The 1868 Louisiana Massacre

Overview and Standards Alignment

Curriculum Area: Social Studies – US History
Grade Level: 11th Grade
Relevant Standards:

• C3 Framework for Social Studies State Standards

  • D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
  • D2.Civ.2.9-12: Analyze the role of citizens in the US in historical periods and contemporary settings.

• Common Core State Standards: Literacy in History/Social Studies (Grades 11-12)

  • CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources.
  • CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources to develop a coherent understanding of an idea or event.

Lesson Objectives

By the end of this lesson, students will be able to:

1. Analyze how the 1868 Louisiana Massacre reflects the political and racial tensions of the Reconstruction Era.
2. Evaluate differing perspectives around the event, drawing from primary and secondary sources.
3. Discuss how the massacre influenced the trajectory of civil rights movements in the United States.

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Materials Needed:

• Excerpts from primary and secondary sources on the 1868 Louisiana Massacre (distributed as handouts).
• A map of Louisiana with Colfax highlighted (printed or projected).
• Individual whiteboards and markers for students.
• Projector or smartboard for displaying guiding questions and imagery.
• Timer (for group work).

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Lesson Flow

1. Warm-Up (5 Minutes)

Objective: Activate prior knowledge and introduce the topic.

1. On the board or projector, display the question: “Where do you think violence was present during Reconstruction, and why?”

   • Allow students 2 minutes to write their thoughts in their journals or notebooks.
   • Then, cold-call 2-3 volunteers to share their ideas.

2. Transition to the lesson: Briefly outline to students that they will explore the 1868 Louisiana Massacre, an event that sheds light on Reconstruction's challenges and the nation's struggle over race and civil rights.

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2. Historical Context (10 Minutes)

Objective: Build foundational knowledge about the Reconstruction period and the massacre.

1. Mini-Lecture (5 Minutes)

   • Explain the Reconstruction Era, emphasizing the political struggle between newly freed African Americans, white supremacists, and federal intervention.
   • Introduce the 1868 Louisiana Massacre:
     • Set in St. Landry Parish, 1868.
     • Violence sparked by attempts to suppress African Americans' voting and political participation.
     • Dozens of African Americans were brutally killed, and the aftermath curtailed Reconstruction policies in Louisiana.

2. Visual Aid: Show a map marking Louisiana and St. Landry Parish. Use the map to briefly outline the logistical challenges of political communication and federal enforcement in rural areas.

3. Question Prompt (Project or write on board): “What conditions turned Reconstruction into a battleground for civil rights?”

   • Students pair up and discuss for 2 minutes. Aim to build connections between context and today's learning.

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3. Source Analysis: First-Hand Perspectives (20 Minutes)

Objective: Critically examine primary and secondary sources to understand the causes and consequences of the massacre.

1. Organize Students (2 Minutes)

   • Divide the class into groups of 5. Assign each student in the group a specific role: Reader, Summarizer, Skeptic, Note-Taker, Presenter.

2. Distribute Documents (10 Minutes)

   • Provide each group with:
     • Source A: A primary witness account from an African American survivor.
     • Source B: A newspaper excerpt from a pro-Democrat, anti-Reconstruction publication in 1868.
     • Source C: A historian’s interpretation of the massacre, excerpted from a 2015 textbook.

3. Analysis Activity (8 Minutes)

   • Groups will read, annotate, and discuss their documents using guiding questions—e.g., “What biases exist in this document?” and “What does this tell us about the aftermath of the Civil War?”
   • The Note-Taker records group responses.

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4. Class-Wide Discussion (10 Minutes)

Objective: Synthesize insights from the source analysis and apply critical thinking skills.

1. Facilitate Sharing (5 Minutes)

   • Each group’s Presenter explains their key takeaways—e.g., differing narratives, political motivations, implications for African Americans.
   • Raise follow-ups based on student observations:
     • “Why was the federal government unable to stop massacres like this?”
     • “How does this event challenge our understanding of progress during Reconstruction?”

2. Think-Pair-Share (5 Minutes)

   • Display this open-ended question: “How does the 1868 Louisiana Massacre connect to ongoing struggles for racial justice in America today?”
   • Students write a quick response, then pair up to share and discuss their ideas.

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5. Wrap-Up: Key Takeaways (5 Minutes)

Objective: Reinforce learning and leave students with a lasting thought.

1. Quick Review: Using whiteboards, ask students to write down one word that summarizes their learning about the 1868 Louisiana Massacre.

   • Ask a few students to share their words and explain briefly.
   • Collect whiteboards or have students erase.

2. Exit Ticket Prompt (Written on index cards or journals):

   • “What role do you think government and citizens should play in preventing injustice?”
   • Remind students that this ties to future lessons on the Civil Rights Movement.

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Assessment and Homework

Formative Assessments:

• Group discussions and whiteboard summaries during class.
• Exit tickets providing quick insights into individual understanding.

Homework Assignment:

Assign students to write 150-200 words answering:

• “How did racialized violence during Reconstruction help shape the future of civil rights in the US?”
  Emphasize the use of primary and secondary evidence from today’s class.

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Differentiation / Support

1. For Struggling Learners:

   • Offer annotated or simplified versions of primary sources for easier comprehension.
   • Allow partnerships during reading for peer support.

2. For Advanced Learners:

   • Challenge them to draw parallels between the massacre's consequences and modern racial justice movements.

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Reflection for Teachers

• Were students able to empathize with the different perspectives presented in the source material?
• Did the group activity foster collaboration and critical thinking?
• Did students connect the massacre to broader themes of civil rights and racial justice?