CHAPTER 8
LOUISIANA’S EARLY
AMERICAN ERA: PURCHASE
AND PIONEERS
Pages 236-269
Focus on Skills
Generalizing/Summarizing
Page 238
Section 1
Louisiana Becomes American
Pages 239-251
Section 2
Louisiana Becomes a State
Pages 252-253
Section 3
The War of 1812
Pages 254-258
Section 4
Growth and Progress
Pages 259-265
Meeting Expectations
Louisiana Ratifies the Federal
Constitution
Page 266
Chapter Summary
Page 267
Activities for Learning
Pages 268-269
8
Louisiana’s Early
American Era:
Purchase and Pioneers
Chapter
Ask students to write a diary
entry that Jordan Noble might have
written as he witnessed the Battle
of New Orleans.
Critical Thinking
Ask students what it would have
been like to be a fourteen-year-old
on the battlefield at New Orleans.
Research Activity
Have students use the Internet or
other reference materials to find
information on Jordan Noble.
Guiding Question 6-11
Chapter Preview
Terms: Louisiana Purchase,
capital, annex, privateer,
impressment, blockade
People: Napoleon, General James
Wilkinson, William C. C.
Claiborne, Philemon Thomas,
Julien Poydras, Jean Lafitte,
Andrew Jackson, Nicholas
Roosevelt, Henry Miller Shreve
Places: Territory of Orleans,
Sabine Strip, Barataria Bay, Fort
Jessup, Many, Shreveport,
Madisonville
Focus
Ask students
• what they know about drummers.
• if any of them are members of
the school band.
• what role drums play in the
school band.
Writing Activity
236
Lagniappe
Jordan Noble is buried at St.
Louis Cemetery No. 2, which was
built in 1826.
Using Photos and
Illustrations
J
ordan Noble made history on January 8, 1815, by playing his drum.
This 14-year-old boy was the military drummer for Major D’Aquin’s
Company of the 7th Regiment. The drum of Jordan Noble was heard
over the battlefield as the Americans faced down the British at the
Battle of New Orleans.
The drummer’s role was to convey the commander’s signals to the troops.
Each drum pattern had a specific meaning. The drums signaled reveille at the
beginning of the day and taps as the day ended. The drums communicated
orders and kept the troops organized. On the day of the battle, Jordan drummed
the cadence known as “the long roll” to signal the troops to arms.
The drummer continued a long military career. In 1836, he was with Louisiana troops in the Seminole War. He later described his experience with Gen-
Louisiana The History of an American State
TEACH
eral Zachary Taylor in the 1846 Mexican War. During the Civil War, he joined
the Native Guards that supported the Union.
Jordan Noble had been born in Georgia to free people of color who later
moved to Louisiana. He lived in New Orleans until he was 90 years old. Throughout his life, he was honored at each parade celebrating the victory at the Battle
of New Orleans during the War of 1812. He played his drum again at all of these
events. When Andrew Jackson returned to the city in January 1840 to lay the
cornerstone for his statue, Jordan Noble was with the group of veterans who
met with the general. And at the 1884 World Exposition held in New Orleans,
Jordan Noble was honored as the last living veteran of the Battle of New Orleans. When he died, he was praised and remembered as the “drummer boy of
Chalmette.”
Chapter 8
Above: The famous statue of
Andrew Jackson in Jackson
Square was completed in
1856. The Place d’Armes
had been renamed Jackson
Square in 1851.
Louisiana’s Early American Era: Purchase and Pioneers
Ask students
• why there should be a prominent
statue of Andrew Jackson in New
Orleans.
• what Jackson’s pose in the statue
symbolizes.
Lagniappe
237
• The building in the photo, St.
Louis Cathedral, is the oldest active
cathedral in the United States.
• The St. Louis Cathedral and statue of Andrew Jackson are located in
Jackson Square, which was known
as Place d’Armes until its name was
changed in 1850.
Class Discussion
Discuss the role of drummer boys,
i.e., they went to battle with the
troops, they did not have weapons,
their drum cadences signaled different actions.
T236
Addressing Learning
Styles
Musical/Rhythmic
Go to www.militaryheritage.
com/sound.htm and scroll down
to the links to several drummer
cadences. Listen to the cadences
and discuss how they are
different. How do they illustrate
a mood or emotion?
You may want to ask some
students who play drums to
demonstrate various cadences.
Writing Activity
Have students write a journal
entry describing how they would
feel if, at fourteen years of age, they
found themselves on a battlefield
with the military.
BLM Assign A Vocabulary Search
from page 97 in the BLM book.
T237
Each Focus on Skills defines a skill,
gives the teacher an opportunity to
conduct a guided practice on the
skill, and finally allows students to
apply their understanding by
practicing the skill on their own.
Focus
Tell students that summarizing is
not easily done. Too often, we try to
write too much in a summary. It is
difficult to know what to leave out.
Remind students that, in a
summary, they leave out
supporting details.
Try This!
Napoleon Bonaparte: Pages 240-241;
Accomplishments –
The Emperor of France who sold
Louisiana to the United States.
Aaron Burr: Page 249;
Accomplishments –
A former vice president who was
accused of plotting treason against
the United States.
Andrew Jackson: Pages 254-257;
Accomplishments –
A major general and successful
Indian fighter who won the Battle
of New Orleans.
Guiding Question 6-14
It’s Your Turn!
Students’ answers will vary;
however, they should use five
sentences or less.
Focus
on
Skills
Generalizing/Summarizing
Defining the Skill
Try This!
When you finish reading a text selection, you are
often asked to summarize what you have read. When
you summarize, you should not merely copy what
you have read in the textbook. You should actually
write what you have read in your own words, breaking down the content into small pieces. Summaries
contain the main idea of a reading, but they leave
out most of the supporting details that describe the
event. To summarize,
• focus on the main idea;
• leave out details, examples, and description;
and
• use concise language.
Copy the graphic organizer illustrated below onto
a separate sheet of paper. Read about each person
listed on the chart in your textbook and then write a
summary of that person’s accomplishments in the
appropriate column. Do not merely copy the information word from word from the text. Restate the
information in your own words.
It’s Your Turn!
Read “The People of Louisiana” on pages 245 and
248 in your textbook. Summarize the information in
your own words on a separate sheet of paper. Try not
to use more than five sentences.
1
Section
SECTION 1
LOUISIANA BECOMES
AMERICAN
Louisiana Becomes
American
INTRODUCE
Outline
As you read, look for:
• the reasons why Louisiana was transferred to the United
States,
• the early problems faced by Territorial Governor Claiborne, and
• vocabulary terms Louisiana Purchase, capital, and annex.
One of the greatest real estate deals in history added a “new, immense, unbounded world” to the United States. The Louisiana Purchase transformed
the colony of Louisiana and its new country. The bargain buy included Louisiana and all or parts of fourteen more states. Almost 900,000 square miles were
added to the United States. Napoleon Bonaparte’s ambition doubled the size
of the United States.
Thomas Jefferson supported the
Louisiana Purchase.
Figure 20 Timeline: 1800–1820
Materials
Summarize
Famous Person
Read Page(s)
Summary of Accomplishments
Napoleon Bonaparte
____________
____________________________________________
1800
Treaty of San Ildefonso
____________________________________________
Aaron Burr
____________
1810
West Florida revolt
1803
Louisiana Purchase
1812
Louisiana became a state
First steamboat arrived in New Orleans
1815
Battle of New Orleans
____________________________________________
1800
1805
1810
1815
1820
____________________________________________
Andrew Jackson
____________
____________________________________________
1801
Jefferson became president
1812
War of 1812 began
____________________________________________
238
1806
Noah Webster published his
first dictionary
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 1:
A. Spain to France to the United
States
B. Louisiana as a Territory of the
United States
C. The People of Louisiana
D. Border Disputes
E. The Burr Conspiracy
F. The West Florida Revolt
G. The Great Slave Uprising of
1811
1819
Adams-Onis Treaty
Focus
1820
Missouri Compromise
Louisiana Becomes American
Textbook, pages 239-251
Blackline Masters
The Louisiana Purchase,
page 98
Exploring the Louisiana
Territory, page 99
The Florida Parishes,
page 100
Teacher CD-ROM
Transparencies
Online textbook
mystatehistory.com
239
Ask students to look at the
timeline. Have them identify the
two events that occurred in the
same year. Ask students to describe
what they know about any of the
events on the timeline.
TEACH
T238
Graphic Organizer
Objectives
You may want students to
make a web before they write a
summary. The web will help them
separate key ideas from
supporting details.
GLE 2: Locate major landforms and geographic features, places, and bodies of
water/waterways on a map of Louisiana.
GLE 12: Describe the causes and effects of cultural diffusion and the effects of
cultural diversity in Louisiana.
GLE 13: Describe factors that contribute to economic interdependence at the
local, national, and global level, as related to Louisiana’s past and present.
GLE 15: Analyze the benefits and challenges of the Louisiana physical environments on its inhabitants (e.g., flooding, soil, climate conducive to growing certain
plants).
GLE 48: Characterize and analyze the use of productive resources in an economic
system.
GLE 51: Use economic concepts (e.g., scarcity, opportunity cost) to explain historic and contemporary events and developments in Louisiana.
People
of
Louisiana
Research Activity
Tell students that Thomas
Jefferson and Napoleon Bonaparte
are two important individuals in the
section. Ask half the class to
research Thomas Jefferson’s life and
the other half to research Napoleon
Bonaparte’s. After students have
presented their findings, complete a
class Venn diagram showing similarities and differences.
Guiding Question 6-16
T239
After the French Revolution, Napoleon seized power in France
and set out to conquer the world. Restoring the French empire in
the New World was part of his grand plan, and he wanted Louisiana as the base for his military operations in North America.
First, Napoleon persuaded the Spanish to give up Louisiana. Spain
and France made this agreement in the Treaty of San Ildefonso,
signed in 1800. This treaty also was kept secret, and the formal
transfer of Louisiana did not take place for over two years.
Next, Napoleon sent troops to regain control of the French
colony of Saint-Domingue. The French had lost control of SaintDomingue in 1801. A former slave, Toussaint L’Ouverture, led a
revolution against the French colonial government. He controlled
the island and changed its French name to the original name—
Haiti.
In 1802, Napoleon sent 20,000 French troops to regain the island. He intended to use this island in the West Indies as a base.
He expected to take Louisiana and then gain control of the Mississippi Valley, an important food and trade center. But yellow fever
Class Discussion
Ask students
• why Napoleon wanted Louisiana
back. (Comprehension)
• what Napoleon’s plan for North
America and the Caribbean was.
(Knowledge)
Critical Thinking
Ask students
• why Spain and France kept the
Treaty of Ildefonso a secret.
(Comprehension)
• if they were Napoleon, what plan
would they have developed.
(Application)
Guiding Question 6-17
Using Photos and
Illustrations
Ask students to look at the two
illustrations on page 240. Ask them
to compare the pictures of the two
leaders. Have them discuss what
goals the artists had in mind when
they painted the men. Ask students
to describe what they see when
they look at the pictures.
Class Discussion
Ask students
• what they know about the
Louisiana Purchase.
(Comprehension)
• whether or not the United States
got a good deal. (Analysis)
• how long after France regained
Louisiana that it was turned over to
the United States. (Knowledge)
Guiding Question 6-17
Social Studies Skill
Reading a Map
Ask students to look at Map 28.
Have them identify the land claimed
by the United States before and
after the Louisiana Purchase. Ask
them to name as many states created from the Louisiana Purchase as
they can.
Above: Toussaint L’Ouverture,
leader of the slave revolution in Saint-Domingue,
gave the island its present
name, Haiti. Right: Napoleon
Bonaparte, shown here on
horseback crossing the Alps,
seized power in France after
the French Revolution. His
plans to re-establish France’s
New World empire were
thwarted when he could not
regain control of Haiti.
Critical Thinking
Ask students how U.S. history
might have been different if
Napoleon’s plan had worked.
Guiding Question 6-14
Addressing Learning Styles
Social Studies Skill
Reading A Map
Show students a map of the
western hemisphere. Point out Haiti,
Louisiana, the Mississippi River, and
the Louisiana Purchase. Ask them to
identify the importance of each
place to the history of Louisiana.
240
Verbal/Linguistic
Ask students to pretend they
lived in Louisiana when negotiations
were underway for its sale to the
United States. Ask them to comment in their journals about the
rumors regarding the territory.
Guiding Question 6-17
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Research Activity
Have students use the Internet or
other reference tools to research the
life of Toussaint L’Ouverture.
Guiding Question 6-15
Lagniappe
Toussaint L’Ouverture died in a
French prison dungeon in the
mountains from cold and starvation.
T240
Objectives (Cont.)
Objectives (Cont.)
GLE 57: Explain reasons for trade between nations and the impact of
international trade.
GLE 58: Describe historical and economic factors influencing the economic
growth, interdependence and development of Louisiana and the nation
(e.g., mass production, oil boom and decline).
GLE 62: Construct a timeline of key events in Louisiana history.
GLE 65: Analyze the causes, effects, or impact of a given historical event in
Louisiana.
GLE 66: Analyze how a given historical figure influenced or changed the course of
Louisiana’s history.
GLE 68: Interpret a political cartoon.
GLE 69: Propose and defend potential solutions to past and current issues in
Louisiana.
GLE 70: Conduct historical research using a variety of resources, and evaluate
those resources to answer historical questions related to Louisiana history.
GLE 72: Describe leaders who were influential in Louisiana’s development.
GLE 73: Describe and explain the importance of major events and ideas in the
development of Louisiana.
GLE 75: Describe the contributions of ethnic groups significant in Louisiana
history.
T241
Social Studies Skill
Reading a Map
Have students go to www.ac.ww
u.edu/~stephan/Animation/us.gif
to see a changing map display the
land acquisitions and settlement of
the first forty-eight states. You
might ask them to look for the
period when the most change
occurred or when the United
States’s land claims reached the
Pacific.
Class Discussion
Ask students
• to explain the right of deposit.
• why the right of deposit at New
Orleans was so important.
Guiding Question 6-10
Critical Thinking
Ask students to generate a list of
alternatives to depositing goods at
New Orleans. Have them evaluate
those alternatives and decide which,
if any, would have been viable.
Guiding Question 6-10
Addressing Learning Styles
Body/Kinesthetic
Ask students to role-play a
conversation among French Finance
Minister Barbe-Marbois, James
Monroe, and Robert Livingston.
Guiding Question 6-16
73737373737373737373737373
73737373737373737373737373
Connecting with U.S. History
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
The Louisiana Purchase
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
7373737373
In 1802, the Spanish stopped the right of deposit at
New Orleans. That meant Americans could no longer
store their goods in New Orleans while waiting to
load them onto ships. This Spanish interference with
American trade created a storm of protest. In Washington, the Federalist Party talked of war. The western farmers demanded action. The governor of Kentucky wrote to President Thomas Jefferson, “The citizens of this state are very alarmed and agitated, as
this action of the Spanish government will, if not
242
Using Photos and
Illustrations
Ask students to describe what is
happening in the illustration. What
seems to be the tone of the
meeting?
Writing Activity
After examining the illustration,
ask students to write a dialogue
that includes the three negotiators.
T242
altered, at one blow, cut up the present and future
prosperity and interests by the roots.” Jefferson had
been in Congress in 1783 and 1784 when Spain
threatened to end the right of deposit. He knew very
well the value of the Mississippi River.
Below: This late nineteenth-century illustration
shows French Finance Minister Barbe-Marbois
negotiating the Louisiana Purchase with James
Monroe and Robert Livingston.
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
73737373737373737373737373
American unease increased when the
United States learned Napoleon owned New
Orleans. President Jefferson understood the
threat. Napoleon’s hand on New Orleans
could become a choke-hold. If France controlled New Orleans, it would try to take
land from the nearby United States. Spain
in New Orleans had not been a threat to
the United States, but Napoleon’s France
was much more powerful.
The United States might need the help of
its old enemy, the British. Thomas Jefferson
wrote that “the day France takes possession
of New Orleans; we must marry ourselves
to the British fleet and nation.” Jefferson
intended to avoid war. The U.S. Minister to
France, Robert Livingston, met with French
Minister Barbe-Marbois to discuss the situation. Then President Jefferson sent James
Monroe to assist Livingston. They were authorized to purchase New Orleans and as
much more of the Gulf Coast as they could
for $2 million.
The diplomats talked for weeks, awaiting
Napoleon’s decision. Suddenly, in April 1803,
Napoleon offered to sell the entire Louisiana territory, not just New Orleans. The
Americans were shocked but soon worked out
the details of the Louisiana Purchase. The
United States would buy some 600 million acres for
$15 million, a price of about 4 cents an acre. When
asked to identify the boundaries, French Foreign Minister Talleyrand said, “I can give you no directions.
You have made a noble bargain for yourselves and I
suppose you will make the most of it.”
The success of Livingston and Monroe stunned
Washington, and Congress faced a tough decision. How
could this new land become part of the United States?
The constitution said nothing about adding territory.
President Jefferson referred to his constitutional
authority to make treaties and submitted the Louisiana Purchase to Congress as a treaty. Congress had
to decide whether to accept and ratify this agreement that had already been signed in France.
Above: Under a portrait of Louis XIV, who established
and gave his name to the Louisiana colony, Napoleon
is seen signing the Louisiana Purchase treaty.
Congress met early for this important vote. Opponents feared that the port of New Orleans would have
special privileges, and the merchants of the eastern
United States resented competition from another
port. Some Americans were against admitting “foreign” people to the United States. Others argued
that the treaty was not binding—how could France
sell the territory without the consent of the people
of Louisiana? Another group complained about the
high price. Finally the U.S. Senate voted 24-7 to
ratify the treaty (approve the agreement).
Section 1:
Louisiana Becomes American
243
Addressing Learning Styles
Visual/Spatial
Have students complete an ABC
book on the Louisiana Purchase.
They should use each letter in the
alphabet to describe a person
(specific individual or cultural
group), place (country, river,
mountains, state), wildlife (bear,
elk, deer), etc., associated with the
Louisiana Territory.
For example, they might say
“France was the nation that sold
the Louisiana Territory to the
United States.”
Guiding Question 6-17
Critical Thinking
Read or have a student read the
quote from Thomas Jefferson, “. . .
the day France takes possession of
New Orleans: we must marry ourselves to the British fleet and
nation.” Ask students to discuss
what Jefferson meant when he
made that statement.
Group Activity
Place students in groups. Ask
each group to make a list of the
issues surrounding the purchase of
Louisiana (e.g., special privileges,
competition from other ports, was
the treaty binding, could the U.S.
constitutionally purchase the land).
Then have them participate in a
“town meeting” in which all issues
are presented and discussed.
Guiding Question 6-17
Reading Strategy
Group Work
After students have
individually written a dialogue,
put them in groups of three and
ask them to choose one of the
dialogues to read to the class.
Then have each group read the
selected dialogue to the whole
class. In the reading, each group
member should represent one of
the three negotiators.
BLM Assign The Louisiana
Purchase from page 98 in the BLM
book.
Lagniappe
The sale of Louisiana was
decided in a bathtub. Accounts
describe Napoleon’s brothers
approaching him as he was in his
luxurious bath chamber. After a
heated discussion, he decided to
get rid of the colony by selling it
to the United States.
Summarizing
Have students go to www.yale.
edu/lawweb/avalon/diplomacy/fra
nce/louis1.htm to read a copy of
the Louisiana Purchase treaty. Ask
them to summarize each of the ten
articles of the treaty.
Guiding Question 6-15
T243
Territory of Orleans contained most of the present state of Louisiana. The remaining land became the District of Louisiana within the Indiana Territory.
General James Wilkinson became the governor of the District of Louisiana,
which had its capital at St. Louis. William C. C. Claiborne was appointed governor of the Territory of Orleans. Although he was young (just one year older
than the United States) and spoke only English, Claiborne was experienced.
He had served as the governor of the Mississippi Territory.
Governor Claiborne faced challenges in his new assignment. First, some of
the Spanish officials had not yet left Louisiana. The Spanish governor said he
was taking a hunting trip on the frontier. Actually, he was exploring the border between Louisiana and Texas and trying to stir up opposition against the
Americans. Finally, in 1806, the president instructed Claiborne to send the
troublesome Spanish out of the territory.
But even after the Spanish had gone, their system of land claims and titles
caused problems. Land grants had often been given without clear boundaries,
and ownership of land was often disputed.
Using Photos and
Illustrations
Have students look at the
illustration of the raising of the
American flag in the Place d’Armes.
Ask students to describe the scene.
Group Activity
Divide students into groups. Have
them discuss various ceremonies
they have attended. Share the
information with the class. Then
ask each group to plan a ceremony
that might have taken place on
December 20, 1803, when the
United States officially took
possession of Louisiana. Ask them
to consider what dignitaries would
be invited, who would speak, what
music would be played, how long
the ceremony would last, etc.
Addressing Learning Styles
Interpersonal
A quote from the New Orleans
newspaper, Le Moniteur, on January
2, 1804, described the transfer of
Louisiana in this manner: “A rather
large crowd of Americans, assembled
a few feet from the Town Hall (the
Cabildo) cried Huzza, shaking their
hats; but in general, one saw only
stillness and silence. A thousand
people observed and repeated, for
the rest of the day, that the sight of
this flag being taken away and disappearing from high in the air,
pointed most of their faces with
pain and emotion, and one saw, in
every case, tears in their eyes.”
Have students write a journal
entry detailing how they might feel
if the flag of the United States were
replaced by the flag of some other
nation.
Guiding Question 6-17
T244
Below: Pitot House in New
Orleans was the home of
James Pitot, a refugee from
the Saint-Domingue slave
rebellions and the first elected mayor of New Orleans. The
house reflects a Caribbean
influence common in Louisiana houses. Bottom: In this
1806 view of New Orleans, an
American eagle holds a ribbon
that reads “Under my wings,
everything prospers.”
The People of Louisiana
It was up to Governor Claiborne to convince the people of Louisiana to become American. Claiborne called the French Creoles the “ancient Louisianians.”
He meant they had lived in the colony before the Americans came. The early
definition for Creoles referred to all persons born in the Louisiana colony. In
fact, the term originated from a Portuguese word meaning “of the colony.”
These French-speaking Creoles were not eager to change. Their strong Catholic
roots led them to resist the ways of the English-speaking Protestants who now
possessed their land.
Above right: In a formal
ceremony on December 20,
1803, the American flag was
raised for the first time in
the Place d’Armes, now
Jackson Square. Top: General
James Wilkinson was one of
the officials who accepted
Louisiana from the French.
He was the first governor of
the District of Louisiana.
Above: President Jefferson
appointed William C. C.
Claiborne the first governor
of the Territory of Orleans.
244
Class Discussion
Ask students to name
• the territories into which the
Louisiana Purchase was divided.
(Knowledge)
• the governors of the two
Louisiana territories. (Knowledge)
Research Activity
Ask students to use the Internet
or other reference materials to
research the lives of James
Wilkinson and William C. C.
Claiborne.
Guiding Questions 6-15, 6-16
Reading Strategy
Compare and Contrast
After students complete their
research, have them compare the
lives and the abilities of the two
governors.
Guiding Question 6-16
The “Stars and Stripes” announced the United States’s claim to Louisiana.
The American secretary read the treaty in a loud voice.
After this announcement, the French official spoke to the people assembled
there. He released them from their ties of loyalty to France. All who stayed in
Louisiana would be Americans. Cannons fired and troops paraded, honoring a
new chapter in Louisiana’s story. Louisiana must now learn to be American.
And the American government must deal with this unknown and little understood region.
Social Studies Skill
Making a Map
Have students locate the two
territories created from the
Louisiana Purchase on an outline
map of the United States. Have
them name the present-day states
found in each of the territories.
Guiding Question 6-1
Louisiana as a Territory of the United States
The Louisiana Purchase more than doubled the size of the United States.
All of this new territory must be explored, organized, and governed. After
Congress approved the Purchase, it planned the government for this vast new
area. Because of the size, Congress created two territories in March 1804. The
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 1:
Louisiana Becomes American
245
Critical Thinking
Social Studies Skill
Addressing Learning Styles
Class Discussion
Ask students to brainstorm
what tasks the United States government had to address regarding
the newly acquired Louisiana
Purchase.
Guiding Question 6-17
Drawing a Political Cartoon
Have students draw a political
cartoon about the purchase of
Louisiana. Ask students to
exchange cartoons and interpret
the one they receive. Check to see
if the interpretation matches the
intent of the cartoon.
Guiding Question 6-13
Visual/Spatial
Ask students to draw a picture
representing the status of New
Orleans under American control.
Ask students
• what challenge was presented
to Governor Claiborne.
(Knowledge)
• why the Creoles were not eager
to become “Americans.”
(Comprehension)
Using Photos and
Illustrations
Have students look at the
illustration at the bottom of the
page. Read the slogan that the eagle
holds above the city of New Orleans,
“Under my wings, everything prospers.” Ask students to explain what
the slogan means.
Addressing Learning Styles
Verbal/Linguistic
Ask students to write a different
slogan for the eagle to hold.
T245
Lagniappe
Addressing Learning Styles
• The Hypolite Bordelon House is
located five miles from Marksville on
the Red River.
• Some members of the Bordelon
family lived in the house until 1941,
when Pierre Bordelon died.
• In 1979, the house was given to
the City of Marksville and was
moved to its present location in the
center of town.
• The house was listed on the
National Register of Historic Places
in 1980 because of its architectural
and historical significance.
Verbal/Linguistic
The historic marker that
describes the Hypolite Bordelon
House says:
This circa 1820 Creole house is
typical of the dwellings of early
Avoyelles Parish families. The
Bordelon family,who built the house
,,was one of the parish’s pioneer
families. Listed on the National
Register of Historic Places in 1980.
Have students create a new
historical marker for the house.
Addressing Learning Styles
Lagniappe
Visual/Spatial
Have some students make a
model of the Hypolite Bordelon
House.
Marksville was founded by Marco
Litche, a native of Venice, Italy.
Litche, a traveling peddler whose
wagon broke down, decided to stay
in the area that became Marksville.
Writing Activity
Have students choose one of the
pictures on pages 246 and 247 and
write a description of what the
photo tells about the lifestyle of the
inhabitants.
Guiding Question 6-4
Research Activity
The Hypolite Bordelon House in Marksville
(top) is an example of Creole architecture in
the late 1700s and early 1800s. The walls
(above, left) are bousillage, a mixture of mud
and deer hair or Spanish moss. The dining room
in the house (right) was one of the two main
rooms. The netting in the bedroom, the other
main room (opposite page), protected the
sleeping occupants from mosquitoes.
246
T246
Ask students to research other
historic homes and buildings in
Marksville. A list of some of those
may be found at www.discoverour
town.com/TownPage.php?Town=
39&Cat=Attractions.
Guiding Question 6-15
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 1:
Louisiana Becomes American
247
T247
Class Discussion
Ask students to
• define free people of color.
(Knowledge)
• explain why statehood for
Louisiana was delayed.
(Comprehension)
Reading Strategy
Predicting
Ask students to predict how life
would be different for people in the
Territory of Orleans under the control of the United States.
Guiding Question 6-12
Cooper: A barrel maker
Below: In 1806, General
Wilkinson sent Zebulon Pike,
explorer and soldier, to find
the headwaters of the Red
and Arkansas rivers. This map
shows the results of Pike’s
exploration of the Red River.
Lagniappe
In 1806, Thomas Jefferson sent
Thomas Freeman, an engineer, and
Peter Custis, a botanist from the
University of Pennsylvania, on the
“Grand Excursion” to explore the
Red River in hopes of locating its
headwaters.
Custis made notes on 267 different species of plants and animals on
the short four-month exploration of
the Red River.
Freeman and Custis were forced to
abandon their explorations at a
place in southern Oklahoma called
Spanish Bluff. It was here that the
group met Spanish troops, who suggested they turn back.
Research Activity
Ask students to use reference
books or the Internet to find information on the expedition of
Freeman and Custis. One possible
site is www.tsha.utexas.edu/hand
book/online/articles/print/RR/upr
2.html.
Guiding Question 6-17
The revolution in Haiti had driven French planters to Louisiana. They brought
their slaves, expecting to continue their plantation lifestyle. They associated
with the French of Louisiana rather than with the Americans.
Free people of color had also fled Haiti. In French colonies, the legal term
for those of mixed race was free men of color—gens de couleur libre. Former
slaves who purchased their freedom were also identified this way. In New Orleans, they joined a large established community of free people of color. Many
families were wealthy, educated, and cultured. They honored their Catholic and
French heritage, had their own schools, and attended the theater regularly.
Many free people of color were skilled workers in New Orleans—carpenters,
masons, cigar makers, shoemakers, clerks, mechanics, coopers, barbers, blacksmiths, and butchers.
Some people in the Territory of Orleans wanted immediate statehood, but President Jefferson told Congress that the people of Louisiana were “as incapable of
self-government as children.” Their colonial experience had not prepared them
for this kind of government. Under the French and Spanish, the kings had controlled the government, and paid officials took care of government matters.
Jefferson wanted to give Louisianians time to learn about democratic government. Also, some members of Congress
wanted more Americans to move into
the territory before they would approve
statehood for Louisiana.
Many of the first Americans who
came to Louisiana were the “Kaintucks.” These westerners with their
different language and strange culture
came down the Mississippi River on
their flatboats. Because of their behavior, the Creoles assumed all Americans were rough, violent, and rowdy.
Reading a Map
Have students look at Map 29
and name the two rivers that form
the boundaries of the neutral zone.
Ask them to estimate the width of
the zone.
Guiding Question 6-1
Internet Activity
Have students go to www.enlou
.com/people/wilkinsonj-bio.htm
to find a timeline of the life of
James Wilkinson. Ask students to
choose ten events that interest
them. You may want half the class
to research Wilkinson and the other
half to go to www.enlou.com/peo
ple/burra-bio.htm and find a
timeline of the Aaron Burr
conspiracy.
Guiding Questions 6-11 and 6-15
Critical Thinking
• The role of James Wilkinson in
the Burr Conspiracy is unclear.
However, Burr once wrote to
Wilkinson, “The gods invite us to
glory and fortune. It remains to be
seen whether we deserve the boon.”
Have students discuss the meaning
of this quote. (NOTE: You may want
to have students write whether or
not they think Wilkinson was
involved in the conspiracy based on
the quote.)
• Ask students what the danger is
of a person’s working on both sides
of an issue, e.g., Wilkinson.
Border Disputes
The huge tract of land that was the
Louisiana Purchase was largely unknown. President Jefferson sent out
expeditions to survey and map the
territory. The most famous of these
was the Lewis and Clark expedition.
Two other explorers, Freeman and
Custis, led the Red River Expedition
in 1806, exploring part of present-day
Louisiana.
The undefined boundaries of the
Louisiana Purchase created problems
248
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Addressing Learning Styles
Social Studies Skill
Lagniappe
Intrapersonal
After doing research on the
voyage of Freeman and Custis, ask
students to write a journal entry
from the expedition, citing places
they saw and wildlife they
encountered.
Guiding Question 6-12
Making a Map
Have students make a map
showing routes the “Kaintucks”
might have followed into
Louisiana. (NOTE: You may also
have students use present-day
road maps to plot routes from
Kentucky to Louisiana. Have them
evaluate which routes were more
likely to have been used in the
early 1800s.)
Guiding Question 6-1
For more information on Aaron
Burr and his trial, go to www.law
.umkc.edu/faculty/projects/ftri
als/burr/Burr.htm. There are
links to the chronology of the
conspiracy, key figures, primary
documents, trial testimony, the
decision, and pictures.
BLM Assign Exploring the
Louisiana Territory from page 99
in the BLM book.
T248
Social Studies Skill
T249
Thomas, followed an unguarded cow path into the fort. They easily
captured the fort, killing two Spanish soldiers during the fighting. The
West Florida revolution had succeeded.
For a very brief period, West Florida was an independent nation. In
December 1810, however, the United States annexed the area. (To
annex is to add territory to an already existing governmental unit,
such as a city, state, or nation.) When Louisiana became a state in
1812, the Florida Parishes were not included. But in its first official
act, the new state legislature annexed West Florida and made it a part
of the state of Louisiana.
Class Discussion
Ask students
• what Louisiana parishes were not
included in the Louisiana Purchase.
(Knowledge)
• to identify the only place east of
the Mississippi River that was
included in the Louisiana Purchase.
(Knowledge)
• why the ownership of land in
West Florida was disputed.
(Comprehension)
ASSESS
After 1808, slaves could not be legally imported into the United
States, but this did not stop the trading of slaves among the states. In
addition, smugglers continued to bring slaves into Louisiana from other
countries.
After the Louisiana Purchase, Louisiana’s economy improved. As the
plantations grew, more workers were needed. Slaves worked the valuable Louisiana crops—sugar cane and cotton. By 1812, the slave population
in Louisiana was about 35,000.
As the number of slaves increased, the unrest among them spread. In 1811,
a major slave uprising took place near the present-day town of Norco in St.
Charles Parish. The leaders of the revolt organized the escaping slaves into companies complete with officers. They had no weapons except those they had
made from farm tools.
Numbering several hundred, the slaves marched along the river toward New
Orleans. Regular troops of the U.S. Army joined with the Orleans militia to stop
them. Some slaves were killed in the fighting; others were executed later. Their
heads were displayed on poles to remind other slaves of the punishment they
could expect for rebelling.
Reading a Map
Ask students to look at Map 30
and identify
• the boundaries of West Florida.
• cities located in West Florida.
• cities located in East Florida.
• cities located in the Orleans
Territory.
Guiding Question 6-1
Social Studies Activity
Check for Understanding
Making a Map
Have students locate the
present-day Florida parishes on an
outline map of Louisiana. Tell them
to color each parish a different color
and provide a key for their map.
Check for Understanding
Above: Philemon Thomas led
a militia group to capture
the Spanish fort at Baton
Rouge, Fort San Carlos.
1. Why did Napoleon want Louisiana? Why did he change his
mind?
2. Name two challenges Governor Claiborne faced.
3. Why was the neutral zone established?
4. What are the Florida Parishes? What nation held this area
before the Revolt?
5. What was the result of the West Florida Revolt?
6. How did the leaders of the slave uprising organize the group?
Internet Activity
T250
Ask students to write a newspaper article about the capture of Fort
San Carlos. (NOTE: You may instead
ask them to write a poem.)
Guiding Question 6-12
The Great Slave Uprising of 1811
Social Studies Skill
Go to www.answers.com/ and
enter “Florida Parishes” in the Tell
Me About box. Divide the class into
groups and assign each group one
of the parishes to research. Have
the students present their findings
orally and include a poster of facts
along with a map as part of the
presentation. (NOTE: Have students
use The Florida Parishes on page 100
in the BLM book to record
information from the reports.)
Writing Activity
Section 1:
Louisiana Becomes American
1. As a base of military actions
in North America; the loss of
Haiti made his plan
impractical.
2. Spanish officials still in
Louisiana trying to stir up
opposition; unclear land titles
3. To establish a nonmilitary
barrier between Spanish and
U.S. territories
4. Those parishes located east of
the Mississippi River; Spain
5. The parishes gained their
independence for a brief
period before they were
annexed by the United States.
6. Into companies complete with
officers
Alternative Assessment
Have students write questions
from the material in the chapter.
Use these questions to develop a
Jeopardy game.
251
Reading Strategy
Lagniappe
Class Discussion
Critical Thinking
Cause and Effect
Have students list the effects of
each of these actions:
• Discontent over the exclusion
of West Florida from the Louisiana
Purchase. (Colonists attempted to
seize Fort San Carlos.)
• Napoleon’s brother being
named the new king of Spain.
(Used as an excuse to rebel
against the Spanish government)
• The Florida Parishes cover a little less than 5,000 square miles.
• The first Europeans to enter the
Florida Parishes were British and
Scots merchants. They were followed by planters, many of whom
came from the colony of South
Carolina.
• Fulwar Skipwith was a leader of
the West Florida rebellion.
Ask students
• how the Florida Parishes eventually became part of Louisiana.
(Knowledge)
• why the number of slaves
increased in Louisiana.
(Comprehension)
Guiding Question 6-12
Ask students
• why the increase in the number
of slaves increased the unrest
among them.
• if the punishments against
slaves involved in uprisings were
just.
Lesson Closure
Web site www.nps.gov/jeff/
LewisClark2/Education/Louisiana
Purchase/LessonPlanActivity1.htm
has a play entitled, “Pardon Me, Mr.
Talleyrand, but Did You Say the
‘Whole’ of Louisiana?” (This is the
story of the Louisiana Purchase in
verse and skit.) Have the students
present or read through this play as
a culminating activity to their study
of the Louisiana Purchase.
T251
SECTION 2
LOUISIANA BECOMES A
STATE
2
Section
Louisiana
Becomes a
State
INTRODUCE
Outline
A. Louisiana’s First Constitution
B. Early Problems
As you read, look for:
• Louisiana’s entrance into the Union, and
• vocabulary term privateer.
Materials
Textbook, pages 252-253
Blackline Masters
Population Mathematics,
page 101
The Life of a Pirate, page 102
Teacher CD-ROM
Transparencies
Online textbook
mystatehistory.com
Focus
Ask students to describe how
people in Louisiana might feel
after being under the control of the
French, the Spanish, the French,
and the United States.
Reading Strategy
Making Predictions
Ask students to predict how life
in Louisiana might change after
becoming part of the United States.
How might life change after
Louisiana becomes a state.
Above: This plaster model of
Adolf A. Weinman’s statue of
Gov. William C. C. Claiborne.
is on display at the Old
Mint. The finished statue is
in the State Capitol.
Lagniappe
As a citizen of Kentucky,
Governor Claiborne had
helped write that state’s
1799 constitution.
252
TEACH
Internet Activity
The first Louisiana constitution
contained only 32 pages. Have students go to louisdl.louislibraries
.org/ and search for the “Louisiana
Constitution of 1812.” Students may
access the constitution page by
page, by clicking on any of its eight
articles. Have students summarize
the main points of each article.
(NOTE: You may want them to compare the first constitution to the
present constitution.)
Guiding Question 6-19
T252
Class Discussion
lead the “ancient Louisianians.” He had not expected to have
the support of the former colonists, the Creoles.
More and more settlers moved into Louisiana. Some
began pushing for statehood as soon as they arrived.
But the law stated a territory must have at least
60,000 residents before it could become a state. By
1809, the Territory of Orleans had enough people, and
the territorial legislature sent a request for statehood
to Congress. Governor Claiborne did not support this
petition because he believed the Creoles were not
ready for citizenship. He wanted more Americans to
move into the territory before it became a state. Congress took no action on the 1809 petition, but by 1811
Congress agreed to admit Louisiana as the eighteenth state. The statehood bill
was signed by President James Madison on February 16, 1811. The official date
for statehood was set for April 30, 1812. The Territory of Orleans would become the state of Louisiana.
Louisiana’s First Constitution
Before it became a state, Louisiana had to write a constitution. The constitution of Kentucky, written in 1799, was used as a model. Louisiana’s constitution provided that the legislature would select the governor from the two
leading candidates in the popular election. Only white male property owners
could vote or hold office.
Julien Poydras of Pointe Coupee was the president of the constitutional convention. In his speech following the signing of the constitution, he described
his new American government as “the most perfect the human mind has hitherto framed.” The Creoles were ready to be Americans.
New Orleans continued as the capital of Louisiana. The first election for governor lasted three days, as required by the constitution. William C. C. Claiborne
was elected as the new state’s first governor, surprised that he was asked to
Ask students to
• identify the first capital of
Louisiana. (Knowledge)
• identify the first governor of
Louisiana. (Knowledge)
• explain how Louisiana’s first election was different from elections
today. (Comprehension)
Guiding Question 6-19
Early Problems
Statehood did not end the conflicts between the Creoles
and the newly arrived Americans. Language and cultural barriers increased the distrust. Matters were made worse when
a Philadelphia newspaper printed Governor Claiborne’s private comments with his concerns about the Creoles becoming Americans.
Claiborne also had to deal with the Caddo Indians. The tribe
tried to continue farming in Louisiana after statehood, but
white settlers were crowding their land. Governor Claiborne
negotiated a treaty to buy the Caddo land near the Red River;
the tribe then moved west to Texas.
Smuggling was another problem. Colonial officials had
often ignored smuggling because it was the only way people
could get necessary goods. Smuggling had become an
accepted part of the economy and continued after the
Americans came.
The largest band of smugglers operated from a base along the Gulf Coast at
Barataria Bay. These privateers seized goods from Spanish and British ships,
sailing under the name of countries that were at war with Spain or Great Britain. Jean Lafitte led these Baratarians.
Claiborne tried to stop Lafitte’s operations and his illegal smuggling of
slaves. Finally, he offered a $500 reward for Lafitte’s capture. The bold
Privateers sailed with the
Lafitte posted notices around New
approval of and under the
Orleans and raised Claiborne’s $500
flag of a country. Pirates did
reward to a $5,000 reward for the govnot have the approval or
ernor! The story of Claiborne and
protection of any country.
Lafitte took an interesting turn when
the War of 1812 reached New Orleans.
Lagniappe
Check for Understanding
Group Activity
Above: Jean Lafitte, shown
here gambling with several
pirates, was the leader of
the privateers and smugglers
known as the Baratarians.
BLM Assign The Life of a Pirate
from page 102 in the BLM book.
ASSESS
Check for Understanding
1. White male property owners
2. The legislature chose the
governor from the two top
candidates.
3. Conflicts between Creoles and
Americans; Caddo Indians,
smuggling
1. Who was allowed to vote?
2. How was the first governor chosen?
3. What were three problems faced by Governor Claiborne after
statehood?
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 2:
Have students represent the
different groups in Louisiana at the
time it became a state, e.g., merchants, Caddo Indians, Creoles,
farmers. Have each group write ten
questions they would ask Governor
Claiborne about issues that affect
them.
Guiding Question 6-18
Louisiana Becomes a State
253
Alternative Assessment
Have students write twenty
things they learned in the section.
Lesson Closure
Objectives
Objectives (Cont.)
Addressing Learning Styles
GLE 9: Explain ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in Louisiana.
GLE 58: Describe historical and economic factors influencing the economic
growth, interdependence and development of Louisiana and the nation
(e.g., mass production, oil boom and decline).
GLE 65: Analyze the causes, effects, or impact of a given historical event in
Louisiana.
GLE 66: Analyze how a given historical figure influenced or changed the course
of Louisiana’s history.
GLE 70: Conduct historical research using a variety of resources, and evaluate
those resources, to answer historical questions related to Louisiana history.
GLE 72: Describe leaders who
were influential in Louisiana’s
development.
GLE 73: Describe and explain
the importance of major events
and ideas in the development of
Louisiana.
GLE 76: Trace and describe
various governments in
Louisiana’s history.
Visual/Spatial
Have students make a
“Wanted” Poster for Jean Lafitte.
Body/Kinesthetic
Have two students role-play a
conversation between Governor
Claiborne and Lafitte. (NOTE: You
may want pairs of students to
write a dialogue and then choose
several to be presented to the
class.)
Ask students to write reactions in
their journals to the statement of
the president of the Louisiana constitutional convention, Julien
Poydras, describing the new
American government as “the most
perfect the human mind has hitherto framed.”
T253
SECTION 3
THE WAR OF 1812
3
Section
INTRODUCE
The War of 1812
Outline
As you read, look for:
A. Protecting New Orleans
B. The Battle of New Orleans
C. After the War
• Louisiana’s participation in the War of 1812,
• the Battle of New Orleans, and
• vocabulary terms impressment and blockade.
Materials
Textbook, pages 254-258
Blackline Masters
The Battle for New Orleans,
page 103
United We Stand, page 104
CD-ROM with ExamView
Focus
Have “The Battle of New Orleans”
playing as students enter the class.
Ask them to guess why the song is
playing.
(NOTE: The song is available
online at www.niehs.nih.gov/kids/
lyrics/battleof.htm.)
You may want students to
compare Jimmy Driftwood’s and
Johnny Horton’s versions. You may
also want to find the British
version of the song.
Reading Strategy
Making Predictions
Ask students to predict why the
War of 1812 is sometimes called the
“second war for independence.”
Above: General Andrew
Jackson arrived in New
Orleans in December 1814
to defend the city against
an attack by the British.
Lagniappe
During the Creek War, Andrew
Jackson earned the nickname
“Old Hickory” because his
men claimed he was as tough
as a hickory tree.
254
The War of 1812 is sometimes called the “second war for independence.” The young United States was looking for the respect of other nations, including Great Britain. The British did
not treat the United States as an equal and continued to talk
of regaining their former colony. Thirty years after the American Revolution, the British continued to occupy American territory along the Great Lakes. British agents encouraged the
Native American tribes in their struggles with the Americans.
Trade issues also created conflict.
But the British angered the Americans most by the practice
of impressment. American ships were stopped by the British,
and American sailors were accused of being British deserters.
These sailors were seized and forced to serve in the British navy. The United
States finally declared war on Great Britain on June 18, 1812.
Protecting New Orleans
During the early years of the War of 1812, the British were also fighting
France in Europe. Even while fighting this other war, they were able to turn
back American attacks on British Canada and Florida. The few American victories involved battles at sea. In 1814, the British defeated Napoleon and could
then direct their full attention and strength to the war with the United States.
Governor Claiborne prepared for an attack on New Orleans. If the British
captured the city, they could reach the entire Mississippi Valley. The United
States tried to strengthen the forts near the mouth of the Mississippi River
and protect this vital port.
Claiborne expected the state militia to defend the city. In a letter to the
captain of the militia in Pointe Coupee, Claiborne ordered him to assemble his
troops for exercise twice a week and to “be in readiness for actual service at a
moment’s notice.” But he was not sure these French-speaking Creoles would
consider themselves American and fight the British.
In the fall of 1814, British warships entered the Gulf of Mexico and blockaded New Orleans. That is, the British positioned their ships to isolate the city
and prevent any ships from entering or leaving the port. The United States
sent Major General Andrew Jackson to defend the city. Jackson had recently
defeated the Creek Indians in the Mississippi Territory.
Jackson gathered his forces and prepared the city’s defenses. His troops included the regular U.S. Army, Kentucky sharpshooters who had served with
him in the Creek War, the local militia, and the Choctaw. Jackson too doubted
the loyalty of the French in New Orleans. But after a huge public meeting, they
swore their support. A U.S. Army major described Jackson’s ability to motivate
his New Orleans troops by noting “he electrified all hearts.” A French Creole
described their feelings, “Nationalities no longer count. We are all Americans.”
Even Jean Lafitte and his Baratarians offered to fight with the Americans
after refusing a British request for their help. In return for Lafitte’s agreement,
some of his men were released from jail and some of his property was returned.
He and his men then fought with skill and bravery under Jackson’s command.
Research Activity
Have students use the Internet or
other reference sources to find
information on Andrew Jackson. A
good source of information is odur.
let.rug.nl/~usa/P/aj7/about/bio/ja
ckxx.htm.
Guiding Question 6-15
Class Discussion
SSSSSSSSSSSSS
The Art of Politics
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
SSSSSSSSSSSSS
This political cartoon by William Charles satirizes the fact that American soldiers during the War of 1812
sometimes marched to the front encumbered by their wives, babies, and household furnishings.
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 3: The War of 1812
255
TEACH
Using Photos and
Illustrations
Ask students what they can tell
about Andrew Jackson by looking at
his portrait.
Lagniappe
Andrew Jackson was the first
president of the common man. He
was the first president who was not
an aristocrat.
T254
Ask students
• to describe problems between the
United States and Great Britain after
the American Revolution.
• to explain why it was important
to prevent the British from gaining
control of New Orleans.
• to identify the groups that made
up Jackson’s forces.
• what Lafitte received in exchange
for his support of the Americans.
Critical Thinking
After a speech by Andrew
Jackson, a French Creole said,
“Nationalities no longer count. We
are all Americans.” Ask students to
explain the significance of that
quote.
Using Photos and
Illustrations
Have students look at the political cartoon. Ask them
• what the attitude of the soldiers
seems to be.
• what the British might think of
the American soldiers.
Guiding Question 6-13
Multidisciplinary Activity
Objectives
Objectives (Cont.)
GLE 2: Locate major landforms and geographic features, places, and bodies of
water/waterways on a map of Louisiana.
GLE 6: Describe ways in which location and physical features have influenced
historical events in Louisiana and the development of the state (e.g., Mississippi
River/swamp in the Battle of New Orleans).
GLE 58: Describe historical and economic factors influencing the economic
growth, interdependence and development of Louisiana and the nation (e.g., mass
production, oil boom and decline).
GLE 62: Construct a timeline of key events in Louisiana history.
GLE 65: Analyze the causes, effects, or impact of a given historical event in
Louisiana.
GLE 66: Analyze how a given historical figure influenced or changed the course
of Louisiana’s history.
GLE 68: Interpret a political cartoon.
GLE 69: Propose and defend potential solutions to past and current issues in
Louisiana.
GLE 70: Conduct historical research using a variety of resources, and evaluate
those resources, to answer historical questions related to Louisiana history.
GLE 72: Describe leaders who were influential in Louisiana’s development.
GLE 73: Describe and explain the importance of major events and ideas in the
development of Louisiana.
GLE 75: Describe the contributions of ethnic groups significant in Louisiana
history.
Art Ask students to draw a political
cartoon on a topic related to the
War of 1812. You may want to show
other examples of cartoons from the
War of 1812. The Internet site at
www.indiana.edu/~liblilly/
cartoon/war.html contains three
cartoons.
Guiding Question 6-13
T255
The Battle of New Orleans
Addressing Learning Styles
Body/Kinesthetic
Have selected students conduct a
role-play to illustrate the causes of
the War of 1812. For example, one
cause was the impressment of
American sailors.
Roles: Government official, married
couple
Scenario: The couple is having dinner when the government official
comes to inform them that their son
has been impressed by the British
Navy. The woman asks for a definition of impressment. The couple
wants to know what the government
is doing to get their son back —
they want action now.
Other causes of the war that could
be explored in this manner include
(1) the belief that the British are
supplying arms and ammunition to
the Indians in the Northwest and
(2) the continued presence of the
British forces in the United States.
Guiding Question 6-14
Below: British naval forces
defeated the Americans at
the Battle of Lake Borgne
in December 1814. It was
the first of the battles
leading up to the Battle
of New Orleans.
T256
Have the students analyze the
illustration of Jackson and the
Battle of New Orleans. Then ask
them to write a summary of the
battle.
Multidisciplinary Activity
Art Have students listen to a rendition of or read the words to “The
Battle of New Orleans.” Ask them to
draw a picture representing one of
the stanzas in the song. (NOTE:
Found online at www.niehs.nih
.gov/kids/lyrics/battleof.htm.)
Guiding Question 6-12
Lagniappe
British General Pakenham
was killed at the Battle
of New Orleans (below). His
body was shipped home to
England in a hogshead
(barrel) of rum. He was
buried on his English estate.
Multidisciplinary Activity
Math In July 1813, during the War
of 1812, the commander at Fort
McHenry in Baltimore ordered two
flags that could be seen by the
British who were preparing to
assault the fort. One flag was 32
feet by 42 feet and used 400 yards
of British wool. The second flag was
17 feet by 25 feet and was to be
flown during strong weather.
Calculate the area of each flag. Have
students find an American flag in
the school and determine how much
larger the Fort McHenry flags were
than the school flag.
Using Photos and
Illustrations
The Battle of New Orleans was actually the last in a series of battles that began in December 1814. The British fleet approached the city through Lake Borgne,
where the first battle occurred. The British warships were too large to enter the
lake, but the small British sloops defeated the six American gunboats. Although
the British won this battle, their progress toward New Orleans was slowed.
The British army then landed some of its troops across the lake and started
for New Orleans. Jackson surprised the British with a night attack, which again
slowed their approach. British General Edward Pakenham led two more attacks,
but Jackson’s troops held their ground.
The two armies met on January 8, 1815, “on the plains of Chalmette,” just
south of the city. On that foggy morning, the battle lasted less than an hour.
Jackson and his five thousand assorted troops soundly defeated eight thousand professional British soldiers. More than two thousand British soldiers were
killed, while only eight of Jackson’s men died in battle that day.
Ironically, the two generals did not know that the war was already over. On
December 24, 1814, a treaty ending the war had been signed. But news of the
Treaty of Ghent did not arrive in the United States until weeks later. The battle
could have been avoided.
But the victory was not meaningless. The British had been forcefully shown
that the Americans were willing to take on the world’s mightiest nation. If the
256
Americans had been defeated, the
British might have stopped the peace
process.
Fourth of July celebrations in New
Orleans had new meaning. The Battle
of New Orleans brought all of Louisiana’s
citizens together to fight for the American cause. After the battle, New Orleans
honored Jackson and the United States
in a patriotic ceremony. The hero of the
Battle of New Orleans is still honored
today. A statue of Andrew Jackson
guards the city from the center of the
Place d’Armes, now called Jackson
Square. The statue, cast from a cannon
used in the battle, was completed in
1856. Jackson himself laid the cornerstone in 1840.
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Above: In this painting of
the Battle of New Orleans,
Andrew Jackson can be seen
on the right, mounted on a
white horse.
Section 3: The War of 1812
257
Language Arts Ask students to
write a news article describing the
battle of New Orleans based on the
words of the song.
Research Activity
Chalmette Battlefield and
National Cemetery is located approximately seven miles from the French
Quarter. Each year, in January, there
is a reenactment of the Battle of
New Orleans by volunteers wearing
authentic period uniforms. The
reenactment also provides exhibits
of authentic armaments, tents, and
cooking utensils. Historical discussions of the battle are held. Have
students research to find other
reenactment sites. Ask them to
report their findings to the class.
Social Studies Activity
Critical Thinking
Objectives (Cont.)
Lagniappe
Social Studies Skill
There have been a number of
movements to change our national
anthem to “America.” Have
students analyze the words to
“America” and “The Star Spangled
Banner” to determine how the
messages in the two songs are
alike or different. Ask students if
our national anthem should be
changed to “America.” Tell them
to give reasons to defend their
positions.
GLE 79: Explain how Louisiana’s
natural resources have shaped its
history (e.g., petroleum
During the early years of the
War of 1812, newspapers
published in-depth accounts of
troop movements, along with
officers’ letters home describing
the events. British officers gained
information from the news
accounts. Finally, in 1814, the
U.S. Army Adjunct General forbade
newspapers from printing military
information.
Making a Map
Make a class map of reenactment sites in Louisiana. Identify
the historical period from which
each reenactment comes, e.g., War
of 1812, Civil War.
BLM Ask students to complete
United We Stand from page 104 in
the BLM book.
Using Community Resources
If possible, plan a field trip to a
reenactment. If you cannot go on a
field trip, ask a reenactor to come to
your class and talk about the experience. Perhaps the speaker could
bring clothing, utensils, or other
artifacts.
T257
4
Section
Class Discussion
Ask students what questions
were still unsettled after the War of
1812. (Knowledge)
Internet Activity
Go to www.lastateparks.com/
fortjes/ftjesup.htm to find
information on Fort Jesup. Have
students read about the fort and
write ten things they learned from
the article.
Visual/Spatial
Verbal/Linguistic
A historical monument describes
Fort Jesup in the following
manner:
Have students write a new
historical marker for Fort Jesup or
draw a picture illustrating its
importance.
ASSESS
Check for Understanding
1. The second war for
independence
2. To defend the city
3. The British were defeated.
4. Sabine River
Alternative Assessment
Have students make a collage,
using pictures and words, to
illustrate the War of 1812.
Lesson Closure
Ask students to respond to the
journal prompt: “I would/would not
be willing to fight . . .” or “The War
of 1812 could/could not have been
avoided.”
T258
As you read, look for:
• the effect of the steamboat on Louisiana,
• how travel on the Red River was improved, and
• the migration of new settlers to Louisiana.
After the War
Addressing Learning Styles
Established in 1822 by General
Zachary Taylor as the major
American Fortification on the
Southwestern frontier, and later
became known as the Cradle
of the Mexican War.
Growth and Progress
Right: Fort Jesup in Many
has been designated as a
National Historic Landmark.
This is the soldiers’ mess,
the only remaining original
building. Below: Costumed
interpreter Cornial Cox
portrays the camp baker
and private cook for Colonel
Many, the camp commander.
The War of 1812 settled the major conflicts between the United States and
Great Britain. But the boundary between Louisiana and Spanish Texas was still
unsettled. The Spanish claimed all of the land as far east as the former Spanish
fort of Los Adaes. They considered the Arroyo Hondo (“dry gulch”) in
Natchitoches Parish their boundary indicator. The United States believed that
the Sabine River—or even the Rio Grande River—should be the boundary.
The issue was not settled until February 1819, when the Adams-Onis Treaty
set the boundary at the Sabine River. In that treaty, Spain also ceded (gave)
East Florida to the United States. The United States gave up its claims to Texas,
at least for the time being.
A U.S. military post, Fort Jesup, was built in 1822 at the boundary line
between the United States and Spanish Texas. Later, this outpost served as
the headquarters for the Western division of the U.S. Army, which covered the
territory from Florida to Lake Superior. Fort Jesup has been reconstructed at
its site in DeSoto Parish. The nearby town of Many (MAN e) was named for the
commander of the fort, Colonel John Many. The main street of Many follows
the old San Antonio Trace (now Highway 6), a Spanish trail that ran from
Natchitoches to San Antonio, Texas.
Lagniappe
Some treaties are named
for the place where they
are signed. The Adams-Onis
Treaty was named
for the two diplomats who
negotiated the treaty.
258
Check for Understanding
The period after the War of 1812 brought growth and progress to Louisiana.
New Orleans developed into the largest city in the South and one of the largest
cities in the United States. This port city became a vital part of the economy
of its new country.
Steamboats
New Orleans had seen birchbark canoes, cypress pirogues, French and Spanish sailing ships, Kentucky flatboats, and keelboats travel the waters of the Mississippi River. A flatboat was basically a raft that was guided with an oar and
moved by pushing poles into the river bottom. Built for about $35, it was good
for only one trip downriver. Traders who came down the river on a flatboat had
to find another way to get back. Keelboats could be steered and could make the
return trip upriver—but it took three months of back-breaking poling.
Lagniappe
The wood sidewalks in New
Orleans were called
banquettes, French for “great
planks.” The boards often
came from the flatboats
that had come downriver.
Sidewalks are often
still called banquettes in
New Orleans.
Below: Steamboats were
important for transporting
people and goods, and
they contributed to the
importance of New Orleans
as a port.
SECTION 4
GROWTH AND PROGRESS
INTRODUCE
Outline
A. Steamboats
B. Clearing the Red River Raft
C. Louisiana’s Pioneers
D. The Texas Connection
Materials
Textbook, pages 259-265
Blackline Masters
Antebellum Days, page 105
A Trip Down the Mississippi,
page 106
The War for Texas
Independence, page 107
Teacher CD-ROM
Transparencies
Online textbook
mystatehistory.com
Focus
Ask students how many of them
have traveled by car, water, rail, or
air. Discuss how they prefer to travel
and ask them to give reasons for
their response.
1. What is the War of 1812 sometimes called? Why?
2. Why was Andrew Jackson sent to New Orleans?
3. What happened at the Battle of New Orleans?
4. Where did the Adams-Onis Treaty set the boundary between
Louisiana and Spanish Texas?
Reading Strategy
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 4:
Growth and Progress
259
Social Studies Skill
Lagniappe
Objectives
Making a Map
Fort Jesup is located on the
San Antonio Trace (now Highway
6). Ask students to use a presentday highway map to locate the
roadway. Ask them to draw the
route on an outline map of the
United States. Have them identify
cities or geographic features of
interest.
Guiding Question 6-1
Soldiers at Fort Jesup helped
open the frontier to American
settlers. They built roads, surveyed
land, cleaned the Red River, and
negotiated treaties.
GLE 6: Describe ways in which location and physical features have influenced
historical events in Louisiana and the development of the state (e.g., Mississippi
River/swamp in the Battle of New Orleans).
GLE 9: Explain ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in Louisiana.
GLE 12: Describe the causes and effects of cultural diffusion and the effects of
cultural diversity in Louisiana.
GLE 13: Describe factors that contribute to economic interdependence at the
local, national, and global level, as related to Louisiana’s past and present.
GLE 57: Explain reasons for trade between nations and the impact of international trade.
Making Connections
Ask students
• how travel is different today from
that of the early 1800s.
• how would people who lived in
the 1800s have answered the question about their preferred mode of
transportation.
TEACH
Class Discussion
Ask students to define flatboat,
keelboat, and steamboat.
BLM Assign students Antebellum
Days from page 105 in the BLM
book.
T259
Multidisciplinary Activity
Art Have students make a class
poster displaying the information
they find on Madisonville. (NOTE:
Instead of a poster, you may want
each student or small group to make
a PowerPoint presentation displaying
the information they find.)
Math Have students create a number of graphs using the census data
found at www.hometownlocator
.com/City/Madisonville-Louisiana.
cfm.
Class Discussion
Ask students to identify
• the French name for Madisonville.
(Knowledge)
• examples of Madisonville’s connection to shipping and shipbuilding. (Knowledge)
Critical Thinking
Ask students why the town’s
name, Coquille, was changed to
Madisonville in 1810.
Addressing Learning Styles
Visual/Spatial
The Wooden Boat Festival is commemorated each year with a festival
poster. Go to lpbmaritimemuseum
.org/exhibits/exhibits_museum
shop/exhibits_museumshop_wbf.
html to view past posters. Have
students design a poster for this
festival.
Guiding Question 6-3
T260
Spotlight
Madisonville
The small town of Madisonville is
located in St. Tammany Parish in
the region known as the Florida
Parishes. The French called the
settlement Coquille because of
the shells found along the nearby
shore of Lake Pontchartrain.
In 1810, the town was renamed
Madisonville to honor President
James Madison. The history of the
town soon connected with the history of the United States. Shipbuilding and shipping became the
basis of the town’s economy.
The United States established
a small naval yard at this location
during the War of 1812. Some of
the American troops heading to
protect New Orleans from the British sailed across Lake Pontchartrain from Madisonville.
A lighthouse built in 1838
guided vessels crossing Lake Pontchartrain to the mouth of the
Tchefuncte River at Madisonville.
This lighthouse was rebuilt in 1868
after it was damaged during the
Civil War. It is now listed on the
National Register of Historic Places
as the Tchefuncte River Rear Light.
Among the vessels that crossed
the lake were steamships from New
Orleans. People came from the city
to enjoy the fresh air and to es-
260
Above: Riverfront store in
Madisonville. Left: Lake Pontchartrain Basin Maritime Museum.
Opposite page: Tchefuncte River
Rear Light.
cape the yellow fever epidemics.
By the 1830s, Madisonville had a
hotel for these visitors.
A big economic boost came to
the area when a large shipyard
operated during World War I. More
than two thousand people worked
at the facility. The location of that
shipyard is now the Lake Pontchartrain Basin Maritime Museum.
Madisonville’s history on the water is also celebrated with the annual Wooden Boat Festival.
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 4:
Growth and Progress
261
Objectives (Cont.)
Objectives (Cont.)
Social Studies Skill
GLE 58: Describe historical and economic factors influencing the economic
growth, interdependence and development of Louisiana and the nation
(e.g., mass production, oil boom and decline).
GLE 65: Analyze the causes, effects, or impact of a given historical event in
Louisiana.
GLE 66: Analyze how a given historical figure influenced or changed the course
of Louisiana’s history.
GLE 69: Propose and defend potential solutions to past and current issues in
Louisiana.
GLE 70: Conduct historical research using a variety of resources, and evaluate
those resources, to answer historical questions related to Louisiana history.
GLE 72: Describe leaders who were influential in Louisiana’s development.
GLE 73: Describe and explain
the importance of major events
and ideas in the development of
Louisiana.
GLE 75: Describe the contributions of ethnic groups significant
in Louisiana history
Making a Map
You may want to have students
locate Louisiana’s lighthouses on
an outline map or you may want
to make a class map on a bulletin
board.
Guiding Question 6-1
Using Photos and
Illustrations
Have students look at the picture
of the Tchefuncte River Rear Light.
Ask them to brainstorm a list of
adjectives that could be used to
describe the structure.
Writing Activity
Ask students to write a poem
about the lighthouse. You may want
them to incorporate some of the
adjectives they used to describe the
lighthouse.
Research Activity
Have students research lighthouses in Louisiana. A list of lighthouses
can be found at www.cr.nps.gov/
maritime/light/la.htm. Have
students make an oral presentation
of their findings.
Multidisciplinary Activity
Language Arts There are many
stories featuring lighthouses. If
lighthouses could talk, they would
have fascinating tales to tell. Have
students write a story about the
Tchefuncte River lighthouse. (NOTE:
This activity could be done as a
“Write Around.” Divide students into
groups of three or four. Have each
person in the group start a story
and write for a given period of time,
6-8 minutes. Then have them pass
their papers to another student in
the group. That student will take up
the story where the first left off.
After another 6-8 minutes, pass the
paper again. Continue in this
fashion until each student in the
group has contributed to each story
in the group.)
T261
gation very difficult. Sometimes steamboats ran aground when the water level
of the river was low. The most feared disaster involved overheated steam boilers that exploded.
Famous Americans like Mark Twain signed their names on the pages of
Louisiana’s steamboat days. One tall, lanky boy from Indiana jumped to shore
from his flatboat. He decided to return home the easier way, going upriver on
a new steamboat. The fascinating port of New Orleans amazed the eighteenyear-old Abraham Lincoln, but he was shocked by the slave markets he saw.
Using Photos and
Illustrations
Ask students to look at the
illustration of the interior view of
the Princess. Ask them to compare
the ship in the picture with the
interior of modern cruise ships.
Clearing the Red River Raft
Steamboats traveled on several Louisiana rivers. But boats on the Red River
could only get as far as Natchitoches. A huge tangle of logs and brush stopped
boats from proceeding any further. The debris had become so thick that cottonwood trees actually grew in the logjam! The logjam, or “the Great Raft” as
it was called, clogged the river northward for about two hundred miles. This
logjam may have been developing for centuries by the time it was cleared.
The Great Raft blocked not only the river but progress itself. Captain Henry
Miller Shreve agreed to help clear the river. First, he designed a snagboat to
pull the logs from the river. Then, in 1833, he began work with a crew of over
one hundred men and three boats. He worked for years trying to open the
Multidisciplinary Activity
Math Have students find the
distance by river from Pittsburgh to
New Orleans. Then, have them
calculate how many miles per hour
the steamboat New Orleans averaged
on her trip.
Language Arts Mike Fink, who
described himself as “half horse,
half alligator, and half snapping
turtle,” was a legendary figure on
the keelboats traveling the Ohio,
Mississippi, and Missouri rivers. Fink
was a man of great strength who
was known for his ability to fight
and shoot. Have students find some
stories about Mike Fink. Share the
stories with the class. Then, have
students write a legend about a folk
hero who might have lived during
the time of road building or
increased water transportation.
Above: Some steamboats
were rough and uncomfortable, while others were
luxurious and had elaborate
woodwork and decorations.
This 1861 painting of the
salon of the Princess by
Marie Adrien Persac is the
earliest known interior view
of a Mississippi River
steamboat.
Internet Activity
Assign students A Trip down the
Mississippi from page 106 in the
BLM book. They will have to access
www.pittsburghcitypaper.ws/prev/
archives/newsarch/ask/ask01/ya4
1101.html and read the article in
order to answer the questions.
(NOTE: You may download and copy
the article if you do not want to use
this as an Internet activity.)
T262
Critical Thinking
262
Below: Captain Henry Miller
Shreve worked for years to
clear the 160-mile-long
“raft” on the Red River. The
snagboat on the right is
removing the snagged logs.
Writing Activity
Critical Thinking
Have students write a diary for
a week chronicling their voyage
on a steamboat.
Ask students how the steamboat affected the economy of
towns along the Mississippi River.
Guiding Question 6-5
Research Activity
Have students research Mark
Twain — the author and his works.
An interesting Internet site contains
a variety of quotes attributed to this
humorist. Have students go to
www.twainquotes.com/New_Orlea
ns.html and choose a quote. Ask
them to read the quote to the class
and tell from which Twain work it
came. Discuss the meanings of the
quotes. (NOTE: You may want to
display the quotes on a bulletin
board.)
On January 10, 1812, a history-changing vessel landed at the city’s docks.
Nicholas Roosevelt had come from Pittsburgh with his steamboat, the New
Orleans. The trip down the river had taken 259 hours.
With its speed and ease, the steamboat changed Louisiana. Built to carry
both cargo and passengers, the steamboat used steam power to travel up and
down the rivers. Roosevelt’s steamboat cost a thousand times more than a flatboat. But the value of his investment was soon clear. The steamboat earned a
$20,000 profit for Roosevelt before it sank.
Soon, dozens of steamboats lined the river landings. By 1821, the port of
New Orleans registered more than seventy-five steamboats. All the goods of
the new country’s economy filled the boats. Piles of pelts, stacks of lumber,
barrels of corn whiskey, bales of cotton, and hogsheads (barrels) of sugar covered the docks at New Orleans.
Steamboats became the most popular way to travel. At their peak, the floating
palaces offered their passengers elegant cabins, banquet rooms, ladies’ sitting
rooms, gambling parlors, and promenade decks. The smaller steamboats were
not nearly as fine; often, they were crowded and dirty.
But steamboat travel was also risky. Obstacles in the river, such as a sunken
log, could damage and sink the boat. The changeable river channels made navi-
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Historian Sara Killikelly maintains that showing a steamboat
could travel by water from
Pittsburgh “was the most important
event that had occurred in the
realm of commerce for many years,
and did more than any other agency
for the development of industry of
the West.” Ask students if they
agree or disagree with that statement. Tell them they must give reasons for their position.
Guiding Question 6-10
Class Discussion
Section 4:
Growth and Progress
263
Ask students
• what problems steamboats
encountered. (Knowledge)
• to describe the Great Raft.
(Comprehension)
• to explain how the Red River was
cleared of its log jam.
(Comprehension)
• to calculate how many years it
took to clear the log jam.
(Application)
Guiding Question 6-17
Multidisciplinary Activity
Art Have students make a model of
a river (as they did in Chapter 2).
Place small twigs or pieces of wood
in the river’s channel to form a log
jam. Have students observe what
happens. Ask them to write a
description of what they see and
connect it to the “Great Raft” on
the Red River.
T263
river. Funding for the project came from the United States government. Often,
the project ran out of money, and the river became blocked again. It was not
until 1873 that the Red River was totally opened.
The map of northwest Louisiana is a tribute to Shreve’s efforts. The city of
Shreveport was named to honor him. It was at this site that a trading post was
established after Shreve cleared the Red
River. That trading post developed into the
city that bears his name.
Research Activity
Have students research Henry
Shreve. Make a timeline of key
events in his life. One source of
information is www.shreves.org
/reunion/history_of_henry_miller
_shreve.htm.
Guiding Question 6-16
Ask students
• where early Louisiana pioneers
came from. (Knowledge)
• to identify the location of early
settlements. (Knowledge)
• what method of transportation
the early pioneers used.
(Knowledge)
Social Studies Skill
Using Photos and
Illustrations
Have students look at the
photograph of an early log cabin.
Have them compare the dwelling to
their houses today.
Top: This Washington Parish
log cabin, built around 1810,
has been relocated to the
LSU Rural Life Museum in
Baton Rouge. The cabin was
actually lived in until 1960.
Above: This typical dogtrot
cabin at the Rural Life Museum
has front and rear porches
and a central open hallway.
Group Activity
Divide the class into groups. Ask
each group to make a list of items
that pioneers who were moving from
Kentucky to Louisiana needed to
take with them. After each group
has made a list, combine all ideas
into a class list. Then have
individuals and then groups rank
the top twenty items on the class
list. Ask them to order these twenty
items from 1-20 with 1 being the
most important and 20 being the
least. Compare the group lists.
T264
Ask students to look at the
illustration of the Battle of the
Alamo. Ask them to share anything
they know about the battle.
Louisiana’s Pioneers
Class Discussion
Making a Map
Ask students to locate the early
pioneer settlements on a map of
Louisiana.
Guiding Question 6-1
Using Photos and
Illustrations
264
When Louisiana became an American
territory, people came down the Mississippi
from the “western country,” Tennessee and
Kentucky. They also crossed overland from
the Mississippi Territory and from Georgia.
First, they settled in the Florida Parishes
and in South Louisiana. The prairie areas
around Opelousas and the old Attakapa
region of St. Martinville attracted American cattle farmers.
Later, the newcomers began to move into
North Louisiana. The area around the old
Spanish fort on the Ouachita River was one
of the first areas of settlement. Abraham
Morehouse brought pioneers from Kentucky
into this region as early as 1804. People also
crossed the river at Natchez to live near
Vidalia. This settlement was named for Jose
Vidal, an early Spanish official.
Many pioneers traveled overland in wagons pulled by oxen. Often, the travelers
were groups of family and friends. Some came with minimum supplies and few
assets. Others moved from once-prosperous cotton plantations whose soil had
worn out. Those newcomers brought their slaves and expected to create more
plantations.
The opening of the Red River brought more pioneers to North Louisiana.
One Louisiana family has passed down the story of their pioneer ancestor who
arrived in North Louisiana in the late 1830s. As a boy, he had come up the Red
River with his family and vividly recalled gripping the steamboat’s rail as the
captain ordered more wood for the boiler. The captain just could not resist a
race up the river on the way to Shreveport.
Major James Dyer, another pioneer and a veteran of the War of 1812, settled
in North Louisiana in 1822. He had come from Missouri. When Claiborne Parish
was established, he became its first representative to the state legislature.
BLM Assign The War for Texas
Independence from page 107 in the
BLM book.
ASSESS
Check for Understanding
The Texas Connection
The northwest corner of Louisiana became the state’s Texas connection.
Mexico began a war of independence from Spanish rule in 1810, finally winning its independence in 1821. Mexico still held Texas, but in the 1820s Americans began moving into the region. Many of these pioneers traveled the trails
of North Louisiana “going to Texas.” These Americans did not leave their democracy behind when they crossed the Sabine River. Soon, talk of “freeing”
Texas was heard at the inns and taverns along the route. The plots were whispered about in Texas and in Washington.
Finally, in 1836, the Americans in Texas declared their independence. The heroes
of the Texas revolution died at the battle of the Alamo. The people of North
Louisiana had seen these Texans travel through their land. After the Alamo,
Louisiana supporters joined the Texans in their fight for freedom. The streets of
the town square of Shreveport, laid out the same year that Texas won its independence, were named to honor the Texans. Texas Street is still the name of the
street in front of the Caddo Parish courthouse.
Check for Understanding
Above: The talk of “freeing”
Texas led to the Battle of
the Alamo, where many
of the heroes of the Texas
Revolution died.
Alternative Assessment
Ask students to make a pictorial
representation showing the growth
and progress of the United States
from the end of the War of 1812
through the Texan War for
Independence. (NOTE: You may want
them to research in order to include
events other than those in the
textbook. They could make a
pictorial timeline.)
1. How did clearing the Red River raft change Louisiana
geography?
2. Where did the pioneers come from?
3. What happened in Texas after the Americans moved in?
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Section 4:
1. It made the river navigable.
2. Kentucky, Georgia, Mississippi
Territory, Missouri
3. The Americans in Texas
declared their independence
from Mexico and eventually
fought a war for
independence.
Growth and Progress
265
Lesson Closure
Ask students to complete a journal entry describing what they
believe was the most important
advancement or event in Louisiana
history between 1815 and 1836.
Research Activity
Writing Activity
Group Activity
Class Discussion
Have students use reference
materials or the Internet to find
information on Louisiana
pioneers. Ask them to report
on a particular group of pioneers.
Include where they migrated from,
where they settled, what they did
for a living, and any unusual
features of their lives.
Guiding Questions 6-4 and 6-18
Have students pretend they
have moved to the frontier of
Louisiana from the Atlantic Coast.
Have them write a letter to a
friend back home describing their
life.
Have students research one of
the people associated with the
Texan War for Independence, e.g.,
Davy Crockett, Jim Bowie, Santa
Anna, William Travis, Sam
Houston. Links to information
about these people may be found
at hotx.com/alamo/toc.HTML.
Ask students
• why Texas declared its
independence.
• how Louisiana supporters
viewed the Texan War for
Independence.
Guiding Question 6-17
Addressing Learning Styles
Visual/Spatial
Ask students to make a model
of a pioneer log cabin.
T265
Internet Activity
Have students go to www.yale.
edu/lawweb/avalon/nworder.htm
to read the provisions of the
Northwest Ordinance of 1787. Using
the provisions of the law, ask
students to explain how it was used
to grant Louisiana statehood.
Guiding Question 6-19
Addressing Learning Styles
Body/Kinesthetic
Ask students to role-play
delegates to the Louisiana statehood
convention.
Class Discussion
Ask students what actions were
taken in the Louisiana
Constitutional Convention of 1811.
Answers to Questions
1. The Territory of Orleans
2. In New Orleans
3. To adopt the U.S. Constitution,
agree to the congressional act
admitting Louisiana to the
Union, and prepare a state
constitution and state
government structure
4. It refers to 1811, the 36th year
that the United States had been
an independent country.
5. The U.S. Constitution is the
framework of our national
government and provides basic
freedoms to our people. The
people of Louisiana had to
officially declare that they would
be governed by it.
T266
Meeting Expectations
Louisiana Ratifies the
Federal Constitution
After the Louisiana Purchase,
the people living in the Territory of Orleans (present-day
Louisiana) wanted to become
a state of the United States.
After the 1810 census, The
U.S. Congress noted that the
population of the territory was
more than 70,000 people (the
law required a minimum of
60,000). Louisiana could apply
for statehood.
In November 1811, a convention of delegates from the
Territory of Orleans met. They
were selected to vote for statehood and write a constitution
for the new state. The official
document accepting statehood
appears below.
Julien Poydras of Pointe Coupee
served as president of the
1811 constitutional convention.
Territory of Orleans
Adopting United States Constitution
WE, THE REPRESENTATIVES OF THE PEOPLE OF THE TERRITORY OF ORLEANS, having convened for the purpose of forming a constitution and state government as a member of
the union, agreeably to an act of congress, entitled, “An
act to enable the people of the territory of Orleans to form
a constitution and state government, and for the admis-
266
sion of the said state into the union
on an equal footing with the original states, and for other purposes.”
Wherefore, in conformity to the said
act, and in behalf of the said people
of the territory of Orleans, we declare that the constitution of the
United States of America, and
every article thereof, is hereby
adopted by this convention.
Done in convention at New
Orleans, this twenty-second day of
November, one thousand eight hundred and eleven, and of the independence of the United States of
America the thirty sixth.
J. POYDRAS, President
By order,
EL. FROMENTIN, Secretary
November 22, 1811
1. Before Louisiana became a state, it was a
U.S. territory. What was it called?
2. Where did the convention meet?
3. What was the purpose of the convention?
4. What does “of the independence of the
United States of America the thirty sixth”
mean?
5. Why was it necessary for the people in
Louisiana to officially accept the U.S.
Constitution?
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
Multidisciplinary Activity
Chapter Summary
Art Divide students into groups.
Assign each group one of the sections in the chapter and have them
make a mobile of events and people
in that section.
Language Arts Have students write
a news article describing one item
from one section in the Chapter
Summary. Ask students to read their
summaries so that the class will
hear information about all the
details in the chapter.
Louisiana Becomes American
• In 1802, Spain took away the right of deposit,
and western farmers demanded action.
• In a secret transfer, Spain gave Louisiana back to
France.
• Napoleon’s plans to take back North America
were changed by the revolution in Haiti.
• Robert Livingston and James Monroe worked out
the Louisiana Purchase in Paris, but the boundaries of the Louisiana Purchase were unclear.
• The present state of Louisiana became the
Territory of Orleans, and William C. C. Claiborne
was appointed governor.
• Americans began to move in, joining the Frenchspeaking Creoles.
• The area along the Sabine River became a neutral
zone with no government control.
• Former Vice President Aaron Burr was accused of
plotting against the United States.
• After the Louisiana Purchase, West Florida
remained Spanish. The English-speaking people
there revolted and were later accepted as part of
the United States.
• As the agricultural economy grew, so did the
number of slaves. After a large slave uprising in
1811, the leaders were executed.
Louisiana Becomes a State
• Louisiana became a state on April 30, 1812.
• The first state constitution was written at a
convention led by Julien Poydras.
• William C. C. Claiborne became the first elected
governor. He faced a number of problems.
The War of 1812
• The British blocked the port of New Orleans
during the War of 1812.
• By the end of 1814, the British set out to
Above: The reconstructed officers’ quarters at
Fort Jesup in Many houses a museum.
capture the city. The United States sent Andrew
Jackson to protect the city.
• Jackson’s army included the state militia, Kentucky sharpshooters, Choctaw Indians, and Jean
Lafitte and his men.
• Jackson and Governor Claiborne doubted the
loyalty of the Creoles, but the people promised
their full support as new Americans.
• A series of battles ended with the final Battle of
New Orleans on January 8, 1815. Jackson and his
men won an overwhelming victory. Neither side
knew that the war had already ended, but the
United States had proved its strength.
• A treaty settled the boundary with Spanish Texas
in 1819, and the United States built Fort Jesup.
Growth and Progress
• In 1812, the first steamboat came to New Orleans;
soon hundreds of steamboats brought passengers
and goods to the city.
• Captain Henry Miller Shreve cleared the great raft
from the Red River.
• The people of Louisiana were pleased to learn of
Texas independence from Mexico in 1836.
Chapter Summary
Social Studies Skill
Making a Timeline
Divide the class into groups and
assign each group one of the
sections in the chapter. Have
students review the dates when
important events in their section
occurred. Ask them to write the
date and the name of an event on a
placard. Then have each selected
student choose a placard and come
to the front of the room. Ask
students to arrange themselves in a
timeline so that they stand in
proper chronological order.
BLM Have students complete
Cause and Effect from page 108 in
the BLM book.
267
T267
REVIEW
1. Answers will vary.
2. a. Napoleon
b. The Neutral Zone
c. West Florida
d. French
e. General Andrew Jackson
f. Red River raft
g. Americans and Creoles
h. Steamboats
i. Texas
j. Jean Lafitte
3. a. The Revolution in Haiti and
the outbreak of yellow fever
killed many of his soldiers.
b. Territory of Orleans
c. Americans spoke another
language and the Creoles of
Louisiana thought they were
rough and uncultured.
d. William C. C. Claiborne; his
election was surprising
because he was not a Creole
and did not speak French.
e. The territory had to have at
least 60,000 residents.
f. Local militias of Louisiana,
volunteers from Kentucky,
privateers of Jean Lafitte
g. It proved to Great Britain that
the United States was now a
strong and independent
nation.
h. He was not sure that the
French-speaking Creoles would
support the United States.
i. The Adams-Onis Treaty was
signed.
j. New Orleans became a busy
port, and the economy grew.
Activities
for
Learning
A
Review
3. Answer these questions.
1. Identify the people and places in the Chapter
Preview and define the terms.
a. Why did Napoleon finally decide to sell
Louisiana to the United States?
2. Match each of the following statements with
a person, place, or term from the chapter.
b. What was the name of the territory that
later became the state of Louisiana?
a. The Haitian revolution influenced his
decision about Louisiana.
c. Why were some people in Louisiana
unhappy about becoming Americans?
b. This area had no government control.
d. Who was the first elected governor of the
state of Louisiana? Why was his win
surprising?
c. The people in this area rebelled against
Spain.
d. Governor Claiborne had problems because
he could not speak this language.
e. His huge victory at the Battle of New
Orleans surprised the British.
f. Captain Shreve developed a process to clear
this from the river.
g. The location of the state capital was one
example of the power struggles between
these two groups.
h. The speed of this new transportation
boosted the economy.
i. The people of Louisiana supported this
group’s fight for independence from
Mexico.
e. What were the requirements for the
territory to become a state?
f. What were some of the groups that made
up Jackson’s army at the Battle of New
Orleans?
g. Why was the Battle of New Orleans
important even though the war had already
ended?
h. Why did Andrew Jackson think the people
of New Orleans might not be loyal to the
United States?
i. How was the boundary between Louisiana
and Spanish Texas settled?
j. What kinds of changes did the steamboat
bring?
j. Some people called him a criminal, and
others said he was a hero of the Battle of
New Orleans.
268
Chapter 8 Louisiana’s Early American Era: Purchase and Pioneers
w
o
Connect
With Your World
1. The technology of the steamboat brought
major changes to Louisiana. What recent
technology is bringing change today? Predict
two future changes that may happen as a
result of technology.
2. How did Mark Twain learn to become a
steamboat pilot? Name a career of interest
to you and explain how you would prepare
for it.
With Geography
3. Why was the location of New Orleans an
important factor that led to the Louisiana
Purchase?
4. Why did the British want to capture New
Orleans?
5. How did geography influence the Battle of
New Orleans?
With Economics
6. Why did the clearing of the Red River raft
help the economy?
7. Name two reasons why the steamboat
improved the economy.
With U.S. History
8. Why did Congress have to vote on the
Louisiana Purchase?
9. Why did winning the Battle of New Orleans
help Andrew Jackson get elected president?
10. Why did the United States want Texas to
win independence from Mexico?
1. Imagine that you are a French person living
in Louisiana before the Purchase. Write a
note to President Jefferson giving three
reasons why you are concerned about
becoming American.
2. The bicentennial of the Louisiana Purchase
took place in 2003. Research to find
information about how this was celebrated.
You may find material on the Internet or at
your local library.
3. President Jefferson sent Lewis and Clark to
explore the new Louisiana Purchase
territory. The journals kept during these
travels have been published and are
available today. Write five questions you
would like to know about their experiences.
Locate a copy of the journal and skim to
see if you can find the answers to your
questions.
4. Both James Monroe and Andrew Jackson
became president after this period. Select
one of them and research his presidency.
Write ten important facts about the
president you researched.
5. Andrew Jackson’s victories during the War
of 1812 made him a national hero. Some
even began to mention his name for
president. Research Jackson’s life to
determine what characteristics he displayed
as a general that would make him an
effective president.
6. The 1904 World’s Fair in St. Louis
celebrated the Louisiana Purchase and
introduced new technology. List three
technological innovations of 1904 that
were not available in 1804 and that were
no longer needed in 2004.
Activities for Learning
EXTEND
1. Answers will vary.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.
5. Answers will vary.
6. Answers will vary.
T268
CONNECT
Extend
269
With Your World
1. Answers will vary.
2. Answers will vary.
With Geography
3. The United States needed to
control the port so that western
farmers could get their goods to
market.
4. If they could control New Orleans,
they could control the Mississippi
River and possibly gain control of
the territory west of the river.
5. The British army had to cope
with the swamps. They had to
march across the flat plains of
Chalmette toward the American
troops who were waiting for
them.
With Economics
6. It opened the territory to the
establishment of cotton
plantations and trade.
Steamboats could travel further
north. The port at Shreveport
developed.
7. Goods could be moved to market
in a much shorter time. Cotton
could be moved easily to New
Orleans and shipped to Great
Britain.
With U.S. History
8. Because it was a treaty
9. He became an American hero
and was very popular. His
reputation for being a decisive
leader was an important factor.
10. The United States did not want
a territory of Mexico as a
next-door neighbor and hoped
to make Texas part of the
United States.
T269