Florida in the Civil War
Teacher’s Guide for Documents about the Saltworks
The Confederate army’s meat supply was preserved with salt. With the Union blockade in place, the Confederate states turned to local sources for this important mineral.
Large salt making operations appeared all along the Florida coast. Workers would boil seawater in large metal vessels. Once the liquid had evaporated away, the salt would be left behind. Workers would then package it and haul it away.
For students, these documents offer a good opportunity to practice using multiple sources to extract a clearer picture of a historical event.
Letters and Diaries Regarding Salt Making
The Boyd letter and Frier recollections on salt making explain the practice of salt production on the Gulf Coast of Florida during the Civil War from opposite perspectives. Frier explains the process from the Confederate perspective, while Boyd speaks from his vantage point as a participant in the Union efforts to destroy saltworks along the coast.
Use to Illustrate:
- The role of Florida in the Civil War.
- How geography influences history.
- How reading primary source documents from different perspectives can help form a more complete picture of saltmaking during the Civil War.
Document Analysis Worksheets
Created by the National Archives
Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments. The document analysis worksheets created by the National Archives and Records Administration are in the public domain.
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.5.1: Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War.
- SS.8.A.5.1: Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states' rights, balance of power in the Senate).
- SS.8.A.5.3: Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency. Examples may include, but are not limited to, sectionalism, states' rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation, Gettysburg Address, suspension of habeas corpus, First and Second Inaugural Addresses.
- SS.8.A.5.5: Compare Union and Confederate strengths and weaknesses. Examples may include, but are not limited to, technology, resources, alliances, geography, military leaders-Lincoln, Davis, Grant, Lee, Jackson, Sherman.
- SS.8.A.5.7: Examine key events and peoples in Florida history as each impacts this era of American history. Examples may include, but are not limited to, slavery, influential planters, Florida's secession and Confederate membership, women, children, pioneer environment, Union occupation, Battle of Olustee and role of 54th Massachusetts regiment, Battle at Natural Bridge.
- SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.
- SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.
- 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.
- LAFS.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources.
- LAFS.68.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- LAFS.910.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- LAFS.1112.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- LAFS.1112.RH.2.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
- LAFS.1112.RH.3.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
- LAFS.1112.RH.3.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.