill-in-the-blank stories to have students include their own nouns, verbs, adjectives, etc. Take it further and have students create their own fill-in-the-blank tall tale, and exchange with a classmate to fill them out.
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140.
(PDF 557K)
Gunner John Lord made this engraved powderhorn on board Constitution in the 1820s. Lord decorated the horn with nautical images, included cannons and cannonballs, an anchor and chain, a flag, and a scene of Old Ironsides in battle. It is a special memento of one sailor's service. The symbols he used to decorate were all chosen with care.
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141.
(PDF 570K)
John Lord's engraved powderhorn was designed to carry gunpowder, but it is a special memento of one sailor's service. The symbols he used to decorate were all chosen with care. By closely observing them, can your students decode what Lord's job on Constitution was? Gunner John Lord made this on board Constitution in the 1820s. Lord decorated the horn with nautical images, included cannons and cannonballs, an anchor and chain, a flag, and a scene of Old Ironsides in battle. Have your students try the art of etching out: using a bar of soap and toothpicks or forks, students etch an image, a favorite activity, their name, etc. into the soap.
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With your students, enjoy some fun fill-in-the-blank creativity with Tall Tales in the interactive game. Read them aloud and rate each others stories if you can do it without giggling! You can also download paper based fill-in-the-blank stories and have students include their own nouns, verbs, adjectives, etc. Take it further and have students create their own fill-in-the-blank tall tale, and exchange with a classmate to fill them out.
Back to Top of PageFor an online experience, play this interactive Dice Game with students (teachers: please be aware this includes an element of gambling). For a gambling free experience, follow these instructions for the 19th century game Going to Boston using real dice in the classroom.
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(PDF 293K)
Read the journal of John Lord and learn about his life with your students. Lord joined the Navy on November 4, 1812, and served aboard Constitution as a gunner during the War of 1812.
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145.
(PDF 156K)
A worksheet designed for students to log their activities over a 24-hour period., with questions including: How many hours do you spend doing this per day? What is the percentage of your day spent doing this activity?
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146.
(PDF 1.32M)
Understanding the chemical reaction of gunpowder was vital aboard Constitution. Sailors wore felt slippers while in the magazine to avoid sparks or moisture. What other types of precautions might have sailors followed with such a dangerous substance?
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(2 PDFs)
The use of copper below the waterline of Constitution was on the inside of the magazine and the outside of the ship's hull. On the inside of the magazine, it was used to protect the gunpowder and on the outside of the Ship it was used to protect the hull below the waterline. View the image of Constitution's copper lined hull and read the materials description. Check your local hardware store for a strip of copper, and find a block of wood. Have students compare the properties of each type of material. What are the pros and cons of using these materials in building a ship like Constitution?
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(PDF 474K)
To build USS Constitution, the best materials were brought to Hartt's shipyard in Boston, Massachusetts. Constitution's builders used wood from all over the United States to build her strong hull. Each type of wood was ideally suited for its use. This document includes a cross-section of Constitution and points out which material was used where to build the ship.
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(PDF 254K)
USS Constitution was put into drydock in 1995 to prepare her for her 1997. While she was in Dry Dock during her overhaul, these images were taken, showing copper below the ship's waterline, and her keel, the spine of the ship. A wide shot and a detail shot show copper cladding on USS Constitution in drydock, ca. 1995.
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(PDF 723K)
Turn your students into powder monkeys by imitating the powder passing from Constitution's magazine up to the guns. The magazine was on the orlop deck, and the gunpowder needed to be passed all the way to the gun or spar decks. A real-life cartridge of gunpowder on Constitution weighed 6 to 8 lbs. In this relay game, students compete in teams to be the victorious crew!
Back to Top of PageCan your students make it from the magazine to the guns avoiding all the obstacles in time? Try this online Powder Running game!
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152.
(PDF 453K)
Compare and contrast these images portraying an 1812 common sailor and and 1812 Marine. What do their uniforms say about their duties on board ship?
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153.
(PDF 941K)
Guns like this were being used in the ship's tops, and they would be fired down on the opposing crew. This howitzer came with dangers as the gun could easily explode. Howitzers of this size would more often be used like a big shotgun, firing canister or grape shot. Learn more about the uses of different types of shot in Bar and Round Shot: Material Properties and Use in Exercising the Guns. Don't forget about Paul Revere, who likely created this howitzer! Learn more about his businesses, besides his Midnight Ride, from the Paul Revere House in Boston, Massachusetts and on their website.
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154.
(PDF 290K)
Use this lesson plan with younger students. What are the fears and dangers that a Marine may have faced on the Maintop during battle? What would be your fears, and how would you tackle them? Read a sailor story that exhibits courage like that shown on Constitution, and afterwards find more examples of the crew's bravery throughout Explore Old Ironsides. Have your students share times where they had to be brave, and create an art project together.
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155.
(PDF 290K)
What are the fears and dangers that a Marine may have faced on the Maintop during battle? What would be your fears, and how would you tackle them? Read a sailor story that exhibits courage like that shown on Constitution, and afterwards find more examples of the crew's bravery throughout Explore Old Ironsides. Have your students share times where they had to be brave, and create an art project together.
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156.
(PDF 535K)
Compare the uniform of a Marine to a Navy sailor during the War of 1812, and the dress uniforms they wear today. Why are there different uniforms, and what do they say about their jobs and rank? Have students list other professions that require a uniform or dress code, and list the reasons why they wear a uniform for their job. Could you tell what they do, just by seeing what they wear?
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157.
(PDF 920K)
Guns like this were being used in the ship's tops, and they would be fired down on the opposing crew. This howitzer came with dangers as the gun could easily explode. Howitzers of this size would more often be used like a big shotgun, firing canister or grape shot. Learn more about the uses of different types of shot in Bar and Round Shot: Material Properties and Use in Exercising the Guns. Don't forget about Paul Revere, who likely created this howitzer!
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(PDF 982K)
Challenge your students to a Reloading Relay lesson plan, which demonstrates the realities of Marines' responsibilities during the chaos of battle.
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Marines were stationed approximately 85' to 90' above the spar deck of Constitution during battle. How high is that, exactly? With this Lesson Plan, work with your students on a sunny day to discover the height of a tree or a flagpole through its shadow (and then compare the height to where Marines were stationed on the Maintop in Battle). There's no end to this lesson! Use distance and real space to see how high and how much room these Marines had to operate (the Maintop's width was half the size of a tennis court). Can they imagine keeping their balance and taking aim atop a rolling shipwhile being fired at?
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160.
(PDF 463K)
Compare the uniform of a Marine to a Navy sailor during the War of 1812, and the dress uniforms they wear today. Why are there different uniforms, and what do they say about their jobs and rank? Have students list other professions that require a uniform or dress code, and list the reasons why they wear a uniform for their job. Could you tell what they do, just by seeing what they wear?
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161.
(PDF 1M)
Challenge your students to a Reloading Relay lesson plan, which demonstrates the realities of Marines' responsibilities during the chaos of battle.
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162.
(PDF 107K)
Have you students compare themselves to men who served on board ship! This chart shares basic facts about real men and both types of military service on Constitution during the War of 1812 (Marines and Navy).
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163.
(PDF 142K)
Have you students compare themselves to men who served on board ship! Facts using statisitcs of real men, Marines and sailors, who served about Constitution during the War of 1812.
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164.
(PDF 216K)
Teach your students to drill like a Marine, with directions of body movements they used - a great way to practice following directions! This Marine Drill is like a game of Simon Says. If you are interested in a similar game, try the sailor's version called Captain's Coming.
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(PDF 166K)
With these instructions, build versions of a Marine's drum with your students. Use this drum to Drill Like a Marine with your students, and view an artifact, a real Marine's drum.
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166.
(PDF 250K)
Directions for building a Marine's Hat, or a Shako. This distinctive part of the Marine uniform takes time and patience to create from scratch. Prior to conducing this activity, determine which steps listed in the prepare the pieces section you would like students to complete, and which steps you will have done in advance.
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167.
(PDF 109K)
With your students, compare and contrast a sailor's duties onboard Constitution to that of a Marine's. What were the pros & cons of each position? What were the dangers in being a Marine and a sailor? What was the pay difference? Have students choose a sailor or a Marine and then write a persuasive essay persuading a friend to join Constitution as a sailor or enlist in the Marines during the War of 1812. Why would you choose one over the other?
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168.
(PDF 212K)
Teach your students to drill like a Marine, with directions of body movements they used - a great way to practice following directions! This Marine Drill is like a game of Simon Says. If you are interested in a similar game, try the sailor's version called "Captain's Coming".
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169.
(PDF 245K)
Directions for building a Marine's Hat, or a Shako. This distinctive part of the Marine uniform takes time and patience to create from scratch. Prior to conducing this activity, determine which steps listed in the prepare the pieces section you would like students to complete, and which steps you will have done in advance.
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170.
(PDF 367K)
While this piece is a replica, it looks and operates just like a musket that would have been used by Marines or sailors on USS Constitution in 1812.
Back to Top of PageMarines exercised, or drilled, with their muskets. Learn more about the musket and its purpose with an artifact from our collections. Muskets from the 19th century are fairly common in museums. Do you have a local history museum in the area? Find the museum online and perhaps take a field trip with your students to visit. You might be able to see a musket in person with your students. Watch the Marines in action at the Maintop in Battle.
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(PDF 170K)
Marines exercised to the beat of a drum; certain numbers of beats required Marines to perform specific actions. View this drum from the USS Constitution Museum's learning collection and then have your students create their own drum in this activity. You can learn more about how certain sounds communicated messages to Marines and sailors on Constitution at the annotated Quarterdeck scene.
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(PDF 1.02M)
This is a replica drum similar to the type Marines would have used to call men to their battle station, an action called "drumming to quarters." This sample most closely resembles a Civil War era drum.
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174.
Constitution was a massive and complex fighting machine, and it took nearly 500 men to keep her at sea. The following lessons and activities supplement Meet the Crew, a separate section than the rest of Explore Old Ironsides. With your students, explore Meet the Crew on your own to find online journals about Constitution sailors and learn about the rank and hierarchy of the men aboard.
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(PDF 1.6M)
Before the Emancipation Proclamation and the Civil War (despite northern emancipation after the Revolution), whites did not look upon African Americans as their societal equals. However, the maritime industry (on ships like Constitution), offered free African American men an opportunity for decent pay (equal to whites) and available employment. On board Constitution (and other ships) during the War of 1812, men of color made up anywhere between 7-15% of the crew, most often ranked as seamen. Meet Jesse Williams, an African American man who served on Constitution as part of a gun crew during battles against HMS Guerriere and HMS Java. See the essay on African Americans in the US Navy for more information.
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(PDF 180K)
Additional information about Africans Americans service in the Navy during the War of 1812 for educators. This academic essay by Lauren McCormack from the USS Constitution Museum discusses African Americans in the United States Navy during the War of 1812.
Back to Top of PageUse the image of Meet the Crew and the additional resources provided to explore rank and hierarchy on board Constitution and calculate the statistics of how many sailors served in each rank. Work out the statistics with your students given the additional resources. How many sailors on board the Ship were officers? How many were ordinary seamen? How many were boys? Did the number of seamen on board Constitution reflect the separation of different types of work that had to be done to keep Constitution afloat?
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(PDF 145K)
Statistics about sailors who served on board Constitution during the War of 1812, gleaned from primary resources.
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179.
(PDF 425K)
Flow chart and image showing the ranks and hierarchy, the chain-of-command on board ship. Includes most, if not all, sailors and laymen aboard ship.
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180.
(PDF 1.74M)
Read the journal of Beekman Hoffman and learn about his life with your students. Hoffman was Constitution's Fourth Lieutenant. He joined the navy seven years before the War of 1812 as a midshipman, when just a boy of 15. He came to Constitution in March of 1812, and was commissioned Lieutenant after only two months service.
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181.
(PDF 1.70M)
Read the journal of David Debias and learn about his life with your students. Debias was an African American boy of eight years old when he joined Constitution, a free-born Bostonian. He was also ranked a Boy on the ship, meaning he had not yet learned enough seaworthy skills to become a Seaman.
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Read the journal of Dorothea Cooper and learn about her life with your students. Dorothea Cooper was a servant in the Robert of Mastic, New York. She was the wife of William Cooper, and they had two daughters, Charlotte and Fanny. William was impresed into the British navy. William fled the British ship, and served aboard Constitution.
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Read the journal of the Pardon Mawney Whipple and learn about his life with your students. Whipple was midshipman on Constitution during the War of 1812, at 22 years old.
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Read the journal of Sarah Clear and learn about her life with your students. Sarah Clear was the wife of seaman Michael Clear, a seaman who served aboard Constitution during the War of 1812.
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Read the journal of Thomas Chew and learn about his life with your students. Chew was Constitution's purser. Born in New London, Connecticut, he entered the navy as a purser when at 22 years old, and learned the craft aboard three other ships before joining Constitution in June 1812.
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(PDF 296K)
Read the journal of William Cooper and learn about his life with your students. Cooper was born in New York around 1784, and was Native American, a chief of the Unkechaug tribe that called Long Island home.
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Read the journal of William Sharp Bush and learn about his life with your students. Bush was a Marine Lieutenant born in 1786 in Wilmington, Delaware. He volunteered for the Marines in 1809, and was posted toConstitution with the rank of First Lieutenant when this present War of 1812 began.
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Sailors Stories from Constitution
Historians are people who study the past using original pictures, artifacts, and documents. For more than ten years, historians at the USS Constitution Museum in Boston used sources like these to learn about the lives of the ship's crew during the War of 1812. The list of Constitution sailors you see below (and throughout this site) are REAL people that served aboard Constitution whom historians uncovered during their research. All of these Sailor's Stories appear in Meet the Crew as online journals, but you can download and print them here. With your students, discover what happened to these sailors, their families at home, and what became of them afterwards.
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Read the journal of Jesse Williams and learn about his life with your students. Jesse was an African American sailor, and forty years old while on board Constitution as an Ordinary Seamen.
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Ask your students these simple questions to learn how to become an officer-in-training during the War of 1812 for the United States Navy. Do they have the qualifications to be a midshipman in 1812? Are these the same qualifications necessary today? Today the title of midshipman refers to students studying at the United States Naval Academy; the "Midshipmen" is the mascot.
Back to Top of PageMeet Pardon Mawney Whipple, once a Midshipman onboard Constitution during the War of 1812. View with students: his sword, hat, and even a lock of his hair. As a Midshipman, Whipple was an educated, respectable, young man. Not all sailors could read, but Whipple could. Read emotional and gripping excerpts from his journal with your students to learn about Whipple's personal views and emotions, and his first hand accounts of such moments in history as the Constitution's battle with the HMS Cyane and HMS Levant.
Back to Top of PageHave your students make and keep a journal by folding lined paper for the inside pages and oak tag or a heavier paper for the cover. Fold the paper and staple or sew ribbon through punched holes along the fold to create a journal-like feel. Students can design their cover as well as Whipple did (see his real journal above for inspiration). To further this activity, explain that Whipple may have used his journal to copy over letters he was writing and sending out. Ask students to write a letter and address them to My dear friend, just like Whipple.
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(PDF 194K)
During the early 19th century, all naval officers wore a folding cocked hat or chapeau bras with their full dress uniforms. The chapeau was flat and crescent-shaped, and it stood 9 to 11 high, and from point to point it could stretch 16 (or more). Designed to fold flat, the hats could be easily stored in a box or carried beneath the arm. View with students Pardon Mawney Whipple's hat, and have students make their own paper versions to wear at special occasions.
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A Midshipmen Questionnaire, where studens pair up to learn about becoming an officer-in-training during the War of 1812 for the United States Navy. Do they have the qualifications to be a midshipman in 1812? Are these the same qualifications necessary today? Today the title of midshipman refers to students studying at the United States Naval Academy.
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A cocked hat belonging to Pardon Mawney Whipple.His folding bit of pasteboard and plush once graced the brow of a hero. Worn by Pardon Mawney Whipple after his promotion to lieutenant in 1820, the hat was resplendent with a binding of gold lace and a knap of shiny silk. Stripped of its decoration, and worn thin by the caress of many hands, the hat remains as a relic of one who witnessed his fair share of sea fights and stormy weather.
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Midshipman Whipple's journal, mostly addressed to Dear Friend, gives a unique and emotional glimpse of his service aboard USS Constitution. Whipple received his midshipman's warrant in 1812, and the following year was ordered to Constitution. In a letter to a friend, he expressed his joy at the appointment: After having been kept so long in suspense, it is like emancipation from slavery to have my name enrolled on the list of this gallant crew and be permitted to serve my country in a ship which has already so eminently distinguished herself as Old Ironsides. He served with honor during the rest of the war and saw action during the battle with HMS Cyane and HMS Levant in 1815. Deeply affected by the scenes of gore on the defeated ships, he recalled that it was a long time before I could familiarize myself to these and if possible more horrid scenes that I had witnessed.
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Locks of hiar were often given to family members as a memory and remembrance of a loved one. This is a lock of hair from Midhipman Pardon Mawney Whipple.
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Midshipman Whipple's sword joins many of his other possessions at the USS Constitution Museum, including his cocked hat, his journal, and a lock of his hair.
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(PDF 190K)
A favorite craft activity of the USS Constitution, have students make and decorate their own paper officer's hat, similar to what the Captain of Constitution would have worn during the War of 1812 (although, his chapeau de bras was not made of construction paper).
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Practice these Salty Sayings from life at sea that have been integrated into our daily language.
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(PDF 977K)
View with students the Speaking Trumpet, and make your own speaking trumpet (like a megaphone) out of oaktag or posterboard, and practice these Salty Sayings from life at sea that have been integrated into our daily language. Use the megaphone to pass these messages, playing telephone on the playground.
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Means of communication on board ship were very important to daily life. Make your own speaking trumpet, and learn about other ways to communicate in other suggested lessons on A Sailor's Life for Me.
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(PDF 370K)
Cartoons were used as propaganda to make fun, or display an attitude about current events or political issues. They still are today. This image shows John Bull, the national personification of Great Britain, in a boxing match with Brother Jonathan, a fictional character personifying the United States in the early days of the country. Who's winning the boxing match?
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Animals were living aboard Constitution for food and as pets. Hens laid eggs, goats and cows provided necessary nutrients such as protein and calcium for the sailors. With your students, view the Quarterdeck scene and the caged hens on the deck. Explain that Constitution was out to sea for months at a time, and had up to 480 sailors living aboard. What might the sailors eat, if Constitution carried these animals: chickens, goats, pigs and cows? Do these animals cover all the proper USDA recommended food groups? Is there anything missing?
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A Midshipmen's education on board Constitution included navigation, how to determine the ship's location at sea. Information about navigation is also available in the Captain's Cabin annotated scene. Midshipmen measured the sun's position above the horizon using a sextant and calculated with mathematical equations the ship's position. View a real sextant and then make your own with this NASA Lesson Plan, Build a Simple Sextant. Then, learn How to be a Great Navigator with this Lesson Plan from the Institute of Navigation.
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(PDF 378K)
Cartoons were used as propaganda to make fun, or display an attitude about current events or political issues. They still are today. This image pokes fun at Napolean (see the uniform and French "accent" in the words), and brings up the major causes of the War of 1812 (spoken by Columbia).
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Discover these artifacts with your students and compare the elements of noise (load, shrill, or private) with the intent behind the message. Who was the message communicated to, and why? Have students compare the different modes of communication on Constitution to those in your school like classroom speakers, letters, megaphone, fire alarm, or the loudspeaker. Many means of communication were necessary on a ship as large as Constitution. In the "Quarterdeck" scene, a boy delivers a message to the officers. A Boatswain's pipe signaled a change in watch for the sailors with a special call: a pipe to dinner, or to begin a chore like holystoning; a speaking trumpet carried over longer distances and called orders to the men aloft; the beat of marine's drum was heard far and wide and sent men scurrying to their battle stations.
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Communication at Sea - Signal Flag Activity
In 1812, Signal Flags were used to communicate at sea over long distances. Today, each letter of the alphabet is assigned to a flag. Have your students make and then communicate in code with their own signal flags, available in a k-4 activity in Speaking in Colors and a grade 5-8 activity with Color Coded Communication, both lessons from All Hands on Deck, available at www.allhandsondeck.org.
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In the "Quarterdeck" interactive scene in Explore Old Ironsides, students can read a sailor's quote that pokes fun at the King of England. View these Primary Source Cartoons (Columbia teaching John Bull his new lesson; A boxing match, or another bloody nose for John Bull) with students, originally put online by the Library of Congress. What is the purpose behind a political cartoon? What is the purpose of these particular cartoons during the War of 1812? Are there any political cartoons that are published today? Scour local or national newspapers with your students for something similar, and learn about current events through the vehicle of political cartoons.
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(PDF 548K)
Huzza for Constitution! This song was printed shortly after Constitution's victory over HMS Guerriere on August 19, 1812. Set to the tune of Yankee Doodle it celebrates the Ship's brilliant naval victory when Constitution earned her nickname Old Ironsides, and became a national symbol.
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Constitution emerged from the War of 1812 as a national symbol, much as we think of the Statue of Liberty or the Liberty Bell today. Artists have long depicted the Ship with that legacy in mind. Print out or project these images (artwork by Marshall Johnson and Felice Corn) of Constitution and discuss with your students the point of view the artist has taken. How have they glorified her? Do they think the British would have taken the same point of view?
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An curator's essay about Captain Isaac Hull's Presentation Urn. The significance of the Hull Urn lies in it's uniqueness and in the complex social history of its presentation. The Hull Urn was part of a much broader impulse to commemorate and capitalize as a symbol of America's early naval successes of the War of 1812, and the country's sense of national pride in those victories, such as USS Constitution's victory over HMS Guerriere.
Back to Top of PageUSS Constitution's sailors returned victorious three times during the War of 1812. Sailors enjoyed their success and were awarded with extra pay called prize money. How much did they get? Introduce your students to Jesse Williams, a free black man who served aboard Constitution and later earned an extra 2 years of his wages in prize money after the Battle of Lake Erie. Research with your students what the average salary of a sailor is today, and what 2 times that would be. What do you think Williams did with his prize money? Learn more about Williams in his journal.
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These two paintings of USS Constitution, painted by Michele Felice Corn in 1803 and Marshall Johnson in the late 19th century, depict the ship at sea and full sail, a powerful ship.
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Jesse Williams was an African American who served as the first sponger for the number three long gun on the gun deck on Constitution. Soon after the battle, the navy transferred Williams to the Great Lakes, where he was wounded, captured, and sent to the infamous Dartmoor prison. In recognition of his service on the Lakes, the state of Pennsylvania awarded this silver medal to the crew served there a silver medal in 1820.
Back to Top of PageIf you listen closely, many popular songs can tell you what's happening in the world today. The same was true in 1812. The lyrics of Yankee Doodle have often been altered to fit the times and to mock a specific group of people, as they were following the battle against the Guerriere. The Star Spangled Banner lyrics began as a poem written by Francis Scott Key about a battle in the War of 1812. By looking closely at the lyrics, your students can learn a lot about the situation at hand. Encourage students to explore their own music collections; can they find any songs with political opinions or that are about current events? (For examples of music and lyrics with history/political opinions, here are some examples: American Soldier by Toby Keith, Where is the Love? by Black Eyed Peas, The Spirit of '43 by Disney, One by Metallic, Sunday Bloody Sunday by U2, The Ballad of the Green Berets by Sgt. Barry Sadler, Imagine by John Lennon).
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This broadside (like a poster) poem titled "The American Constitution Frigate's Engagement with the British Frigate Guerriere" was printed in 1812. Set to the tune of Yankee Doodle, it tells the story of a brilliant naval victory. Use the original broadside to sing along with your students. Have them try to write a song set to a familiar tune that celebrates an important moment in their own lives.
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Upon returning home, Captain Hull was showered with praise and gifts for having led the crew to victory in the battle against HMS Guerriere. The citizens of Philadelphia honored him with a silver urn crafted by Thomas Fletcher and Sidney Gardiner that is full of symbolism. Together as a class, decode the piece to understand all the hidden messages the urn is trying to convey. The short essay on Captain Hull's Urn can help you lead the discussion.
Back to Top of PageIn this activity, students study a transcription of the popular broadside poem retelling the battle between USS Constitution and HMS Guerriere (with helpful translations). Have students sing the poem to the "Yankee Doodle Dandy" tune, and then write their own poem or lyrics to the tune.
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Sailors aboard Constitution used many different blocks, or pulleys, to lift and haul objects and other items to complete their daily work. Use this artifact with our lesson plan about Simple Machines to understand other simple machines sailors used to help them complete their daily duties.
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Although Navy sailors were often required to work in silence, some merchant sailors during this period sang chanties to coordinate their work. For example, the refrain of the song indicated when to pull on a rope together, while singing a song made monotonous work less loathsome. For inspiration, try searching for sea chanties, some of our favorites are listed below. With this Lesson Plan, expose your students to sea chanties as an introduction to call-and-response poetry. By listening to examples together, students explore sea chanties and work songs, the language involved, and the reasons for using them. Students will write their own chanty or work song using creative writing to develop thematic connections.
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The Boatswain's pipe, or whistle, was a noise that was common on board Constitution. Boatswain's (bosun's) whistle/pipe/call. Coin silver reed, with a round bowl with ball inside and hole, flat support surface, flange. Silver ring attached through a hole for a lanyard.
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(PDF 406K)
"Reefing topsails, 1832" is a handcolored engraving by E. Duncan after W.J.Huggins, in 1832. This piece of artwork portrays sailors reefing the sail high above ship. This image is one of the few works depicting common sailors aboard ship completing daily duties.
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In 1824, Constitution's First Lieutenant Elie Vallette drew each sailor's exact position aloft in his log book. When the officer in charge ordered, "All hands to shorten sail," each of these men scampered to their assigned position to heft in the heavy canvas sails. By studying the image of sailors shortening sail working aloft, can your students tell how many sailors were needed to take in each sail? For lesson plans including math, tables, and force visit Acres of Sail, Miles of Rigging at www.allhandsondeck.org.
Back to Top of PageUsing the primary source illustration Reefing topsails, 1832 as inspiration, ask students to write a descriptive scene that explores what the sailors may have been feeling. Clicking through the Sailors Aloft active online scene may also give them inspiration with sound effects and bits of conversation between the sailors. Prompt them to think of what the sailors might have seen on the decks below, smelled or tasted in the ocean air, heard around them, or felt as they strained against the wind and pulled up a thousand pounds of wet canvas.
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(PDF 193K)
Instructions for tying three different knots sailors would have used on board Constitution.
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In 1824, Constitution's First Lieutenant Elie Vallette drew each sailor's exact position aloft in his log book. When the officer in charge ordered, "All hands to shorten sail," each of these men scampered to their assigned position to heft in the heavy canvas sails. This image shows Vallette's diagram of the masts and spars, and where sailors were positioned on the footropes. Can you count how many men were needed to reef, or pull up and tie, the sails?
Back to Top of PageYoung sailors during their leisure time might have frolicked about in the ropes high above, an activity known as skylarking. It was described as wanton play about the rigging, and tops. Have your students imagine playing tag or keep away 100 feet above deck, while the ship sways with the sea. Can your students name the reasons why skylarking may have improved sailors' skills? They may have gotten faster and more nimble at scampering up to the topsails, a great skill to have during a storm or battle. Are there any games we play as children that reinforce life skills? Work with your students to create a game for younger children that will reinforce reading, math or social skills. For example, they may create a rhyme for multiplication or a sing-a-long for learning their anatomy like Head, Shoulders, Knees and Toes.
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To a sailor, knots are a vital tool and each type of knot accomplished a different task. In order to shorten sail, or bring up the sail cloth, sailors had to learn and practice the reef knot and then be able to tie it while aloft. Let your students take a hand at this task; use short pieces of rope or their shoelaces and use directions to have them learn the ropes. To further the lesson, have them try and write directions for tying their shoes easier said than done!
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Print out a worksheet or play this multiple choice game online to discover the ingredients in some of Constitution sailors' meals. Take a closer look at some of the ingredients suggested with your students. What would make it difficult, or easier, to take these ingredients with you to sea? Consider the environment, the time out to sea without any port calls (stops ashore), and the technology of 1812.
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231.
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Practice these Salty Sayings (teacher's version) from life at sea that have been integrated into our daily language. Answer Key of the origins of popular phrases that you may ask your students to research and fill in in their Salty Talk worksheet.
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Every sailor on Constitution was part of an 8-13-strong family called a mess, and they referred to each other as messmates. Have your students ever heard of a mess hall or scuttlebutt? View the Sailors Eating scene in Explore Old Ironsides with your students and teach them a vocabulary and English idiom lesson. Encourage them to pick a word or phrase from our list of Salty Talk and to research its roots. Many of the words and phrases like learn the ropes, mind your P's & Q's, and pipe down, have maritime roots or became popular on ships. Ask students to identify what the phrases mean today and speculate on their evolution.
Back to Top of PageA worksheet for your students: to fill in, and then practice on their own some Salty Sayings from life at sea that have been integrated into our daily language.
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This ship's biscuit is REAL. A sailor kept it as a souvenir, writing Constitution and recording the date, 1861 on it. Why do your students think a sailor saved this? Can you imagine saving a piece of bread today? What do we save instead as souvenirs? Make ship's biscuit and visit the Galley at Dinnertime educator scene to find more recipes to cook with your students!
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A downloadable, multiple choice quiz for students to discover the ingredients in some of Constitution sailors' meals. Take a closer look at some of the ingredients suggested with your students. What would make it difficult, or easier, to take these ingredients with you to sea? Consider the environment, the time out to sea without any port calls (stops ashore), and the technology of 1812.
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Compare and Contrast: Sailors Eating and the Wardroom
(2 Links)
Have your students view both the Sailors Eating and the Wardroom scenes in Explore Old Ironsides. Ask students to draw up a compare and contrast chart of their observations. In the wardroom, officers gathered to eat at a table, sat in chairs, and ate off china and crystal. They were served by a sailor assigned to them and could spend their own money on better provisions and drank wine with dinner. Sailors sat cross legged on the deck, ate food cooked in bulk and had more crowded conditions. Can students draw a parallel to different ranks at a school and their eating habits or locations? Note: see the annotated scene of the Wardroom for authentic artifacts to study.
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Scurvy is a disease resulting from a deficiency of vitamin C. Play this simple guessing game with students to identify which of their fruits and vegetables would help them prevent scurvy! Simply print the activity double sided, cut out the cards, laminate them for durability if you'd like, and place them image side up. Challenge your students to guess which ones have vitamin C. Flip them over to find out the answer some of them may surprise you!
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A pamphlet would have been kept with a chest full of medicines and reads: "Plain Remarks on the Accidents and Diseases which occur most frequently at Sea, with directions for using the Medicines contained in the Medicine Chest," John L. Hunnewell & Co., 1846.
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Medicine in the nineteenth century centered on the idea of humors; an imbalance of them made one ill and medicines were used to try and regain balance of the four humors blood, phlegm, black bile, and yellow bile. For more information on 19th century medical assumptions, visit the University of Pennsylvania's Exploring Illness Across Time and Place. In this lesson, students will meet Surgeon Amos Evans of Constitution's 1812 crew, investigate the properties of drugs he most likely had at his disposal, study a primary source quote from him, and diagnose a crew member. Included in the lesson plan are primary sources and artifacts listed on the educator's annotated scenes.
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An 18-page discussion on Naval Medicine in the 19th Century, written by the USS Constitution Museum.
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Life aboard a naval ship in the War of 1812 was extremely difficult; sailors had to deal with the dangers posed by illness, accidents, and battle injuries. Knowledge about health, disease, and nutrition in the 1800s was still primitive and lacked modern understanding about germs, hygiene, nutrition, and disease. Naval ships like the USS Constitution had a surgeon (doctor) on board who was responsible for the health of a crew of up to 480 sailors. In this lesson, your students take on the role of the surgeon and work in teams to diagnose major illnesses and predict injuries to the crew.
Back to Top of PageDescribe the scene in Sickbay with your students. Sickbay was on the Berth Deck, the same deck where healthy sailors slept in their hammocks and ate with their messmates. Why would we frown on housing our sick friends in the same room as our healthy friends today? Can your students find any precautions against spreading disease by looking closely and reading the conversations in the active Sickbay scene in Explore Old Ironsides?
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Vitamin C is an important nutrient that helps prevent scurvy. While we normally consider vitamin C when it comes to citrus fruits, it actually is hiding in lots of different food items! Print out and play this simple guessing game with students to help them see the different foods that vitamin c lurks in.
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Read the journal of Surgeon Amos Evans and learn about his life with your students. Evans learned medicine and become a navy surgeon's mate in 1808. After two years, he was promoted to full surgeon, and sailed with Constitution in June 1812.
Back to Top of PageSleeping in a hammock on board ship must have been an interesting experience. Explore with your students some historic descriptive literature in Scuttlebutt III from All Hands on Deck, available at www.allhandsondeck.org.
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How big was the berth deck? Calculate the area of the area of the berth deck and the average size of a sailor and a hammock to figure out the how many sailors could sleep at the same time.
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Sailors lived by the bell aboard Constitution as it was linked to their responsibilities at sea. The ringing of the bell was a simple way to inform the entire crew to change watch (shift). When the sand in the half-hour glass emptied, it indicated 30 minutes had passed. A sailor struck a bell, and he added an additional strike every half hour until he reached eight, signifying four hours had passed. That indicated the watch (shift) was over. Visit the All Hands on Deck mathematics supplement, Computing Time and Creating a Schedule and show students the Bell from HMS Guerriere placed on Constitution after the battle to replace her damaged bell.
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How many sailors could sleep at one time? "A Plan of the Upper Deck of a Seventy-four Gun Ship, delineating an Arrangement of the Hammocks for the Crew, from David Steel's The Elements and Practice of Rigging and Seamanship, 1794." This bird's-eye diagram view shows how sailors were packed in on Berth Deck while they slept.
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How big was the berth deck? With your students, calculate the surface area of the berth deck and the average size of a sailor and a hammock to figure out the how many sailors could sleep at the same time. View the "Hammock Plan, 1794" to see a bird's-eye view of how sailors slept on the Berth Deck.
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Sailors only slept in their hammocks during one 4-hour watch on board Constitution, though they likely caught some shuteye when off watch at other times. Life aboard ship was a highly regulated environment with bells ringing every half hour. Learn more about a sailor's daily routine and have your students make their own half hour glass in this lesson plan. Show students the "Bell Taken From Guerriere" to understand how sailors were communicated the time when to swtich watches an duties.
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251.
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Sailors only slept in their hammocks during one 4-hour watch on board Constitution, though they likely caught some shuteye when off watch at other times. Life aboard ship was a highly regulated environment with bells ringing every half hour. Learn more about a sailor's daily routine and have your students make their own half hour glass in this lesson plan.
Back to Top of PageView the Sailors Sleeping online active scene with your students, and have them write a creative interpretation of the sailors' dreams. Why are they dreaming about these subjects? What else might have sailors dreamed about aboard Constitution? How might the stresses of battle and war, leaving home, and the absence of luxuries impact their thoughts and actions?
Back to Top of PageGuerriere the Terrier, Lt Beekman Verplank Hoffman's dog, appears in 11 scenes in Explore Old Ironsides! Find and locate him to win a reward, and then learn more about Guerriere the Terrier in our Family Activities. Show Flat Guerriere around your town and post your favorite photographs of him enjoying the local flavor to his Facebook page at Guerriere Terrier.
Back to Top of PageGuerriere the terrier goes anywhere! Unlike sailors who were restricted from some areas of Constitution, Guerriere could wander all over the Ship; today he enjoys traveling. Ask students to choose a location they'd like to visit in the world and research it. If Guerriere visited, what might he experience? What would he see, do, taste? Have them write Guerriere's travel journal entries from his trip!
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The wardroom was a private space for officers to eat together and each had his own cabin to sleep in. Visit the "Meet the Crew" active scene with your students and read about the different officers' roles on board Constitution. Explore the scene to learn about the other ranks. Compare where the Lieutenants are located in the Meet the Crew chart with the ordinary and able seamen's location. How many Lieutenants and other officers are there, and how many common sailors? For reference, compare the men who served aboard Constitution to the ranking system at your school. For example, the Captain is like the Principle, the Officers are like the teachers, and the common sailors are like the students.
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256.
Officers and sailors enjoyed listening to music during their time off duty. Listen to some early American tunes with your students to help set the mood of your classroom to 1812. Older students might take on a research project in conjunction with their music class or musical extracurricular activities. For a list of popular songs of the time and suggestions of where to find them, see the list.of Popular War of 1812 Era Songs & Sources.
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(PDF 367K)
Officers and sailors enjoyed listening to music during their time off duty. Listen to some early American tunes with your students to help set the mood of your classroom to 1812. Older students might take on a research project in conjunction with their music class or musical extracurricular activities. For a list of popular songs of the time and suggestions of where to find them, see the list.of Popular War of 1812 Era Songs & Sources.
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258.
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Very few items that can be positively associated with Constitution survive. For objects as fragile as this cut glass decanter, the rate of survival is extremely low. And yet, the wardrooms of the early frigates would have abounded with such tablewares. During the War of 1812, USS Constellation's wardroom had six quart-sized decanturs, six pint decanters, and two water decanters. Decanter, used in USS Constitution's wardroom. The wide pouring lip has been covered with a silver cap, engraved with an inscription: From the Ward Room of the officers of the U.S. Frigate Constitution. The stopper, most certainly a later replacement, is a multi-faceted ball, with a gilt neck.
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259.
(PDF 586K)
This black glass wine bottle bears the seal of William Bainbridge, captain of Constitution during the War of 1812. The bottle stands about 11 inches tall and is 4 inches wide at the shoulder. An applied blob seal reads W Bainbridge in raised letters. Bottles like this would have graced the tables of many American gentlemen in the early nineteenth century. Drinking was a socially acceptable activity, and indeed men tended to consume what to modern eyes seems like a shockingly vast quantity of wine, beer, and spirits.
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260.
(PDF 176K)
Play fun directional games with your students! Directions (for the advanced version) of Cardinal Points help students understand north, south, east, and west, and give them practice with compasses. This advanced game encourages giving and listening to clear directions
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261.
(PDF 168K)
Play fun directional games with your students! This activity gives directions (for the simple version) of Cardinal Points, which help students understand north, south, east, and west, and give them practice with compasses.
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262.
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A compass card (or the image behind the dial on a compass) by Samuel Emry of Salem, Massachusetts made in the early 19th century. It shows the cardinal points (north, south, east, west), intermediate points, and degrees.
Back to Top of PageWhat happens when the helmsman moves Constitution's wheel? There's a whole system that goes down to the rudder, a device that moves back and forth as a lever to guide and control, or steer, the ship. Compare Constitution's steering system to rudders in nature, for example, animals that swim. What part of their body works as a rudder? What helps them steer? Examples include sharks, fish, beavers, and whales. What other mechanical inventions, besides boats, require a rudder or a similar steering system?
Back to Top of PageToday, the Navy uses global positioning system (GPS) to help them navigate the high seas instead of a binnacle with a compass. Many of your students may already be familiar with the popular pastime of geocaching. Instead of using a compass, this experience utilizes GPS to find hidden containers, or geocaches, all over the world. There is likely one near you! Go on a geocaching adventure with your students or set up a new one at your school just for your students. Visit the Geocaching website to get started.
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265.
(PDF 977K)
In this lesson plan, Constitution has been called to help another American ship in peril. Students are the Ship's new Navigators and must help direct the ship using cardinal directions and landmarks to reach the injured American ship, but there are many obstacles in their way. Students will learn that magnetic attraction and direction are related, and will use direction and locations with a homemade compass to help Constitution find her way. Use a real artifact, a compass card, for inspiration of your compass' design.
Back to Top of PagePlay this online game, Navigate Constitution, and steet the shipthrough the shoals! Be careful not to run aground it's trickier than it looks!
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267.
(2 PDFs)
Play fun directional games with your students! These two games help students understand the cardinal points and give them practice with compasses. The more advanced game also encourages giving and listening to clear directions.
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268.
(PDF 1.9M)
This simple scientific experiment allows students to make predictions and test them as they try to understand density, displacement, and ship design and how all of those contribute to a ship's ability to float.
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269.
(PDF 1.9M)
This simple scientific experiment allows students to make predictions and test them as they try to understand density, displacement, and ship design and how all of those contribute to a ship's ability to float.
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© Copyright 2010 USS Constitution Museum
Illustrations © copyright 2010 Stephen Biesty
Illustrations © copyright 2010 Stephen Biesty