Online access to textbook Click here
| conversation_starters_and_key_concepts.pdf |
Course Syllabus
| syllabus_8th_grade.doc |
UNIT I
Quizlet Summative Assessment
Scope and Sequence
| 8th_unit_i_scope_and_sequence__student_.pdf |
Topic I
| louisianas_identity_part_1.pptx |
| louisiana_waterways.pptx |
| natural_regions.pptx |
Topic I Maps and Flags
Classwork Handouts
| topic_1_handouts.pdf |
| topic_1_resources.pdf |
| classwork_handouts.pdf |
Topic II
| erosion.pptx |
Chromebook Class assignment 9.7-10.18
Questions
a. How has coastal erosion already affected Louisiana?
b. How will coastal erosion continue to affect Louisiana?
c. How much land has Louisiana lost since 1932?
d. What part of Louisiana is most in danger from land loss?
a. How has coastal erosion already affected Louisiana?
b. How will coastal erosion continue to affect Louisiana?
c. How much land has Louisiana lost since 1932?
d. What part of Louisiana is most in danger from land loss?
9.11-12.18
http://coastal.la.gov/wp-content/uploads/2016/04/Master-Plan-Consistency-Guidelines-2017.pdf
http://www.mississippiriverdelta.org/files/2015/11/Restoration-Solutions.pdf
https://www.nola.com/futureofneworleans/2015/08/coastal_restoration_wheres_the.html
http://www.fox8live.com/story/35468695/louisiana-spends-billions-of-dollars-in-settlement-and-fine-money-associated-with-the-2010-gulf-oil-spill/
http://www.mississippiriverdelta.org/files/2015/11/Restoration-Solutions.pdf
https://www.nola.com/futureofneworleans/2015/08/coastal_restoration_wheres_the.html
http://www.fox8live.com/story/35468695/louisiana-spends-billions-of-dollars-in-settlement-and-fine-money-associated-with-the-2010-gulf-oil-spill/
a. What are the solutions to coastal erosion?
b. Explain the cost of coastal restoration projects.
c. Where is the Louisiana government going to acquire the money needed for coastal restoration?
d. Explain how coastal restoration projects will help Louisiana’s economy.
e. Explain the negative effects to Louisiana’s economy if coastal restoration projects are not started and completed.
b. Explain the cost of coastal restoration projects.
c. Where is the Louisiana government going to acquire the money needed for coastal restoration?
d. Explain how coastal restoration projects will help Louisiana’s economy.
e. Explain the negative effects to Louisiana’s economy if coastal restoration projects are not started and completed.
Workbook Pages 31-35 UNRAAVEL, Read and Answer the 3 propts in RACES or TEPAC format
| student_resource_workbook_pages_31-35.pdf |
topic 3
| history_of_new_orleans-colonial_era.docx |
http://www.wwno.org/post/founding-new-orleans-vagabond-city
https://64parishes.org/entry/anglo-americans
https://64parishes.org/entry/french-colonial-louisiana
http://www.louisianafolklife.org/LT/Articles_Essays/la_3_folk_reg.html#tab4
https://64parishes.org/entry/cajuns
http://culturecurious.net/life-on-the-bayou/
http://www.louisianafolklife.org/LT/Articles_Essays/afri_cult_retent.html
https://64parishes.org/entry/anglo-americans
https://64parishes.org/entry/french-colonial-louisiana
http://www.louisianafolklife.org/LT/Articles_Essays/la_3_folk_reg.html#tab4
https://64parishes.org/entry/cajuns
http://culturecurious.net/life-on-the-bayou/
http://www.louisianafolklife.org/LT/Articles_Essays/afri_cult_retent.html
64parishes.org/entry/early-exploration
https://64parishes.org/entry/rene-robert-cavelier-sieur-de-la-salle
Diary of Jacques de la Metairie, notary on LaSalle’s voyage (1682)
“When we discovered three channels by which the River Colbert1 discharges itself into the sea, we landed on the bank of the western channel about three leagues from its mouth. . . Here we prepared a column and a cross, and to the said column were affixed the arms of France with this inscription:
Louis the Great, King of France and Navarre, Reign; The Ninth April 1682
. . . after a salute of fire-arms and cries of Vive le Roi (French for “long live the king”) the column was erected by De La Salle, who standing near it, said with a loud voice: ‘In the name of the most high, by the grace of God, King of France . . . this ninth day of April, one thousand six hundred and eighty-two, I, in virtue of the commission of his Majesty (Louis XIV) which I hold in my hand, and which may be seen by all whom it may concern, have taken and do now take in the name of his Majesty and of his successors to the crown, possession of this country of Louisiana . . . the River Colbert1 and rivers which discharge themselves therein2. . . from the source of the great river . . . as far as the mouth at the . . . Gulf of Mexico.’
“Upon the assurance which we have received from all these nations that we are the first Europeans who have descended or ascended the River Colbert1, hereby protesting against all those who may in future undertake to invade any or all these countries, people, or lands”
This text is in the public domain and is available online at. Available online at https://babel.hathitrust.org/cgi/pt?id=yale.39002006043914;view=1up;seq=48
“When we discovered three channels by which the River Colbert1 discharges itself into the sea, we landed on the bank of the western channel about three leagues from its mouth. . . Here we prepared a column and a cross, and to the said column were affixed the arms of France with this inscription:
Louis the Great, King of France and Navarre, Reign; The Ninth April 1682
. . . after a salute of fire-arms and cries of Vive le Roi (French for “long live the king”) the column was erected by De La Salle, who standing near it, said with a loud voice: ‘In the name of the most high, by the grace of God, King of France . . . this ninth day of April, one thousand six hundred and eighty-two, I, in virtue of the commission of his Majesty (Louis XIV) which I hold in my hand, and which may be seen by all whom it may concern, have taken and do now take in the name of his Majesty and of his successors to the crown, possession of this country of Louisiana . . . the River Colbert1 and rivers which discharge themselves therein2. . . from the source of the great river . . . as far as the mouth at the . . . Gulf of Mexico.’
“Upon the assurance which we have received from all these nations that we are the first Europeans who have descended or ascended the River Colbert1, hereby protesting against all those who may in future undertake to invade any or all these countries, people, or lands”
This text is in the public domain and is available online at. Available online at https://babel.hathitrust.org/cgi/pt?id=yale.39002006043914;view=1up;seq=48
North America 1748
64parishes.org/entry/french-colonial-louisiana
https://64parishes.org/entry/jean-baptiste-le-moyne-sieur-de-bienville-2/
https://64parishes.org/entry/jean-baptiste-le-moyne-sieur-de-bienville-2/
| 10.5-10.9_assignments_and_minor_grade.pptx |
Documents for 10/30-31
Bellwork (down) 10-30/31
Bellwork (Across) 11-2/5
Bellwork (Across) 11-2/5
| ch07cw.pdf |
French Colonial Louisiana https://64parishes.org/entry/french-colonial-louisiana
Slavery in French Colonial LA https;//64parishes.org/entry/slavery-in-french-colonial-louisiana
Spanish Colonial LA https://64parishes.org/entry/spanish-colonial-louisiana
Slavery in Spanish Colonial LA https://64parishes.org/entry/slavery-in-spanish-colonial-louisiana
Slavery in French Colonial LA https;//64parishes.org/entry/slavery-in-french-colonial-louisiana
Spanish Colonial LA https://64parishes.org/entry/spanish-colonial-louisiana
Slavery in Spanish Colonial LA https://64parishes.org/entry/slavery-in-spanish-colonial-louisiana
Acadians Sources
https://www.worldatlas.com/webimage/countrys/nalargez.htm
Cajuns https://64parishes.org/entry/cajuns
Cajuns https://64parishes.org/entry/cajuns
Unit 2- Louisiana: Settlement and Colonial Legacy
Claim: What is the Legacy of settlement and colonization on an area's identity
Quizelt Study Set for French Colonization Click here
Unit 2 Scope and Sequence part 1 and 2
| 8th_unit_2_part_1_scope_and_sequence__student_.pdf |
| 8th_unit_2_part_2_scope_and_sequence__student_.pdf |
Topic I - Native American Settlement
Notes on Native Americans
| copy_of_native_americans.pptx |
Andrew Jackson Indian Removal Policy: Write a Journal as if you traveled with the Indians along the trail of tears. Include what you saw, how you felt, and how you were affected
| andrew_jackson_indian_removal_policy.pdf |
Caddo Treaty: •MINOR GRADE :Answer questions using RACES #1,2,3,5. #4 BONUS
| the_caddo_treaty_of_july_1_1835.pdf |
Topic Two: European Exploration and Settlement
Description: Students investigate the exploration, settlement, and colonization of Louisiana.
Notes
| la_pp_ch06.pptx |
| la_pp_ch07.pptx |
Rene-Robert Cavelier, Sieur de La Salle, taking possession of Louisiana and the Mississippi River
Using the "engraving" image above, answer the following questions: (Notebook page 40)
a. What are the people in the background doing in the engraving? What does this tell you about European explorers?
b. How is De Soto portrayed in the engraving? What conclusion can be drawn about De Soto from this engraving?
c. How are Native Americans portrayed in the engraving? What conclusion can be drawn about Native American and European relationships at the time?
Create 3 questions they would like to further explore about the engraving. Discuss with your partner and record your responses.
a. What are the people in the background doing in the engraving? What does this tell you about European explorers?
b. How is De Soto portrayed in the engraving? What conclusion can be drawn about De Soto from this engraving?
c. How are Native Americans portrayed in the engraving? What conclusion can be drawn about Native American and European relationships at the time?
Create 3 questions they would like to further explore about the engraving. Discuss with your partner and record your responses.
"De Soto on the Shore of the Mississippi"Click here
Unit 3 Topic I documents
| unit_3_topic_i_docs.pdf |
11/26-27
Completed Workbook pages 2-8;
Highlight Section 2 notes Chapter 8 from Clairmontpress.com
11/28-29
1. Say, “The Louisiana Purchase may have brought Louisiana under control of the United States, but it also brought conflict. In this task, you will explore the many conflicts faced by Louisiana immediately after the Louisiana Purchase, including the process of Louisiana becoming a state and the mixing of cultures into the American system.”
2. Divide the class into small groups using an established classroom routine.
3. Provide students access to Louisiana Purchase and the Territorial Period by Peter J. Kastor from knowlouisiana.org and Louisiana - The Maritime Heritage Project by D. Blethen Adams Levy from the Maritime Heritage Project.
4. Provide students with a copy of the Territorial Period of Louisiana graphic organizer.
5. Direct student to read Louisiana Purchase and the Territorial Period up to the section titled “The War of 1812” as well as the “New Orleans and American Annexation” section from Louisiana - The Maritime Heritage Project in their small groups.
6. Instruct students to complete the Territorial Period of Louisiana graphic organizer as the read, noting the different boundary disputes, troubles with ethnic relations, and economic growth during the Territorial Period.
7. Conduct a discussion about Louisiana’s territorial period. Encourage students to use the conversation stems during the discussion and provide evidence from their graphic organizer and outside knowledge to support their answers. Possible questions:
a. Why were the boundaries of Louisiana unclear during Louisiana’s territorial period?
b. Explain the evolution of race relations from Louisiana’s colonial period through the territorial period.
c. Why was Louisiana’s population booming immediately after the Louisiana Purchase?
d. Why would the U.S. government be worried about French and Spanish Louisianians participating in American self-government?
i. Note: Have the students focus on how the colonial governments of Louisiana were drastically different from the American governmental system.
11/30-12/3
Highlight Chapter 8 Section 3 Notes
8. Say, “By 1810, Louisiana met all the qualifications to be admitted as a state. However, the process of becoming a state was a long and complicated process.”
9. Divide the class into small groups using an established classroom routine.
Return to Grade 8 Social Studies: How to Navigate This Document 137
10. Provide students access to the “Congressional Volleys” section of How Louisiana Became a State by Ron Chapman from Louisiana Life Magazine and a copy of the split-page notes.
11. Direct students to read the text in groups and record details about how Louisiana became a state on their split-page notes.
12. Say, “Now let’s examine Louisiana’s Constitution of 1812.”
13. Provide students with a copy of the excerpts from Constitution of the State of Louisiana (1812), the Louisiana Map 1814, and access to the Louisiana Latitude and Longitude Map.
14. Have the students read the first excerpt from Constitution of the State of Louisiana (1812) independently and use the Louisiana Latitude and Longitude Map and the Louisiana Map 1814 to plot the description of the boundaries of the state of Louisiana as it is described in the Constitution of the State of Louisiana (1812).
15. Ask, “How do the boundaries outlined in the Constitution of the State of Louisiana (1812) align with the 1814 map and our current boundaries? How do they differ?”
16. Provide students with a copy of the State and Territories of the United States of America May 12 1812 to June 4 1812 map.
17. Instruct students to review the map, noting the surrounding territories.
18. Provide students with a copy of the excerpt from the Constitution of the United States.
19. Instruct students to read Article I from the Constitution of the State of Louisiana (1812) and excerpt from the Constitution of the United States independently.
20. Ask, “Does Article I from the Constitution of the State of Louisiana (1812) comply with the excerpt from the Constitution of the United States?”
21. Conduct a discussion about Louisiana’s Constitution of 1812 and the process of statehood. Encourage students to use the conversation stems during the discussion and provide evidence from their graphic organizer and outside knowledge to support their answers. Possible questions:
a. Why should Congress decide which territories in America can become a state? How could this lead to dissension between parts of America?
b. Describe how the boundaries of Louisiana were defined in Louisiana’s constitution. How could this lead to future problems with the Spanish who own Texas?
c. How were Free People of Color treated in this constitution? How could this lead to future conflicts in Louisiana?
The Battle of New Orleans
| battle_of_new_orleans_docs.docx |
Instructional Process:
- Recall what you know about the tensions between America and Britain leading up to 1812. Use your prior knowledge and content learned in grade 7.
- Say, “At the same time Louisiana was becoming a state, America went to war with Britain once again. The War of 1812 and the most famous battle of the war, the battle of New Orleans, left a lasting legacy on Louisiana and its citizens. In this task, you will examine the causes of the War of 1812, the major battles before the Battle of New Orleans, and the outcomes of that battle to understand how the conflict and resolution shaped Louisiana’s emerging cultural identity.”
- Use sources: Impressment of American Sailors from The Mariner’s Museum and a copy of War of 1812 - 1815 from Office of the Historian, Bureau of Public Affairs.
- Use sources: The War of 1812 Graphic Organizer.
- read both sources. Summarize the causes, key events, and status of the war before the Battle of New Orleans using their The War of 1812 Graphic Organizer.
- Answer “What was the status of the war before the Battle of New Orleans?”
- , “By 1814, the War of 1812 had no clear winner. The British sent an army and a fleet of ships to New Orleans with the hopes of capturing the city to help turn the tide of the war. Eventually the Americans and British met at the Battle of New Orleans which has become the most famous battle of the War of 1812. The American general at the Battle of New Orleans was Andrew Jackson, and this battle would soon make him an American hero, propelling him to eventually become President.”
- Divide the class into small groups using an established classroom routine.
- Use sources:The Battle of New Orleans (Part 2).
- complete a Timeline of the Battle of New Orleans.
- “You have an understanding of the events surrounding the Battle of New Orleans. In the next part of this task you will examine how Andrew Jackson’s American army of 5,000 would kill or wound over 2,000 of 8,000 British troops while the Americans only lost 8 men.”
- Use sources: Map of Battle of New Orleans.
- analyze the map independently. write down your opinions on why the Americans were able to win the Battle of New Orleans and the British were doomed to lose the battle.
- Answer the following questions:
- How did the smaller skirmishes before the major Battle of New Orleans help Jackson’s troops win the battle?
- What gave the Americans the strategic advantage in the battle?
- What gave the British the strategic disadvantage in the battle?
- How could General Pakenham have changed his plans to help the British win the battle?
- If you were a citizen of New Orleans, describe how you felt after hearing news of Jackson’s victory.
- “New Orleans was now safe from the British. Andrew Jackson became a national hero and New Orleans citizens were elated that their town would not be taken over by the British.”
- “The irony of the battle is that the War of 1812 was technically over on December 24, 1814. On December 24, the British and Americans agreed to end the war by signing the Treaty of Ghent, but news of the peace treaty took months to reach America. So the Americans or British in New Orleans had no idea that both countries had agreed to end the war with no true winner. Even though the war ended without a winner, the war of 1812, especially the Battle of New Orleans, changed the relationship between Americans and Louisianians.”
- Use sources: Celebration in New Orleans after Victory and Excerpts from a letter from Laura Eugenie Florian to Lydia Latrobe Roosevelt.
- read the letter and examine the engraving in their small groups.
- Answer the following questions
- How did Louisiana citizens view the victory at the Battle of New Orleans?
- How did Louisiana citizens view the Americans who came to New Orleans to help save the town?
- What is the cultural legacy of the Battle of New Orleans?
- Answer the following questions
- Describe the mood in New Orleans after the Battle of New Orleans.
- How did the Battle of New Orleans help change Louisianians view of the Louisiana Purchase?
- How do wars help bring people together?
- How did the victory at the Battle of New Orleans help Louisiana assimilate into the culture of the United States?
- Provide students with a definition of assimilate - blending cultures.
- What is the cultural legacy of the Battle of New Orleans?
| unit_4_topic_4_jim_crow.docx |