Florida and the Spanish-American War of 1898

The Buffalo Soldiers in the Spanish-American War
4th Grade Lesson Plan

Overview

The African-American community debated the role of black soldiers in the war. Many black people saw this as an opportunity to fight for equality at home by fighting oppression in Cuba. Others questioned whether African-Americans should fight for a U.S. government that enacted federal and state laws that deprived them of their rights.

The most famous of the African-American soldiers to fight in the Spanish-American War were known as the "Buffalo Soldiers." They were the first peacetime all-black regiments in the regular U.S. Army. The four regiments, the 9th and 10th Cavalries and the 24th and 25th Infantries, were created by Congress just after the American Civil War.

All four regiments were transferred to Florida in the spring of 1898 in preparation for the war with Spain. From Florida they went to Cuba where black troops fought and played a major role in the victory at Santiago de Cuba.

Objectives

Students will:

• Analyze primary source documents (photographs).
• Write about history using primary sources.

Grade

4

Sunshine State Standards

• SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
• SS.4.A.6.4: Describe effects of the Spanish-American War on Florida.
  Examples are Rough Riders, cigar industry.

Florida Standards

• LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• LAFS.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
• LAFS.4.RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
• LAFS.4.RI.3.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
• LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• LAFS.K12.R.1.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Materials Needed

1. Photo Analysis Worksheet from the National Archives and Records Administration
2. Four photographs from the State Archives of Florida (see below)

Procedure

Part I: Introducing Content

1. Review previously covered material dealing with the Buffalo Soldiers and the Spanish-American War.
2. Conduct an in-class discussion/survey of students’ prior knowledge.
   • Who were the Buffalo Soldiers?
   • How were the Buffalo Soldiers connected to Florida?
   • What role did the Buffalo Soldiers play in the Spanish-American War?

Part II: Photo Analysis

1. Assign or have students choose one of the four photographs.
2. Students will analyze the photographs. Students should record their reactions to the photographs using the Photo Analysis Worksheet.
3. Conduct an in-class discussion/survey of what students learned during the photo analysis. What can students infer from the photographs about the activities of the Rough Riders in Florida? Were they surprised by anything they saw? The teacher can take this time to answer any questions students might have after their examination of the photographs.

Part III: Writing About the Buffalo Soldiers.

Students should write brief journal responses to the photographs focused on what they learned about the Buffalo Soldiers.

Extension Activity: Analyzing Accounts of Lakeland

LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Lakeland was a staging area for troops en route to Cuba. It was chosen as an overflow site for Tampa, 30 miles to the west, because of its good rail connections and reliable water supply from area lakes. The addition of 9,000 troops to a town of 1,000 permanent residents created logistical problems and tension between citizens and soldiers.

These documents present two different views of the clash between soldiers in the 10th Cavalry and local business owners in Lakeland, Florida. For further study, have students read the documents. Then, have students compare the language used to describe the event and facts that are included or omitted in each account.