![]() Standard E - The student seeks reasonable and ethical solutions to problems that arise when scientific advancements and social norms or values come into conflict.ġ) To explain how the physical features of the area made Port Hudson strategically important for both sides.Ģ) To examine the particular characteristics of siege warfare and how it affected soldiers physically and mentally.ģ) To determine if their own community has withstood monumental crises, and how it responded to such a situation. Standard A - The student examines and describes the influence of culture on scientific and technological choices and advancement, such as in transportation, medicine, and warfare. Theme VIII: Science, Technology, and Society Standard I - The student uses economic concepts to help explain historical and current developments and issues in local, national, or global contexts.Theme VII: Production, Distribution, and Consumption Standard G - The student describes and analyzes the role of technology in communications, transportation, information-processing, weapons development, or other areas as it contributes to or helps resolve conflicts.Theme VI: Power, Authority, and Governance Standard I - The student describes ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings.Theme III: People, Places, and Environment Relates to the following Social Studies Standards: The Siege of Port Hudson: "Forty Days and Nights in the Wilderness of Death" (National Council for the Social Studies) ![]() Standard 2B- The student understands the social experience of the war on the battlefield and homefront. Standard 2A- The student understands how the resources of the Union and Confederacy affected the course of the war. The Siege of Port Hudson: "Forty Days and Nights in the Wilderness of Death" relates to the following National Standards for History:Įra 5: Civil War and Reconstruction (1850-1877) Time period: Late 19th century United States History Standards for Grades 5-12 Students will strengthen their skills of observation, research, and analysis of primary sources. Topics: The lesson could be used in units on the Civil War. This lesson is one in a series that brings the important stories of historic places into the classrooms across the country. TwHP is sponsored, in part, by the Cultural Resources Training Initiative and Parks as Classrooms programs of the National Park Service. Bergeron, Jr., historian at Pamplin Park Civil War Site in Petersburg, Virginia. The lesson written by Gregg Potts, Site Manager at the Port Hudson State Commemorative Area, and Arthur W. It was made possible by the National Park Service's American Battlefield Protection Program. This lesson is based on the National Register of Historic Places registration file, " Port Hudson Battlefield" (with photographs), and other primary sources about the siege. Though the Civil War would rage on for almost two more years, the siege at Port Hudson, and the battles of Vicksburg and Gettysburg-which all occurred the same week-together struck a blow from which the South never recovered. With these two victories, the North could finally claim undisputed control of the Mississippi River. For 48 days in 1863, he and his fellow troops defended a fort that stood on top of a bluff above the Mississippi River for all of those 48 days, Union soldiers pummeled the Confederates with cannon shot and rifle fire.įinally, just five days after the Confederates were defeated at Vicksburg, Port Hudson surrendered to the Union. So wrote a soldier who had been inside the Confederate defenses at Port Hudson, Louisiana, during one of the longest sieges in American military history. We eat all the meat and bread in the fort.eat all the beef-all the mules-all the Dogs-and all the Rats around us. This lesson is part of the National Park Service’s Teaching with Historic Places (TwHP) program. Army Military History Institute, Carlisle Barracks, PA)
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