DOCSLIB.ORG

Grade 8 Social Studies

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Grade 8 Social Studies: Year-Long Overview To be productive members of society, students must be critical consumers of information they read, hear, and observe and communicate effectively about their ideas. They need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. To accomplish this, students must: 1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts. In grade 8, students explore the economic, political, and social changes that have formed Louisiana’s identity as they learn about Louisiana’s geography, colonial Louisiana, Antebellum period, Civil War and Reconstruction Era, Jim Crow Louisiana, Civil Rights Era and modern day Louisiana (aligned to the Grade 8 GLEs). A S O N D J F M A M u e c o e a e a p a Grade 8 Content g p t v c n b r r y t What is the legacy of Pre-Colonial and Colonial settlement and X X Eras colonization on an area's identity? Louisiana Purchase How did an expanding through Battle of New United States affect the X Orleans identity of Louisiana? What is the legacy of Antebellum Era through conflict and resolution on X X X Reconstruction a state’s identify? What is the impact of Jim Crow through Huey Long populism and power on a X X state's identity? World War II and the Civil How do economic, social, X X Rights Movement and political changes of Return to Grade 8 Social Studies: How to Navigate This Document 1 Revised Fall 2019 the 20th century redefine a state’s identity? What is the role of government and The Modern Era X X economics in defining a state’s identity? Return to Grade 8 Social Studies: How to Navigate This Document 2 Revised Fall 2019 Grade 8 Social Studies: How to Navigate This Document The grade 8 scope and sequence document is divided into 6 units. Each unit has an overview, instruction which includes topics and tasks, and a unit assessment. Click on a link below to access the content. Unit One: Pre-Colonial and Colonial Eras ● Unit One Overview ● Unit One Instruction ○ Topic One: Native American Settlement ○ Topic Two: European Exploration and Settlement ● Unit One Assessment Unit Two: Louisiana Purchase through the Battle of New Orleans ● Unit Two Overview ● Unit Two Instruction ○ Topic One: Louisiana Purchase ○ Topic Two: Statehood and Battle of New Orleans ● Unit Two Assessment Unit Three: Antebellum Era through Reconstruction ● Unit Three Overview ● Unit Three Instruction ○ Topic One: Antebellum Louisiana ○ Topic Two: Civil War in Louisiana ○ Topic Three: Reconstruction ● Unit Three Assessment Unit Four: Jim Crow through Huey Long ● Unit Four Overview ● Unit Four Instruction ○ Topic One: Jim Crow Louisiana ○ Topic Two: Populism and the Flood of 1927 ○ Topic Three: Huey Long ● Unit Four Assessment Unit Five: World War II and the Civil Rights Movement Unit Five Overview ● Unit Five Instruction ○ Topic One: World War II ○ Topic Two: Civil Rights ● Unit Five Assessment Return to Grade 8 Social Studies: How to Navigate This Document 3 Revised Fall 2019 Unit Six: The Modern Era ● Unit Six Overview ● Unit Six Instruction ○ Topic One: Louisiana’s Government in the Modern Era ○ Topic Two: Louisiana’s Geography and Economy in the Modern Era ● Unit Six Assessment Return to Grade 8 Social Studies: How to Navigate This Document 4 Revised Fall 2019 Grade 8 Social Studies: Pacing Guidance (REV Fall 2019) The grade 8 scope and sequence document has been updated to better support pacing of unit content. While some tasks have been reduced to allow more time for prioritized content, no updates have been made to the instructional approach of this scope and sequence and no new tasks have been added. The revised scope and sequence assumes one period of social studies instruction daily with 33 weeks of instruction in the school year. If your school or district follows different parameters, please use the high-level guidance below to inform your pacing: Semester 1 Semester 2 The Pre-Colonial Era through Reconstruction The Jim Crow Era through The Modern Era Quarter 1 Quarter 2 Quarter 3 Quarter 4 ● Native ● Statehood ● Jim Crow ● Louisiana’s Americans in ● The Battle of ● Populism Government Louisiana New Orleans ● The Flood of in the ● European ● The 1927 Modern Era Exploration Antebellum ● Huey Long ● Economy and and Era ● World War II Geography in Settlement ● The Civil War ● The Civil the Modern ● The Louisiana ● Reconstruction Rights Era Purchase Movement Return to Grade 8 Social Studies: How to Navigate This Document 5 Revised Fall 2019 Unit One Overview Description: Students learn about Native Americans in the pre-colonial era, European exploration and settlement, and analyze the legacy of colonization on Louisiana. Suggested Timeline: 7 weeks Grade 8 Content What is the legacy of settlement and colonization on Pre-Colonial and Colonial Eras an area's identity? Topics (GLEs): 1. Native American Settlement (8.2.1, 8.2.2, 8.2.4, 8.4.1, 8.4.2, 8.10.1) 2. European Exploration and Settlement (8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.3.1, 8.3.2, 8.4.1, 8.4.2, , 8.3.3) Unit Assessment: Students write an essay in response to the following question: What is the legacy of settlement and colonization on an area's identity? Return to Grade 8 Social Studies: How to Navigate This Document 6 Revised Fall 2019 Unit One: Pre-Colonial and Colonial Topic One: Native American Settlement Eras Topic Two: European Exploration and Settlement Key Connections: Geographic features and resources affected migration and settlement patterns. Physical geography influenced the politics, economy, society, and culture of Louisiana. Migration and settlement patterns shaped the development of Louisiana. People, ideas, and events contributed to the social, political, economic, and cultural development of Louisiana. Similarities and differences among groups contributed to cooperation and conflict. Grade-Level Expectations (GLEs) Priority Content and Concepts 8.2.1 Describe the contributions of Describe the features and characteristics of settlements by historic explorers and early settlement groups Native American groups in Louisiana (location, to the development of Louisiana earthworks/mounds/ridges, agricultural practices, economy and trade, systems of organization and government, social structures, religious and cultural practices). Analyze the contributions of historic Native American groups to the development of Louisiana (Poverty Point as a cultural capital for the region, advanced early civilization, and center of trading network). Explain the significance of early European exploration to the history of Louisiana (discoveries, founding of settlements, interactions among groups). Describe the contributions early settlement groups made to Louisiana (French, Spanish, Africans, Acadians, Germans, Canary Islanders/Islenos, Haitians), and explain how those contributions influenced the development of Louisiana. Compare and contrast French and Spanish colonial Louisiana, including political, economic, social, and cultural factors. Analyze the successes and failures of the French and Spanish in Louisiana, and evaluate which group had greater success in the development of colonial Louisiana. 8.2.2 Explain the importance of the Analyze the role and importance of the Mississippi River in the Mississippi River as it relates to development of Native American settlements (trading, historical events throughout Louisiana’s transportation). history Analyze the importance of the Mississippi River to European exploration and settlement of colonial Louisiana (transportation, agriculture, trading). Analyze how the Mississippi River affected the economy of Louisiana during pre-colonial and colonial times. Return to Grade 8 Social Studies: How to Navigate This Document 7 Revised Fall 2019 8.2.3 Analyze push-pull factors for Explain motivations for European exploration of Louisiana and migration/settlement patterns of surrounding territory (expand trade networks and markets, gain Louisiana’s inhabitants from French access to land and resources, expand empire, spread religious and colonization to statehood in 1812 cultural values). Analyze push and pull factors for migration to and settlement in colonial Louisiana for different groups. Explain the significance of the forced migration of enslaved people to colonial Louisiana. 8.2.4 Explain how differences and Describe interactions among groups in pre-colonial and colonial similarities among ethnic groups in Louisiana (Native American groups and Europeans, European colonial Louisiana contributed to settlement groups with one another, enslaved people with other cooperation and conflict groups), and provide examples of cooperation and conflict among groups. Analyze causes and effects of interactions among groups in pre- colonial and colonial Louisiana (trade, land and resources, treaties, conflict/war). Explain the importance of trade between Native Americans and the French and the trading relationship between the two groups. Explain the origins and effects of the Code Noir in French Louisiana. 8.2.5 Analyze causes and effects of Discuss the causes and outcomes of the French and Indian War, major events and evaluate their impact and explain how the conflict influenced the development of on the growth and development of Louisiana (transfer of Louisiana from France to Spain). Louisiana 8.4.1 Analyze how the physical features Explain the role physical geography played in the location of Native and natural resources of Louisiana American settlements in Louisiana. affected the migration patterns of Analyze the influence of Louisiana’s physical features and natural cultural groups resources in motivating European explorations into the area.
Recommended publications
  • A YEAR of LIVING DANGEROUSLY a Seasonal Cycle by Brent

    A YEAR of LIVING DANGEROUSLY a Seasonal Cycle by Brent

    A YEAR OF LIVING DANGEROUSLY a seasonal cycle by Brent Englar 2124 Heritage Drive Baltimore, MD 21209 (443) 414-3202 [email protected] www.brentenglar.com NOTES FROM THE PLAYWRIGHT The four short plays that make up this cycle contain twelve roles (three per play). I strongly suggest casting six performers and doubling as follows: “Opening “Fireworks” “The Critic” “Plunge” Day, 2050” Middle-aged Baby Bill David Man 1 Middle-aged Johnson Turner Man 2 Middle-aged Sharon Waitress Woman Younger Man ’Remy Max Younger Maygin Jo Woman 1 Younger Jenifer Wendy Woman 2 The set may be as simple as chairs and tables, rearranged or removed as necessary for each play. During scene changes, please play seasonally appropriate music. OPENING DAY, 2050: O’S AT NATS a 10-minute play by Brent Englar CHARACTERS “BABY BILL” MURKOVSKI, 45, self-described Number One Mid-Atlantic Sports Fan SHARON, 45, his wife JOHNSON, 35, local reporter TIME Opening day of the 2050 Major League Baseball season PLACE Nationals Park in Washington, D.C. “Opening Day, 2050: O’s at Nats” — 1 (Lights up on a mostly empty section of the upper outfield gallery. In fact, the only people present are BABY BILL and SHARON, who sit watching the game, and JOHNSON, who points a recording device at BABY BILL. BABY BILL is decked out in full fan regalia: a Nationals cap and an Orioles jersey, or an Orioles cap and a Nationals jersey, or perhaps he alternates between innings; the grass-stained trousers to a beer league softball uniform; a bright orange shoe paired with a black sock; a bright red shoe paired with a blue sock; and a large baseball glove.

  • Calculated for the Use of the State Of

    3i'R 317.3M31 H41 A Digitized by the Internet Archive in 2009 with funding from University of IVIassachusetts, Boston http://www.archive.org/details/pocketalmanackfo1839amer MASSACHUSETTS REGISTER, AND mmwo states ©alrntiar, 1839. ALSO CITY OFFICERS IN BOSTON, AND OTHER USEFUL INFORMATION. BOSTON: PUBLISHED BY JAMES LORING, 13 2 Washington Street. ECLIPSES IN 1839. 1. The first will be a great and total eclipse, on Friday March 15th, at 9h. 28m. morning, but by reason of the moon's south latitude, her shadow will not touch any part of North America. The course of the general eclipse will be from southwest to north- east, from the Pacific Ocean a little west of Chili to the Arabian Gulf and southeastern part of the Mediterranean Sea. The termination of this grand and sublime phenomenon will probably be witnessed from the summit of some of those stupendous monuments of ancient industry and folly, the vast and lofty pyramids on the banks of the Nile in lower Egypt. The principal cities and places that will be to- tally shadowed in this eclipse, are Valparaiso, Mendoza, Cordova, Assumption, St. Salvador and Pernambuco, in South America, and Sierra Leone, Teemboo, Tombucto and Fezzan, in Africa. At each of these places the duration of total darkness will be from one to six minutes, and several of the planets and fixed stars will probably be visible. 2. The other will also be a grand and beautiful eclipse, on Satur- day, September 7th, at 5h. 35m. evening, but on account of the Mnon's low latitude, and happening so late in the afternoon, no part of it will be visible in North America.
  • Satchel Paige

    Satchel Paige

    Comprehension Skill Lessons Additional Objective: Understand author’s purpose Author’s Purpose Intervention/Remediation Author’s Purpose Materials Student Book pp. 150–151 Explain Write the following on the board and Explain Tell students that the author’s purpose read it aloud: Skiing is fun, but snowboarding is the reason he or she wrote a selection. To is the best winter sport. It may cost more than find the author’s purpose, make inferences some sports, but it’s worth it. You get speed and and analyze the text. An author might write to excitement. You can snowboard even if you can’t ski! persuade, to entertain, or to inform the reader. Go snowboarding. You won’t regret it! Discuss the passage and ask questions, such as Do you learn Model Read aloud “Women Pick up the Ball” on how to snowboard in this passage? Is this a story Student Book pages 150–151. Say, On page 150, about snowboarding? Then have students identify I began to think about why the author wrote this the author’s purpose for writing the passage. (to passage. At first, I thought it was a story. As I kept persuade the reader to try snowboarding) reading, I began finding information. I am getting information about how the girls’ league started. Practice Read this text aloud to students and have them listen for the purpose: Where I used Guided Practice Have students list three to live, the train ran by my house twice a day. At things they learned from the selection on pages five in the morning and five at night, a horrid blast 150–151.
  • An Illustrated History of Brighton and Its Citizens

    An Illustrated History of Brighton and Its Citizens

    NYPL RESEARCH LIBRARIES '^i^'\':^'^i'^'^^r^:h''^^^ llllllliiilliiiiililiiiiliiilniill IL III _ 3 3433 08176313 2 HISTORICAL BRIGHTON VOLUME TWO AN ILLUSTRATED HISTORY OF BRIGHTON AND ITS CITIZENS BY J. P. C. WINSHIP ("oi'YiiKair, 1002, By Geo. A. Warukn \\ BOSTON GEOKGE A. WAKREN, PUBLISHER 1902 303545 i 2nbe;c ^0 (Pofume ^loo. Vilains, .loel, Family. 13i» Drake, Capt. Isaac, ;}(! Jackson, Joshua, 149 Adams, Capt Hamnel G.. 1112 Dudley, Judge John, 17(! Jones, Rev. Abner D., Family, lo .•!9 Alexander, Oliver, 307 Dunlon, Larkin, LL 1) , Family, 124 Jones, Jonathan, Family, Allini. \Vashliii;t<in C, Family, t<i: Dnpee, George H., 115 Jordan, Horace W., 123 Applelon, Ileniy K., Family,' l!»:i Diistin, David, 58 Joy, Benjamin, 147 AtliPi-toii Familv, ISO Diillon, James K., 144 Ke'lley, John S., 19<; Austin, Rev. Daniel, 14i; Dyer Family, 7('. King, David, 83 Harker, Hiram, Family, loil Eastman, Benjamin F., 5s Knight Family, 81 ' Hates, Albert N , IHl Ellis Familv, 20:! Knowles, Daniel, 58 Bales, Hiram W,, 1,SI Kllswol'lh, 'Oliver, 201 Lanbham, Clarence A., 22 Bares, Melen B., isi English Family, 173 Lancaster, Rev. Sewall, 98 Bates, Oiis, ini Ensign, Charles S., 109 Leavilt, John, 208 Bennett, Elias I).. Family, lo:! Fairbaid\s, Jacob, 91 Le Favour, John, 134 Bennett, .Toseiili, Family, l:tL' J'ariinglon, Isaac, Family. 212 Lloyd, Henry, 20 Bennett. Stephen H., Family, 101 Far well, Asa, 175 Locke, Willi'am K., 75 Heiineli. Timothy W., 10;i Faxon, Joseph, los Loquassichiil) Uiii, 83 )'<' Henyon. Abner I., Familv, Fay, Frank IC , 17 Loveiaad, Isaac T, 121 Hickford, W.
  • A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-Circa 1798

    A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-Circa 1798

    THE TULANE EUROPEAN AND CIVIL LAW FORUM VOLUME 31/32 2017 A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-circa 1798 Paul E Hoffman* I. INTRODUCTION ..................................................................................... 1 II. THE ECONOMIC SYSTEM AND LOCAL LAW AND ORDER .................... 4 III. SLAVERY ............................................................................................. 13 IV. CONCLUSION ...................................................................................... 20 I. INTRODUCTION French Louisiana had been a thorn in the flank of Spain’s Atlantic Empire from its founding in 1699. Failure to remove that thorn in 1699 and again in 1716, when doing so would have been comparatively easy and Spanish naval forces were positioned to do so, meant that by 1762 the wound had festered, so that the colony had become what La Salle, Iberville, Bienville, and their royal masters had envisioned: a smuggling station through which French goods reached New Spain and Cuba and their goods—dye stuffs and silver mostly—reached France and helped to pay the costs of a colony that consumed more than it produced, at least so 1 far as the French crown’s finances were concerned. * © 2017 Paul E Hoffman. Professor Emeritus of History, Louisiana State University. 1. I have borrowed the “thorn” from ROBERT S. WEDDLE, THE FRENCH THORN: RIVAL EXPLORERS IN THE SPANISH SEA, 1682-1762 (1991); ROBERT S. WEDDLE, CHANGING TIDES: TWILIGHT AND DAWN IN THE SPANISH SEA, 1763-1803 (1995) (carries the story of explorations). The most detailed history of the French colony to 1731 is the five volumes of A History of French Louisiana: MARCEL GIRAUD, 1-4 HISTOIRE DE LA LOUISIANA FRANÇAISE (1953-74); 1 A HISTORY OF FRENCH LOUISIANA: THE REIGN OF LOUIS XIV, 1698-1715 (Joseph C.
  • Acadiens and Cajuns.Indb

    Acadiens and Cajuns.Indb

    canadiana oenipontana 9 Ursula Mathis-Moser, Günter Bischof (dirs.) Acadians and Cajuns. The Politics and Culture of French Minorities in North America Acadiens et Cajuns. Politique et culture de minorités francophones en Amérique du Nord innsbruck university press SERIES canadiana oenipontana 9 iup • innsbruck university press © innsbruck university press, 2009 Universität Innsbruck, Vizerektorat für Forschung 1. Auflage Alle Rechte vorbehalten. Umschlag: Gregor Sailer Umschlagmotiv: Herménégilde Chiasson, “Evangeline Beach, an American Tragedy, peinture no. 3“ Satz: Palli & Palli OEG, Innsbruck Produktion: Fred Steiner, Rinn www.uibk.ac.at/iup ISBN 978-3-902571-93-9 Ursula Mathis-Moser, Günter Bischof (dirs.) Acadians and Cajuns. The Politics and Culture of French Minorities in North America Acadiens et Cajuns. Politique et culture de minorités francophones en Amérique du Nord Contents — Table des matières Introduction Avant-propos ....................................................................................................... 7 Ursula Mathis-Moser – Günter Bischof des matières Table — By Way of an Introduction En guise d’introduction ................................................................................... 23 Contents Herménégilde Chiasson Beatitudes – BéatitudeS ................................................................................................. 23 Maurice Basque, Université de Moncton Acadiens, Cadiens et Cajuns: identités communes ou distinctes? ............................ 27 History and Politics Histoire
  • GENERAL PHOTOGRAPHS File Subject Index

    GENERAL PHOTOGRAPHS File Subject Index

    GENERAL PHOTOGRAPHS File Subject Index A (General) Abeokuta: the Alake of Abram, Morris B.: see A (General) Abruzzi: Duke of Absher, Franklin Roosevelt: see A (General) Adams, C.E.: see A (General) Adams, Charles, Dr. D.F., C.E., Laura Franklin Delano, Gladys, Dorothy Adams, Fred: see A (General) Adams, Frederick B. and Mrs. (Eilen W. Delano) Adams, Frederick B., Jr. Adams, William Adult Education Program Advertisements, Sears: see A (General) Advertising: Exhibits re: bill (1944) against false advertising Advertising: Seagram Distilleries Corporation Agresta, Fred Jr.: see A (General) Agriculture Agriculture: Cotton Production: Mexican Cotton Pickers Agriculture: Department of (photos by) Agriculture: Department of: Weather Bureau Agriculture: Dutchess County Agriculture: Farm Training Program Agriculture: Guayule Cultivation Agriculture: Holmes Foundry Company- Farm Plan, 1933 Agriculture: Land Sale Agriculture: Pig Slaughter Agriculture: Soil Conservation Agriculture: Surplus Commodities (Consumers' Guide) Aircraft (2) Aircraft, 1907- 1914 (2) Aircraft: Presidential Aircraft: World War II: see World War II: Aircraft Airmail Akihito, Crown Prince of Japan: Visit to Hyde Park, NY Akin, David Akiyama, Kunia: see A (General) Alabama Alaska Alaska, Matanuska Valley Albemarle Island Albert, Medora: see A (General) Albright, Catherine Isabelle: see A (General) Albright, Edward (Minister to Finland) Albright, Ethel Marie: see A (General) Albright, Joe Emma: see A (General) Alcantara, Heitormelo: see A (General) Alderson, Wrae: see A (General) Aldine, Charles: see A (General) Aldrich, Richard and Mrs. Margaret Chanler Alexander (son of Charles and Belva Alexander): see A (General) Alexander, John H. Alexitch, Vladimir Joseph Alford, Bradford: see A (General) Allen, Mrs. Idella: see A (General) 2 Allen, Mrs. Mary E.: see A (General) Allen, R.C.
  • View / Download 5.1 Mb

    View / Download 5.1 Mb

    Nourishing Networks: The Public Culture of Food in Nineteenth-Century America by Ashley Rose Young Department of History Duke University Date:_______________________ Approved: ___________________________ Laura Edwards, Supervisor ___________________________ Priscilla Wald ___________________________ Laurent Dubois ___________________________ Adriane Lentz-Smith Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2017 i v ABSTRACT Nourishing Networks: The Public Culture of Food in Nineteenth-Century America by Ashley Rose Young Department of History Duke University Date:_______________________ Approved: ___________________________ Laura Edwards, Supervisor ___________________________ Priscilla Wald ___________________________ Laurent Dubois ___________________________ Adriane Lentz-Smith An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of Duke University 2017 Copyright by Ashley Rose Young 2017 Abstract “Nourishing Networks: The Public Culture of Food in Nineteenth-Century America” examines how daily practices of food production and distribution shaped the development of New Orleans’ public culture in the long nineteenth century, from the colonial era through the mid-twentieth century. During this period, New Orleans’ vendors labored in the streets of diverse neighborhoods where they did more than sell a vital commodity. As “Nourishing Networks” demonstrates, the food economy provided the disenfranchised—people of color, women, and recent migrants—a means to connect themselves to the public culture of the city, despite legal prohibitions intended to keep them on the margins. Those who were legally marginalized exercised considerable influence over the city’s public culture, shaping both economic and social interactions among urban residents in the public sphere.
  • Jean Lafitte Elementar

    Jean Lafitte Elementar

    Jean Lafitte Elementar Historic Homes • Gardens • Artifacts • Costumed Crafts People Boat Tours • Gift Shop • Restaurant Standards Standards as developed by the Louisiana Department of Education. Available online at http://www.vermilionville.org/vermilionville/educate/lesson-plans. Grade 2 Social Studies Standard 4 – Citizenship GLE 2.4.1: Describe the character traits of good citizens and discuss examples of responsible citizens Grade 3 Social Studies Foundations of the American Political Systems GLE #28: Explain the responsibilities of individuals in making a community and state a better place to live (C-1B-E2) Roles of the Citizens GLE #29: Identify the qualities of people who were leaders and good citizens as shown by their honesty, courage, trustworthiness, and patriotism (C-1D-E3) Louisiana and United States History GLE #53: Identify people and their influence in the early development of Louisiana (H-1C-E1) Objectives 1. The student will discuss Jean Lafitte’s life as a pirate and a privateer in Louisiana. 2. The student will identify the differences between a pirate and a privateer. 3. The student will triangulate a mock underwater archeological site. 4. The student will describe Jean Lafitte’s role in the Battle of New Orleans. Pre-Visit Activity Materials needed: Bad Guys and Gals of the High Seas book (see Resources for more information) Teachers. We have made two introduction documents available to you on our website – a word document as well as a PowerPoint with pictures depicting the cultures that we represent. Please take some time to review these two documents with your class prior to your visit here.
  • Latino Louisiana Laź Aro Lima University of Richmond, Llima@Richmond.Edu

    Latino Louisiana Laź Aro Lima University of Richmond, [email protected]

    University of Richmond UR Scholarship Repository Latin American, Latino and Iberian Studies Faculty Latin American, Latino and Iberian Studies Publications 2008 Latino Louisiana Laź aro Lima University of Richmond, [email protected] Follow this and additional works at: http://scholarship.richmond.edu/lalis-faculty-publications Part of the Cultural History Commons, and the Latin American Languages and Societies Commons Recommended Citation Lima, Lazá ro. "Latino Louisiana." In Latino America: A State-by-State Encyclopedia, Volume 1: Alabama-Missouri, edited by Mark Overmyer-Velázquez, 347-61. Santa Barbara, CA: ABC-CLIO, LLC., 2008. This Article is brought to you for free and open access by the Latin American, Latino and Iberian Studies at UR Scholarship Repository. It has been accepted for inclusion in Latin American, Latino and Iberian Studies Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. 19 LOUISIANA Lazaro Lima CHRONOLOGY 1814 After the British invade Louisiana, residents of the state from the Canary Islands, called Islenos, organize and establish three regiments. The Is/enos had very few weapons, and some served unarmed as the state provided no firearms. By the time the British were defeated, the Islenos had sustained the brunt of life and property loss resulting from the British invasion of Louisiana. 1838 The first. Mardi Gras parade takes place in New Orleans on Shrove Tuesday with the help and participation of native-born Latin Americans and Islenos. 1840s The Spanish-language press in New Orleans supersedes the state's French-language press in reach and distribution. 1846-1848 Louisiana-born Eusebio Juan Gomez, editor of the eminent Spanish­ language press newspaper La Patria, is nominated as General Winfield Scott's field interpreter during the Mexican-American War.
  • The Survival of French Culture in South Louisiana by Barry Jean Ancelet

    The Survival of French Culture in South Louisiana by Barry Jean Ancelet

    The Survival of French Culture in South Louisiana by Barry Jean Ancelet "What's your name? Where're you from? Who's your daddy?" When Barry j ean Ancelet - a native of Louisiana you first meet someone from south Louisiana, these are the questions where he grew up with French as his first language- received his Master 's Degree in you will probably hear. And you have to answer them before you can f olklore from Indiana University and his get along about your business. They are not rhetorical questions but doctorate in Creole Studies at the Universite quite serious ones designed to elicit information which helps to place de Provence. He is currently Director of Folklore Programs, Center for Louisiana you in the world of the Cajuns and Creoles. If you are from the inside, Studies, University of So uthwestern they want to know where you fit; if from the outside, they want to Louisiana. know how you got in and why. Such concerns could be thought of as xenophobic, but they are not. Rather they are simply part of a ritual to establish relationships - one which is used by a people whose history of tragedy and turmoil has taught them to be careful. Such questions function as boots for a people used to high water. Young and old perform during Cajun Mardi The French founded Louisiana in 1699. At first there were just a few Gras at Fred's Lounge in Mamou, Louisiana. forts perched precariously along the rivers of the frontier. Eventually, Photo by Philip Gould 47 however, there developed a society of French colonials.
  • Soldier Illness and Environment in the War of 1812

    Soldier Illness and Environment in the War of 1812

    The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Spring 5-8-2020 "The Men Were Sick of the Place" : Soldier Illness and Environment in the War of 1812 Joseph R. Miller University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, Military History Commons, and the United States History Commons Recommended Citation Miller, Joseph R., ""The Men Were Sick of the Place" : Soldier Illness and Environment in the War of 1812" (2020). Electronic Theses and Dissertations. 3208. https://digitalcommons.library.umaine.edu/etd/3208 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. “THE MEN WERE SICK OF THE PLACE”: SOLDIER ILLNESS AND ENVIRONMENT IN THE WAR OF 1812 By Joseph R. Miller B.A. North Georgia University, 2003 M.A. University of Maine, 2012 A DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School The University of Maine May 2020 Advisory Committee: Scott W. See, Professor Emeritus of History, Co-advisor Jacques Ferland, Associate Professor of History, Co-advisor Liam Riordan, Professor of History Kathryn Shively, Associate Professor of History, Virginia Commonwealth University James Campbell, Professor of Joint, Air War College, Brigadier General (ret) Michael Robbins, Associate Research Professor of Psychology Copyright 2020 Joseph R.