Grades 6-8 Lesson Plan - Cities and Settlement

Map 4 Main Page

Core Map: Anon., "Carte Particuliere du flevue [flueve] St. Louis dix lieües au dessus et au dessous de la Nouvelle Orleans" (A particular map of the St. Louis River [Mississippi River] ten leagues above and below New Orleans, on which are marked the homes and lands granted to some private individuals along the Mississippi) (ca. 1723), in Cartes Marines. Newberry Library call number: Ayer ms map 30, no. 80 (Printable PDF version of the Core Map)

Resources related to Map 4.
Curator's Notes for Map 4.

Overview
This lesson has students explore the migration to and settlement of cities, focusing on the city of New Orleans.

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

1. identify the early migrants to the city of New Orleans.
2. characterize the city of New Orleans during its early years.

Materials
Computer image or overhead of core map, Plan of the Town of New Orleans, 1723, New Orleans and Louisiana Timeline, 1541-1731, Excerpt from the Jesuit Relations, 1750

Time
90 minutes

Getting Started

1. Have students access the core map and suggest that there are two types of settlements shown on the map. Have them identify the long lots and city of New Orleans.

2. Using the map and the Excerpt from the Jesuit Relation, 1750, have students answer the following questions: How did the natural environment help and hinder French settlement in the region? What did the French need to do to the natural environment to build and maintain the city of New Orleans?

3. Discuss answers and synthesize into a common description.

4. Use the description created in step 2 and the core map to have the students make a list of functions the city would perform in the settlement effort.

5. Introduce the topics of the lesson: the creation of the city of New Orleans and the role played by cities in European colonization. Note that the students will conduct activities and do reports. The reports will provide information for use in a five-paragraph essay on the role cities played in colonization using New Orleans as an example.

1. Query students about the functions of cities today (for example, political and administrative centers, markets for goods and service, social and cultural centers, destinations of migrants seeking a new place to live and visitors for short periods, religious centers).

2. Compare this to the list students constructed for early New Orleans.

3. Divide the students into small groups and explain that each group will explore a different aspect of the city: location, design, settlement, and services.

4. Have the students access the core map and the Plan of the Town of New Orleans, 1723. Explain that by using both lists of city functions as guides, the maps, the New Orleans and Louisiana Timeline, 1541-1731, and the Excerpt from the Jesuit Relations, each group will answer a set of questions about the map related to their aspect. The aspects and sets of questions are as follows:
   • Location: Where was the city located? Why do you think that location was chosen? What were its good points and bad points? What alternate location would you have chosen? Why?
   • Design: What was the shape of New Orleans? Why do you think it was shaped this way? How was the city of New Orleans laid out? Why do you think it was designed this way? What surrounded the city? Why do you think it was there?
   • Settlement: Who were the early settlers of the city and where did they come from? Where did the various settlers live? Why do you think they lived there? What labor might they have performed in the city and surrounding area?
   • Services: What types of buildings were in the city? What functions were performed in these buildings? Did the functions influence their location? If so why? Why not?

5. Have each group prepare a brief oral report.

6. For homework, have students write a five-paragraph essay on the role of cities in colonization, using New Orleans as an example.

For 4 points, the student successfully completes most or all tasks and answers 75%-100% of the questions correctly
For 3 points, the student successfully completes most tasks and answers from 50%-75% of questions correctly.
For 2 points, the student successfully completes approximately one-half of the tasks and answers approximately one-half the questions.
For 1 point, the student successfully completes only a few or no tasks and answers only a few or no questions correctly.

Extension Have groups of students plot a new location for a city in the area shown on the core map. Using all the materials from the above lesson, have the groups use poster board or computers to prepare graphic plans of the city and explanations of the purposes it will serve politically, militarily, economically, and culturally. Have each group report on its plans to the class.