![]() ![]() Afterwards you will discuss your analysis of the sources as a small group, then whole class.” Teacher Model (10 min) 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. Say, “Controlling the Mississippi River was a huge part of the Union’s plan for defeating the Confederacy.Afterwards you will discuss your analysis of the sources as a small group, then whole class.” Say, “What type of impact do you think a Civil War would have on noncombatants? (civilians)” Whole Class discussion (3 minutes).War is an intensely violent armed conflict between states, governments, societies, or any type of paramilitary group.”.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.” These sources will establish the inescapable consequences the Civil War will have on the civilian population of Louisiana, especially in the Red River Valley. Say, “In this task you will examine several sources (primary and secondary).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.” 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. Benjamin Butler, with an army of 5,000 occupied the city of New Orleans with no resistance. ![]() Suggested Additional Materials: Smartboard or Overhead projector, digital access to sources, or individual maps/illustrations: 1 per pair or individual Materials Procedureīrief review of previous lesson and introduction of current lesson 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 Identify pairs/teams as per classroom routines Point out that the steps are the same each time, for every type of primary source:Ĭontact Cane River Creole NHP for materials: 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.To teach your students the process of document analysis uses the following progression steps: Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments. Sumter Scott’s Anaconda Plan, Union Occupation of New Orleans, Butler’s General Order #28.Īnalysis Process: Teacher Note: Document analysis is the first step in working with primary sources. Prior Knowledge to lesson: Louisiana Succeeds from the Union Battle of Ft. 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. How did the Civil War will affect the citizens of the Red River Valley and of Louisiana? Objective Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Interpret or summarize the ideas in own words. ![]() ![]() Understanding: Understand the main idea of material heard, viewed, or read. Additional Standards: Grade 8 Instructional Task: Civil War in LouisianaĨ.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. Analyze the role of Louisiana in the Civil War and how the war affected the people of Louisiana. 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 erasħ.13: f. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |