CURRICULUM GUIDE The Reality and the Romance 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 Academic Standards This lesson is designed as a complement to the • Indiana Standards traveling exhibition, Steamboat A-Comin’: The Legacy ° Grade 4 of the New Orleans, developed by the Indiana Historical Society in partnership with the Rivers • Social Studies 4.1.6––Explain how key Institute at Hanover College. The exhibition cel- individuals and events influenced the ebrates the 2011 bicentennial of the New Orleans, early growth of and changes in Indiana. the first successful steamboat to voyage down • Social Studies 4.1.12––Describe the the Ohio River, and explores the ways this event transformation of Indiana through im- effected the economy, technology, and culture of migration and through developments in the Midwest and the country. agriculture, industry, and transportation. Steam technology and its innovative application • Social Studies 4.3.9––Explain the to river navigation allowed the local, state, and importance of major transportation national economy to grow exponentially. It also routes, including rivers, in the explo- facilitated the westward migration of a large num- ration, settlement, and growth of ber of settlers, a trend that had a profound impact Indiana and in the state’s location as a on Native American populations. While the river crossroad of America. posed many dangers, it also offered thrilling adventures. For African Americans in particular, • English/Language Arts 4.4.2––Select the river was both the scene of hard labor and a focus, an organizational structure, a chance to experience freedom of movement. and a point of view based upon Those who worked, lived, and relaxed on the river purpose, audience, length, and format became adherents to a culture that was expressed requirements for a piece of writing. in poetry, literature, song, and legends. • English/Language Arts 4.5.1––Write The Steamboat A-Comin’: The Legacy of the New Orleans narratives that: include ideas, obser- traveling exhibition is available to organizations such vations, or memories of an event or as historical societies, museums, and schools. In some experience; provide a context to allow cases a nominal fee is charged for use of the exhibi- the reader to imagine the world of the tion. Lessons in the accompanying curriculum may be event or experience; and use concrete used to prepare students for a visit to the exhibition, as sensory details. a follow-up to a visit, or as a standalone piece that pro- • English/Language Arts 4.5.6––Write vides historic context for this pivotal moment in history. for different purposes (information, persuasion, description) and to a spe- Overview/Description cific audience or person. In this lesson students will use primary sources to understand the ways in which a culture has • English/Language Arts 4.6.2––Use developed around rivers such as the Ohio River. simple sentences and compound sen- They will also use these sources to note the dif- tences in writing. ferences between the sometimes harsh reality of • English/Language Arts 4.6.3––Create river life and the romanticized experiences of interesting sentences by using words well-to-do passengers. that describe, explain, or provide ad- ditional details and connections, such Grade Level as verbs, adjectives, adverbs, apposi- Elementary (grades 4 and 5) and middle/interme- tives, participial phrases, prepositional diate school (grades 6, 7 and 8) phrases, and conjunctions. 1 CURRICULUM GUIDE • The Reality and the Romance • Indiana Historical Society ° Grade 5 describe the development and trans- mission of culture over time. • Social Studies 5.3.12––Describe and analyze how specific physical • English/Language Arts 7.5.6––Use features influenced historical events varied word choices to make writing and movements. interesting and more precise. • English/Language Arts 5.5.6––Write • English/Language Arts 7.5.7––Write for different purposes (information, for different purposes and to a specif- persuasion, description) and to a ic audience or person, adjusting style specific audience or person, adjusting and tone as necessary. tone and style as appropriate. • English/Language Arts 7.6.5––Dem- • English/Language Arts 5.6.6––Use onstrate appropriate English usage. correct capitalization. • English/Language Arts 7.6.8––Use ° Grade 6 correct capitalization. • Social Studies 6.1.20––Recognize ° Grade 8 historical perspectives in fiction and • Social Studies 8.1.26––Give examples of nonfiction by identifying the histori- the changing role of women and cal context in which events unfolded minorities in the northern, southern, and by avoiding evaluation of the past and western parts of the United States solely in terms of present-day norms. in the mid-nineteenth century, and ex- • English/Language Arts 6.5.1––Write amine possible causes for these changes. narratives that: establish and develop a • Social Studies 8.1.27––Give examples plot and setting and present a point of of scientific and technological develop- view that is appropriate to the stories; ments that changed cultural life in the include sensory details and clear lan- nineteenth-century United States, such guage to develop plot and character; as the use of photography, growth in and use a range of narrative devices, the use of the telegraph, the completion such as dialogue or suspense. of the transcontinental railroad, and the • English/Language Arts 6.5.6––Use invention of the telephone. varied word choices to make • English/Language Arts 8.5.1––Write writing interesting. biographies, autobiographies, and • English/Language Arts 6.5.7––Write short stories that: tell about an inci- for different purposes (information, dent, event, or situation, using well- persuasion, description) and to a chosen details; reveal the significance specific audience or person, adjusting of, or the writer’s attitude about, the tone and style as necessary. subject; and use narrative and de- scriptive strategies, including relevant • English/Language Arts 6.6.4––Use dialogue, specific action, physical de- correct capitalization. scription, background description, and ° Grade 7 comparison or contrast of characters. • Social Studies 7.1.20––Draw on • English/Language Arts 8.5.6––Write visual, literary, and musical sources to using precise word choices to make writing interesting and exact. 2 CURRICULUM GUIDE • The Reality and the Romance • Indiana Historical Society • English/Language Arts 8.5.7––Write documents, letters, diaries, maps, text- for different purposes and to a specif- books, photos, and others. ic audience or person, adjusting tone ° III. People, Places, and Environments and style as necessary. • Examine the interaction of human • English/Language Arts 8.6.1––Use beings and their physical environment, correct and varied sentence types the use of land, building of cities, and (simple, compound, complex, and ecosystem changes in selected locales compound-complex) and sentence and regions. openings to present a lively and effec- tive personal style. ° IV. Individual Development and Identity • English/Language Arts 8.6.5––Use • Describe personal connections to correct punctuation. place––especially place as associated with immediate surroundings. • English/Language Arts 8.6.6––Use correct capitalization. ° VI. Power, Authority, and Governance • English/Language Arts 8.6.7––Use • Explore the role of technology in correct spelling conventions. communications, transportation, information-processing, weapons • National Standards (National Council for the development, or other areas as it con- Social Studies) tributes to or helps resolve conflicts. ° I. Culture ° VIII. Science, Technology, and Society • Give examples of how experiences • Identify and describe examples in may be interpreted differently by which science and technology have people from diverse cultural perspec- changed the lives of people, such as in tives and frames of reference. homemaking, childcare, work, trans- • Give examples and describe the im- portation, and communication. portance of cultural unity and diver- sity within and across groups. Social Studies/Historical Concepts ° II. Time, Continuity, and Change River culture, race and class in American his- tory, African American culture, Native American • Demonstrate an understanding that removal, entertainment, and transportation different people may describe the same event or situation in diverse Learning/Instructional Objectives ways, citing reasons for the differences Students will: in views.