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Lesson Plan

The Civil War Comes to Louisiana

Cane River Creole National Historical Park

Grade Level:

Middle School: Sixth Grade through Eighth Grade

Subject:

Literacy and Language Arts,Social Studies

Lesson Duration:

30 Minutes

State Standards:

8.2.6 Identify and describe economic, social, and political characteristics of Louisiana during the Antebellum, Civil War, and Reconstruction eras
7.13: f. Analyze the role of Louisiana in the Civil War and how the war affected the people of Louisiana.

Additional Standards:

Grade 8 Instructional Task: Civil War in Louisiana
8.1.1, 8.1.2, 8.2.5, 8.2.6, 8.3.2, 8.4.3, 8.10.1

Thinking Skills:

Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Analyzing: Break down a concept or idea into parts and show the relationships among the parts.

Essential Question

How did the Civil War will affect the citizens of the Red River Valley and of Louisiana?

Objective

Students examine primary and secondary sources pertaining to the Red River Campaign to identify and describe economic, social, and political characteristics of Louisiana during the Civil War era.

Background

Prior Knowledge to lesson: Louisiana Succeeds from the Union; Battle of Ft. Sumter; Scott’s Anaconda Plan, Union Occupation of New Orleans, Butler’s General Order #28.

Analysis Process:Teacher Note:Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments.To teach your students the process of document analysis uses the following progression steps:

Progression

1. The first-time teaching or as a refresher, working with primary sources, it is important to carefully model the document analysis using the worksheets, preferably using a smartboard or some type of overhead projector.

Point out that the steps are the same each time, for every type of primary source:

1. Meet the document.
2. Observe its parts
3. Try to make sense of it.
4. Use it as historical evidence.

Preparation

Contact Cane River Creole NHP for materials:
Email - [e-mail]

Pre-class preparations:
Identify pairs/teams as per classroom routines
See: Teacher’s aid: Clock Partners

Materials:
Scott’s Great Snake; National Archives: Analyze a Map; Picture of Banks Army crossing the Cane River; National Archive: Analyze a Photograph; Picture of the aftermath of the Battle of Baton Rouge; National Archives Analyze a Photograph

Suggested Additional Materials: Smartboard or Overhead projector, digital access to sources, or individual maps/illustrations: 1 per pair or individual

Materials

Procedure

Brief review of previous lesson and introduction of current lesson

1. Say, “On May 1, 1862, Maj. Gen. Benjamin Butler, with an army of 5,000 occupied the city of New Orleans with no resistance. In just over seven months, as military Governor of New Orleans, General Butler’s unpopular policies became problematic for the Lincoln administration and was relived from command. On December 16^th, 1862, Nathaniel P. Banks replaced General Butler as commander of the Department of the Gulf, charged with the administration of Louisiana and gaining control of the Mississippi River.”
2. Say, “In this task you will examine several sources (primary and secondary). These sources will establish the inescapable consequences the Civil War will have on the civilian population of Louisiana, especially in the Red River Valley. At the end of the lesson, you will construct a quick write to answer the guiding questions “Based on the primary and secondary documents identify and describe one way (economic, social, or political) the Civil War will affect the citizens of the Red River Valley and of Louisiana.”
3. War is an intensely violent armed conflict between states, governments, societies, or any type of paramilitary group.”
4. Say, “What type of impact do you think a Civil War would have on noncombatants? (civilians)” Whole Class discussion (3 minutes)
5. Say, “Controlling the Mississippi River was a huge part of the Union’s plan for defeating the Confederacy. Using Scott’s Great Snake, I will now model how to analyze a map/illustration as a whole class, afterwards you and your predesignated partner will analyze a secondary and primary source using the same methods to determine the meaning and or message of the sources. Afterwards you will discuss your analysis of the sources as a small group, then whole class.”
6. Say, “On May 1, 1862, Maj. Gen. Benjamin Butler, with an army of 5,000 occupied the city of New Orleans with no resistance. In just over seven months, as military Governor of New Orleans, General Butler’s unpopular policies became problematic for the Lincoln administration and was relived from command. On December 16^th, 1862, Nathaniel P. Banks replaced General Butler as commander of the Department of the Gulf, charged with the administration of Louisiana and gaining control of the Mississippi River.”
7. Say, “In this task you will examine several sources (primary and secondary). These sources will establish the inescapable consequences the Civil War will have on the civilian population of Louisiana, especially in the Red River Valley. At the end of the lesson, you will construct a quick write to answer the guiding questions “Based on the primary and secondary documents identify and describe one way (economic, social, or political) the Civil War will affect the citizens of the Red River Valley and of Louisiana.”
8. War is an intensely violent armed conflict between states, governments, societies, or any type of paramilitary group.”
9. Say, “What type of impact do you think a Civil War would have on noncombatants? (civilians)”  Whole Class discussion (3 minutes)
10. Say, “Controlling the Mississippi River was a huge part of the Union’s plan for defeating the Confederacy. Using Scott’s Great Snake, I will now model how to analyze a map/illustration as a whole class, afterwards you and your predesignated partner will analyze a secondary and primary source using the same methods to determine the meaning and or message of the sources. Afterwards you will discuss your analysis of the sources as a small group, then whole class.” Teacher Model (10 min)
11. Provide students with a copy of:
    1. General Scott’s Anaconda Plan
12. Say, “What is the Title?”
13. “The Title is: ‘SCOTT’S GREAT SNAKE”, letters are in all capital letters colored blue with white stars and red stripes, like the American flag; also, the map appears to be a cartoonish, so perhaps political and other type of map.”
14. Say, “What is not represented in this map? Why might that be?”
15. Say, “I noticed the map is sort of cartoonish, with cartoon type figures and state labels incorrectly written”; “I also noticed there isn’t a legend/map key, or compass rose, distance scale, or anything that one might find on a political, topographic, or physical map.”
16. Say, “I think this is more of a political point-of-view than a map created for a specific strategic purpose.”  NOTE* not all descriptions needed, teacher should select specific sections that will encompass the necessary details to interpret the map.”
17. Say, “What is the focal point of this map? What am I immediately drawn to?”
18. Say, “I noticed a large black snake, circled around the Atlantic and Gulf coasts and the southeastern half of the United States. The head and neck of the snake is covered with stars and stripes. Its tail is wrapped around the United States flagpole where Washington D.C. is located. Above the cartoon is the title “Scott’s Great Snake”, with letters also covered with stars and stripes.” The snake head is in Missouri, chasing Jackson & Co. into Arkansas. Its body wraps around Kansas, Indian Territory, and Texas.”
19. Say, “I also see ships sail alongside its body in the east and south. Each state is labeled with its name and a picture. In Kansas, American soldiers march; a caption says, “Union Music,” In Indian Territory, a Native American smoke a pipe while sitting cross-legged in from of a tepee. In Texas, a Confederate man shoots a fleeing African Americans. a caption says, “Costly shooting: $100,000 a head.” In Louisiana, men lie on barrels and say, “Can’t ship now,” and a lynched “Union man” is hanging from a tree. In Arkansas, a man armed with knives and bayonet rifles is captioned “Hold me.” In Iowa, American soldiers march; a caption says, “Hawk-Eye Marksmen.” In Illinois, Indiana, and Ohio, corn, pork, and wheat are taken east by railroad. An American cannon in southern Illinois points in a southwestern direction. In Kentucky, a soldier wearing a coonskin hat sits on a fence; a caption reads “Armed Neutrality.” In western Tennessee, a man looks westward through a spyglass. In Mississippi, a burning building surrounded by people is captioned “Burning Massa out.” In Alabama, a man complains, “Dam Old Virginia, took our capitol.” In Georgia, a cotton factory falls apart. In Florida, a man stands in a field. In South Carolina, slaves, “Contrabands,” run to eastern Tennessee. In North Carolina, a man sits next to a barrel of “rosin;” the caption reads, “Poor eating.” In Eastern Tennessee, a man, “Knocksville Whig,” stands next to an American flag. In Virginia, an overflowing beehive is topped with a stars and bars flag; in northern Virginia, a railroad bridge burns. In West Virginia, a man holds a sword and stands next to the American flag. Maryland is labeled “We give in.” Delaware is labeled “Union Peaches.” Pennsylvania shows a farmhouse. In New York, a winged cap is labeled “Free Trade.” Ships enter the port of New York.
20. Say, “What is the time period of the map, in history?”
21. Say, “Early in the American Civil War New Orleans, the South’s largest city location near the mouth of the Mississippi made it a prime target for the Union, both for controlling the huge waterway and crippling the Confederacy’s vital cotton exports.”
22. Say, “I think, this cartoon map illustrates Gen. Winfield Scott's plan to crush the Confederacy, economically, during the Civil War. It is sometimes called the "Anaconda Plan. This map although somewhat humorously, depicts Winfield Scott’s “Anaconda Plan” which resulted in an overall blockade (beginning in 1862) of southern ports and not only targeted the major points of entry for slave/slave trade but also crippled cotton exports.”
23. Say, “List two things that seem to be the most important images on the map. Why are they important?”
24. Say, “the two things that are most important images on the map are the black snake and the labeled Confederate States, because entire map illustrates General Scott and Union’s plan to defeat the Confederate States during the Civil War.”
25. Say, “The person who make this map is J. B. Elliott of Cincinnati published the map.”
26. Say, “Write one sentence summarizing this map: A cartoon map illustrating Gen. Winfield Scott's plan to crush the Confederacy, economically.” Note: not all the information on ‘Analysis of a ___’ document is needed to make an accurate analysis of any map/photograph or illustration. STUDENT: Analysis of a Photograph (Primary and Secondary sources, 6 min)
27. Divide the class into pairs or small groups using an established classroom routine.
28. Project or provide students with copies of the following images:
    1. Picture of the aftermath of the Battle of Baton Rouge
    2. Illustrative drawing of Banks cavalry crossing the Cane River.
29. Say, “you will have ten (10) minutes to analyze the primary picture and secondary drawing/illustration. Afterwards you will share with your small group your analyses.” A timer or clock place so that all students can time monitor is desirable. Teacher will monitor pairs/small groups and aid as needed. Teacher must ensure ample time for students to complete task. Ideally, pair struggling students with a stronger reader for aide and guidance. At the end of time, inform students “you will have two (2) minutes to share your answers with your small group. (If needed, or as whole class)
30. Conduct a brief discussion about the primary and secondary sources. (2 minutes) A. Say, “The images you just analyzed show the destructiveness of the Civil War on the civilian population of Louisiana and the vast number of Banks’ army he took to conquer the Red River Valley. B. Possible questions: a. What do these images tell you about the Civil War in Louisiana? b. What price do you think Louisiana paid for succeeding from the Union? c. New Orleans and Baton Rouge was taken without much of a fight, how will this affect the Red River Valley?
31. Say, “The Union’s desire to capture and control New Orleans, its port and the Mississippi River made for an early primary target. Federal occupation of New Orleans lasted for over half of the total war years. Baton Rouge as with New Orleans was taken with minimal resistance. However, General Nathaniel P. Banks, General Butler’s replacement, attempted to complete the Union’s control of Louisiana by capturing the last Confederate held territory and state capitol, Shreveport, and the Red River Valley. But achieving this objective proved to be Banks undoing as a military commander as well a massive cost to the inhabitants of the Red River Valley.” (5 minutes)
32. Instruct students to respond in writing to the following prompt: “Based on the primary and secondary documents identify and describe one way (economic, social, or political) the Civil War will affect the citizens of the Red River Valley and of Louisiana? Use evidence from the task and your knowledge of social studies to develop and support your explanation. Students should be given a copy of the Rubric to reference as they are writing. END CLASS, as per procedures and routine

Vocabulary

Anaconda: A South American boa, Eunectes murinus, that often grows to a length of more than 25 feet (7.6 meters).  A large boa that squeezes it prey to consume.

Blockade: noun; the isolating, closing off, or surrounding of a place, as a port, harbor, or city, by hostile ships or troops to prevent entrance or exit. any obstruction of passage or progress.

Export: verb (used with object); to ship (commodities) to other countries or places for sale, exchange, etc.; to send or transmit (ideas, institutions, etc.) to another place, especially to another country.

Siege: noun; the act or process of surrounding and attacking a fortified place in such a way as to isolate it from help and supplies, for the purpose of lessening the resistance of the defenders and thereby making capture possible. any prolonged or persistent effort to overcome resistance.

Destruction: noun; the act of destroying; wanton destruction of a town; the condition of being destroyed; demolition; annihilation. a cause or means of destroying.

Aftermath: noun; something that results or follows from an event, especially one of a disastrous or unfortunate nature; consequence:

Assessment Materials

Quick write

Based on the primary and secondary documents identify and describe one way (economic, social, or political) the Civil War will affect the citizens of the Red River Valley and of Louisiana.

As you write, follow the direction below,

• Address all parts of the prompt
• Include information and examples from the sources and your own knowledge of social studies.

  4	Identifies one way and provides a valid explanation based on sources describing one affect the Civil War will have on citizens of the Red River Valley and of Louisiana.
  3	Identifies one way or provides a valid explanation based on sources describing one affect the Civil War will have on citizens of the Louisiana or the Red River Valley.
  2	Provides a general statement that address an effect of the war but does not mention a source.
  1	Provides a general statement addressing one or more source but does identify or explain
  0	No response or irrelevant responses

Supports for Struggling Learners

See details in lesson plan/instructional

Discusses in detail differentiated instructions for support of struggling students

See lower version of Analysis of a Map or Analysis of a Photograph

https://www.archives.gov/education/lessons/worksheets/photo

Enrichment Activities

Student can continue reading at:

Civil War Louisiana

The Civil War in Louisiana left the state politically divided and financially ruined.

BY JOHN M. SACHER

https://64parishes.org/entry/civil-war-louisiana

Related Lessons or Education Materials

Yes, Louisiana Red River Campaign

Fall of New Orleans and Federal Occupation

For both Union and Confederate forces during the Civil War, New Orleans was considered a strategic city at the mouth of the Mississippi River.

BY G. HOWARD HUNTER

https://64parishes.org/entry/fall-of-new-orleans-and-federal-occupation

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