Unit 1: Louisiana's Physical and Cultural Geography Activity 12: Roots (GLEs: 11, 12, 75, 81)
CC: Provide students with three maps, the first illustrating Louisiana in proximity to Africa, Europe, and Nova Scotia (e.g., map should clearly show Louisiana) on a world map as well as other continents and countries. The second and third maps should consist of an outline of the state of Louisiana.
Map 1: Have the students trace the basic migratory routes of the early immigrants (i.e, Acadians from Nova Scotia, Africans from West Africa via Caribbean, Islenos from Canary Islands, Irish from Ireland, Germans from German states, French from France). Provide students with a graphic organizer that would allow for responses to the following questions: a) What were the "Push/Pull" factors (cause/attraction) that encouraged the selected groups to migrate to Louisiana? b) What was a major strength or contribution the selected groups provided in developing colonial Louisiana?
World map with degrees http://homepage.smc.edu/morris_pete/images/studyworldmap.jpeg
A Louisiana outline map resources are available at: http://www.netstate.com/states/maps/la_maps.htm http://wwwlamap.doa.state.la.us/
Louisiana population and heritage links: http://ccet.louisiana.edu/03_Cultural_Tourism_Intro.html http://lsm.crt.state.la.us/cabildo/cab8.htm http://www.louisiana.gov/wps/portal/.cmd/cs/.ce/155/.s/3313/_s.155/1118/_me/1133/ http://ccet.louisiana.edu/03a_Cultural_Tourism_Files/01.23_Genealogy_Heritage.html
Web Resources: Log in to World Book Online and search "Louisiana", select the "Louisiana" article, then proceed to your required information. http://www.worldbookonline.com/wb/Home This article and its subsections will be used in multiple Units and Activities.
Use the inspiration web to illustrate the immigrant group strengths and contributions.
CC: Map 2: Have students indicate on the Louisiana map the vicinity of the state where the selected groups initially settled. Introduce the terms cultural diversity and diffusion. Using a graphic organizer, have students respond on behalf of each selected group to the following: a) Identify some of the differences that existed among the immigrants of Louisiana. b) Describe one or more influences the selected groups have had on Louisiana's cultural tapestry.
A Louisiana outline map is available at: http://www.enchantedlearning.com/usa/states/louisiana/outline/map.GIF.
Louisiana population and heritage links: http://ccet.louisiana.edu/03_Cultural_Tourism_Intro.html http://lsm.crt.state.la.us/cabildo/cab8.htm http://www.louisiana.gov/wps/portal/.cmd/cs/.ce/155/.s/3313/_s.155/1118/_me/1133/ http://ccet.louisiana.edu/03a_Cultural_Tourism_Files/01.23_Genealogy_Heritage.html
Web Resources: Log in to World Book Online and search "Louisiana", select the "Louisiana" article. http://www.worldbookonline.com/wb/Home This article and its subsections will be used in multiple Units and Activities.
Use the Inspiration venn web to illustrate the differences and influences of 2 selected immigrant groups.
CC: Map 3: Have students indicate on an outline map of Louisiana the location of the original Native American tribes (in one color) and indicate the existing tribes and their locale (different color). Using a graphic organizer, have students list examples of cultural influences Louisiana's aboriginal people that are still evident in our contemporary society.
Additional Activity: Focus on Louisiana's modern era immigrants (i.e., Laotians, Vietnamese, Croatians, Italians, Cubans, Haitians). Similar map exercises could be administered or a timeline indicating events that encouraged the migration to Louisiana could be made.
http://www.snowwowl.com/peoplelouisiana1.html http://ccet.louisiana.edu/03a_Cultural_Tourism_Files/01.02_The_People/Native_Americans.html A timeline indicating event influencing modern Louisiana immigration should be made Using Timeliner 5.0.
|
