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Steamboat A-Comin': the Legacy of the New Orleans Innovation and the New Orleans

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CURRICULUM GUIDE Innovation and the New Orleans by Jane Hedeen for the Traveling Exhibition Steamboat A-Comin’: The Legacy of the New Orleans developed in partnership with the Rivers Institute at Hanover College This is a publication of the Indiana Historical Society Eugene and Marilyn Glick Indiana History Center 450 West Ohio Street Indianapolis, IN 46202-3269 USA www.indianahistory.org Cover: Painting The New Orleans Steaming Upstream by Moonlight, 1811 by Gary R. Lucy. Courtesy of the Gary R. Lucy Gallery, Washington, Missouri. http://www.garylucy.com Copyright 2010 Indiana Historical Society All rights reserved Except for copying portions of the teacher resources by educators for classroom use, or for quoting of brief passages for re- views, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without written permission of the copyright owner. All inquiries should be addressed to the Public Programs Division, Indiana Historical Society. Introduction Grade Level This lesson is designed as a complement to the Elementary (grades 4 and 5) and middle/interme- traveling exhibition, Steamboat A-Comin’: The Legacy diate school (grades 6, 7, and 8) of the New Orleans, developed by the Indiana Historical Society in partnership with the Rivers Academic Standards Institute at Hanover College. The exhibition cel- • Indiana Standards ebrates the 2011 bicentennial of the New Orleans, the first successful steamboat to voyage down ° Grade 4 the Ohio River, and explores the ways this event • Social Studies 4.1.6––Explain how key effected the economy, technology, and culture of individuals and events influenced the the Midwest and the country. early growth of and changes in Indiana. Steam technology and its innovative application • Social Studies 4.1.17––Using primary to river navigation allowed the local, state, and and secondary sources and online national economy to grow exponentially. It also source materials, construct a brief narra- facilitated the westward migration of a large num- tive about an event in Indiana history. ber of settlers, a trend that had a profound impact on Native American populations. While the river • Social Studies 4.3.9––Explain the posed many dangers, it also offered thrilling importance of major transportation adventures. For African Americans in particular, routes, including rivers, in the ex- the river was both the scene of hard labor and ploration, settlement and growth of a chance to experience freedom of movement. Indiana and in the state’s location as a Those who worked, lived, and relaxed on the river crossroad of America. became adherents to a culture that was expressed • Social Studies 4.4.2––Define produc- in poetry, literature, song, and legends. tivity and provide examples of how The Steamboat A-Comin’: The Legacy of the New Or- productivity has changed Indiana dur- leans traveling exhibition is available to organizations ing the past 100 years. such as historical societies, museums, and schools. In • English/Language Arts 4.1.7––Use some cases a nominal fee is charged for use of the context to determine the meaning of exhibition. Lessons in the accompanying curriculum unknown words. may be used to prepare students for a visit to the ex- hibition, as a follow-up to a visit, or as a stand-alone • English/ Language Arts 4.4.2––Se- piece that provides historic context for this pivotal lect a focus, an organizational struc- moment in history. ture, and a point of view based upon purpose, audience, length, and format Overview/Description requirements for a piece of writing. In this lesson students will learn about the im- • English/Language Arts 4.5.6––Write portance of the steamboat in American history, for different purposes (information, watch a video showing how a steamboat’s engine persuasion, description) and to a spe- works, examine images of inventors and their cific audience or person. key developments in steam technology, and take • English/Language Arts 4.7.2––Summa- on the role of one of these innovators to make a rize major ideas and supporting evidence sales pitch for their invention. presented in spoken presentations. 1 CURRICULUM GUIDE • Innovation and the New Orleans • Indiana Historical Society • English/Language Arts 4.7.7––Em- influenced historical events phasize points in ways that help the and movements. listener or viewer follow important • English/Language Arts 5.1.6––Un- ideas and concepts. derstand unknown words by using • English/Language Arts 4.7.8––Use word, sentence, and paragraph clues details, examples, anecdotes (stories to determine meaning. of a specific event), or experiences to • English/Language Arts 5.5.4––Write explain or clarify information. persuasive letters or compositions that: • English/Language Arts 4.7.9––En- state a clear position in support of a gage the audience with appropriate proposal; support a position with rel- words, facial expressions, and gestures. evant evidence and effective emotional appeals; follow a simple organizational • English/Language Arts 4.7.11––Make pattern, with the most appealing state- narrative presentations that relate ideas, ments first and the least powerful ones observations, or memories about an last; and address reader concerns. event or experience; provide a context that allows the listener to imagine the • English/Language Arts 5.7.3––Make circumstances of the event or experi- inferences or draw conclusions based ence; and provide insight into why the on an oral report. selected event or experience should be • English/Language Arts 5.7.4––Select of interest to the audience. a focus, organizational structure, and • English/Language Arts 4.7.13––Deliver point of view for an oral presentation. summaries of articles and books that • English/Language arts 5.7.5––Clarify contain the main ideas of the event or and support spoken ideas with evi- article and the most significant details. dence and examples. • Science 4.1.7––Discuss and give • English/Language Arts 5.7.13––Em- examples of how technology, such phasize points in ways that help the as computers and medicines, has listener or viewer follow important improved the lives of many people, ideas and concepts. although the benefits are not equally available to all. • Science 5.1.5––Explain that technology extends the ability of people to make • Science 4.1.8––Recognize and explain positive and/or negative changes in that any invention may lead to the world. other inventions. • Science 5.2.6––Write instructions • Science 4.4.7––Describe that human that others can follow in carrying out beings have made tools and machines, a procedure. such as x-rays, microscopes, and computers, to sense and do things that • Science 5.2.7––Read and follow step- they could not otherwise sense or do by-step instructions when learning at all, or as quickly, or as well. new procedures. ° Grade 5 • Science 5.3.8––Investigate, observe, and describe that heating and cooling cause • Social Studies 5.3.12––Describe and changes in the properties of materials, analyze how specific physical features 2 CURRICULUM GUIDE • Innovation and the New Orleans • Indiana Historical Society such as water turning into steam by boil- • Science 6.1.9––Explain how technolo- ing and water turning into ice by freez- gies can influence all living things. ing. Notice that many kinds of change ° Grade 7 occur faster at higher temperatures. • Social Studies 7.1.22––Distinguish ° Grade 6 between unsupported expressions • Social Studies 6.1.15––Describe the of opinion and informed hypotheses impact of industrialization and urban- grounded in historical evidence. ization on the lives of individuals and • English/Language Arts 7.5.4––Write on trade and cultural exchange be- persuasive compositions that: state a tween Europe and the Americas and clear position or perspective in support the rest of the world. of a proposition or proposal; describe • Social Studies 6.1.20––Recognize the points in support of the proposition, historical perspectives in fiction and employing well-articulated evidence and nonfiction by identifying the histori- effective emotional appeals; and antici- cal context in which events unfolded pate and address reader concerns and and by avoiding evaluation of the past counterarguments. solely in terms of present-day norms. • English/Language Arts 7.5.6––Use • Social Studies 6.1.22––Differentiate varied word choices to make writing between fact and interpretation in his- interesting and more precise. torical accounts and explain the mean- • English/Language Arts 7.7.11––De- ing of historical passages by identify- liver persuasive presentations that: ing who was involved, what happened, state a clear position in support of an where it happened, and relating them argument or proposal and describe the to outcomes that followed and gaps in points in support of the proposal and the historical record. include supporting evidence. • English/Language Arts 6.5.5––Write • Science7.1.7––Explain how engineers, persuasive compositions that: state architects, and others who engage in a clear position on a proposition or design and technology use scientific proposal; support the position with knowledge to solve practical problems. organized and relevant evidence and effective emotional appeals; and antici- • Science 7.1.9––Explain how societies pate and address reader concerns influence what types of technology are and counterpoints. developed and used in fields such has agriculture, manufacturing, sanitation, • English/Language Arts 6.7.13––Deliver medicine, warfare, transportation, infor- persuasive presentations that: provide a mation processing, and communication. clear statement of the position; include relevant evidence; offer a logical se- • Science 7.1.10––Identify ways that quence of information; and engage the technology has strongly influenced listener and try to gain acceptance of the course of history and continues the proposition or proposal.
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