 |
 |
Union Soldiers on Ship Island During the Civil War lesson plan
Martha Hutson of Clinton, Mississippi
OVERVIEW
For many, a visit to Mississippi’s Gulf Coast, especially during
the summer months, will include an excursion to Ship Island. Well known
for its expanses of white sandy beaches and for the huge Civil War-era
fortress located there, Ship Island has become a popular tourist destination.
This Mississippi History Now article and lesson will encourage
students in a deeper exploration of the island and the somewhat somber
history of its Fort Massachusetts. In their investigation, they will
also find examples of the environmental impact of the human sojourn
on the island.
CURRICULAR CONNECTIONS
Mississippi Studies Framework: Competencies 1, 3, and 4.
TEACHING LEVELS
Grade 4 (with modifications) through 12.
MATERIALS AND EQUIPMENT
| |
Mississippi History Now article |
| |
Unlined paper, colored pencils, markers |
OBJECTIVES
Students will:
| |
discover the strategic importance of
Ship Island to the North during the Civil War; |
| |
determine how Ship Island was used
by the North during the war; |
| |
relate the geographic theme of human-environment
interaction to events on Ship Island during the war. |
OPENING THE LESSON
Allow students to share any knowledge they have of Ship Island and Fort
Massachusetts. Ask students to guess when and why the fort was constructed.
Using a large wall map of the United States, indicate the location of
Ship Island and ask students to consider the importance of its location
during the time of the Civil War. Divide the class into “NORTHERN”
and “SOUTHERN” groups and ask them to discuss how Ship Island
and its fort would be advantageous to their “side.” Tell
students that, long before it became a popular tourist attraction, the
area was actively involved in the Civil War in a way that might surprise
them.
DEVELOPING THE LESSON
| |
Give each student a piece of unlined
paper for them to sketch their impression of Ship Island BEFORE
the construction of Fort Massachusetts. Let them refer to a map
in order to get an idea of its size and shape, even though that
has changed since the time period. Have them place the sketch
in their LEARNING LOG. |
| |
Divide the class into small groups with the
following questions to answer after reading the Mississippi
History Now article. After ample time has been allotted
for question a to be discussed quietly in groups, ask an
oral question of the class and have each write an answer
in their LEARNING LOG . Have them then work on question
b and follow the same technique with the remaining questions. |
| a. |
The relative location of Ship Island made
its occupation very important to the North. Where is it
located in relation to Mobile, Alabama, New Orleans, Louisiana,
and the state of Texas? Why was this location essential
to the North’s military strategy? |
| b. |
In addition to using the fort as a base
from which to attack the surrounding area, Ship Island served
several other functions for the North. What were they? |
| c. |
What was the peak Union strength on the island? |
| d. |
Identify the 2nd Louisiana Native Guards. |
|
| |
Ask students to turn in their answers
to the oral questions for a grade. |
| |
Lead a class discussion of the first
two objectives to determine student mastery. |
| |
Tell students that geographers often
talk about the theme or concept of human-environment interaction.
Whenever humans and their environment interact, there will be
a reaction or consequence, either positive or negative. As an
example, ask students how they interact with the very hot, humid
climate of a Mississippi summer. How would that reaction differ
in the Alaskan wintertime? Tell students that humans depend on,
modify, or adapt to their environments. (NOTE: Additional information
on the five themes of geography, including human-environment interaction,
can be found on the National Geographic Website. |
| |
Ask students to make a chart in their
LEARNING LOG. Headings to include:
HUMAN ACTIVITY; ENVIRONMENTAL ASPECT AFFECTED; RESULT/CONSEQUENCE
OF INTERACTION. (The teacher may prefer other headings such as
DEPENDING, MODIFYING, ADAPTING and CONSEQUENCES.) Students will
search the article for the numerous ways soldiers interacted with
the environment of the Gulf Coast during the Civil War time period.
Teacher may wish to allow group work for this activity. |
| |
A class discussion will enable students
to add to their charts. |
CONCLUDING THE LESSON
Distribute a second piece of unlined paper to the students. Ask them
to sketch a picture of Ship Island after the Civil War occupation and
to include specific examples of human-environment interaction. A brief
paragraph detailing differences in their first and second drawings would
constitute a final evaluation.
ASSESSING STUDENT LEARNING
| |
Participation in class activities,
discussions, group work |
| |
LEARNING LOGS |
| |
Sketches and paragraph |
EXTENDING THE LESSON
| |
Someone may have pictures of Ship Island
and the fort to share with the class. |
| |
Students could write a play, using
the first-person accounts in the article. This could be presented
to the class. |
| |
Students could investigate how Civil
War activities caused environmental changes in places such as
Vicksburg, Shiloh, etc. They may wish to think about this geographic
theme in relation to more recent wars in which the United States
has been involved. |
ADDITIONAL RESOURCES
| |
National Geographic’s MAP MACHINE—Civil
War Edition at http://java.nationalgeographic.com/
maps/civilwar |
| |
Teacher may wish to borrow the 30-minute
video, “Rebuilding the Legend: Ship Island Lighthouse,”
to show to class. The video is available to Mississippi schools
through the Mississippi History on Loan program, Mississippi Department
of Archives & History. Fax order to 601-354-6043. Telephone
order to 601-961-4724. Hurricane Katrina (2005) destroyed the
lighthouse and washed it out to sea. |
|
