200 YEARS IN THE MAKING

Guiding Questions Growth and 5 Change 1. Which nineteenth century antebellum new technologies led to growth and change in Louisiana? 2. How did migration and immigration affect antebellum Louisiana? he period following the War of T 3. How was the port of New Orleans 1812 brought growth and important to Louisiana and the United progress to Louisiana. States?

Post-War Changes sugar production even more and frontier society. New profitable. Throughout this Orleans was already one of the The War of 1812 and the period, Spain’s control in the largest cities in the United Battle of New Orleans ended America’s diminished, States, and it had one of the the British threat to the United opening the door for Mexico to largest ports. In other areas of States as well as to New declare independence and for Louisiana, small towns and Orleans and the Mississippi the United States to pursue its settlements began developing River. The years following the boundary claims to the the basics of urban life. 1814 Treaty of Ghent saw southeast and southwest of improvements in transportation Louisiana. and agricultural technology During the early that revolutionized river travel statehood period, Louisiana Below: One Hundred Dollar Bill and trade and made cotton and was changing from a colonial Planter’s Bank, New Orleans, 1817. Randy Haynie Family Collection

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first steamboat to come down the Mississippi arrived in the Crescent City in 1812. By the 1850s, around 3,000 steamboats docked at New Orleans each year. Although most transportation in antebellum Louisiana was by water, residents also traveled and traded by overland road and railroad. The Pontchartrain Railroad was the second Above: Nouvelle Orleans/Nueva completed in the United States. Orleans The Port of New Orleans were offloaded and stored in It began operation in 1831, T. H. Miller warehouses or transferred carrying passengers and goods c. 1850 between the Mississippi River Louisiana State Museum directly to oceangoing vessels and shipped to the Northeast, and Lake Pontchartrain in New STUDENT ACTIVITY Europe, and the Caribbean. Orleans. A few years later Ask students to research how Robert Fulton and Henry Shreve In reverse, manufactured and developers of the West contributed to Louisiana’s luxury goods, salt, coffee, Feliciana Railroad began antebellum growth and change. West Indian and Brazilian building a line between sugar, gold and silver, and a Woodville, Mississippi, and St. wide variety of items entered Francisville, Louisiana. Trade and Travel Railroad travel was not always the city from foreign and Antebellum New United States ports. They were reliable, and passengers Orleans was the transfer point distributed in New Orleans or traveling to New Orleans from for American and foreign shipped upriver. Lake Borgne on the Mexican goods, and most of the goods During most of the Gulf Railroad often arrived that passed into and out of antebellum period New with clothes muddy from their Louisiana and the entire Orleans was the second efforts to lift the train back Mississippi Valley region leading port in the United onto the track. came through New Orleans. States, behind New York City. Wheat, corn, lard, pork, furs In the 1840s, it was the fourth Small Farmers

leading commercial center in and hides, whiskey, hemp, and The Louisiana the world in value of exports. lead from the upper Midwest countryside was dotted with a Between 1830 and 1860, the as well as cotton, sugar, variety of landholdings value of the city's exports rose molasses, and tobacco from ranging from several-hundred- from $15.5 to $110 million the South flowed down the acre sugar plantations to one- while the value of its imports Mississippi River and its or two-acre vegetable farms. rose from $7.5 to $18.5 tributaries on steamboats, There were also a growing million. flatboats, and keelboats to number of cotton plantations Most river trade was New Orleans. These products as well as a few tobacco conducted by steamboat. The

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Right: Acadian Cabin near Bayou Teche, circa 1800

Evangeline-Longfellow State Historic Site www.crt.state.la.us/parks/ ilongfell.aspx

Acadians, Creoles, American Indians, Africans, free people of color, Frenchmen, and Spaniards all contributed to the historical tradition of cultural diversity in the Teche region.

plantations, livestock ranches, and grain farms. In the piney woods and hill country of northern Louisiana and on the prairies of the southwest there small land holdings and smaller holdings usually had at were small subsistence farms consolidated them into large least one enslaved carpenter or on which families produced plantations. The largest blacksmith. only enough for their own plantation complexes were needs. self-sufficient in that enslaved Louisiana Planters Many of Louisiana's Africans produced and small farmers and ranchers manufactured most of the Louisiana's planters, were Acadians (also known as food, clothing, and goods both white and free people of Cajuns), Germans, Isleños, needed on the plantation. Even color, were among the Anglo-Americans, blacks, and American Indians. They generally raised just enough Below: Maison Olivier Creole Plantation near Bayou Teche, circa 1800 food and livestock, Evangeline-Longfellow State Historic Site manufactured clothing and other items, fished, and hunted game for their own consumption. In addition, they sold any surplus goods, as well as small quantities of cash crops—like cotton, sugar, rice, and tobacco—in neighboring towns and cities. When sugar and cotton became profitable in the nineteenth century, planters and real estate speculators purchased several adjacent

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Left: Cotton Gin Louisiana produced from one- Louisiana State Museum quarter to one-half of all sugar consumed in the United States. Louisiana's sugar harvest rose from 5,000 hogsheads (a large barrel that held an average of 1,000 pounds of sugar) in 1802 to 30,000 in 1823; 75,000 in 1833; and peaked in 1853 at 449,000. Sugar prices were highest in 1858, when hogsheads sold for an average price of $69 each, bringing the total value of Louisiana's sugar crop to $25 million. wealthiest in the South. Most labor force for the entire Population Groups planters poured profits back household, directing the into their plantations, while upkeep of all plantation Native Americans spending at least some of their buildings and the production, Numerous and earnings on luxurious purchase, and distribution of significant Native American consumer goods. Fine food and clothing. nations resided within furniture, tableware, artwork, Louisiana’s state boundaries in clothes, and jewelry added to Cotton and Sugar 1812. The Caddo Nation the planter family's comfort Cotton was king in resided on the northern Red and allowed them to show off Louisiana and most of the River region in the 1810s. their wealth to friends and Deep South during the They had been one of the most business associates. The antebellum period. Between powerful and influential tribes wealthiest planters also kept 1840 and 1860, Louisiana's in the American South during houses in New Orleans, where annual cotton crop rose from the French and Spanish they stayed during the winter about 375,000 bales to nearly colonial periods. With the cultural season. 800,000 bales. In 1860, influx of American settlers and Although men owned Louisiana produced about one- planters into northwest and controlled most large sixth of all cotton grown in the Louisiana after 1803, the holdings in Louisiana and United States and almost one- Caddo agreed to leave throughout the South, women third of all cotton exported Louisiana for Texas and contributed significantly to the from the United States, most of Oklahoma by the 1830s. In daily operation of plantations which went to Britain and 1835, the Kadohadacho band and frequently ran them in France. sold the rights to their land in their husbands' absences. Almost all the sugar Caddo Parish at a site that While the landowner or his grown in the United States became the town of Shreveport representative supervised the during the antebellum period in 1839. enslaved workers in the fields, came from Louisiana. In the lower Red River his wife managed the domestic valley of central Louisiana, the

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Tunica and Biloxi resided as Right: Self-Portrait, Julien Hudson separate nations, and eventually 1839 merged in Avoyelles Parish to Louisiana State Museum form one of Louisiana’s four Julien Hudson, a free man of federally recognized Indian color, had a successful career as nations. The Choctaw nation a painter and an art teacher. His father was an English merchant, resided largely in southwest and his mother was a free Mississippi, but in the 1800s, woman of color from New bands, including the Jena band, Orleans. Hudson was one of many free men of color during migrated west to Louisiana for the antebellum period who safety and isolation. The worked as professional artists, writers, and musicians in New Coushatta (Koasati) migrated to Orleans. southwest Louisiana in the early 1800s. The Chitimacha Nation had endured a war against France over their lands in the early 1700s and had withdrawn to the isolated Atchafalaya River citizens. With the basin in the 1800s for protection. Americanization of Louisiana and the Below: Marie Laveau The Houma nation, which Frank Schneider originally resided in the Tunica commercialization of sugar 1912 and cotton production, free Louisiana State Museum Hills north of Baton Rouge, migrated south to Ascension people of color encountered Marie Laveau, a free woman of color, Parish, where they resided before increasing discrimination was born in New Orleans in 1801. For and legal restrictions. During information about Marie Laveau’s life, moving to the swamp and please visit KnowLA: Encyclopedia of marshes of Terrebonne Parish in Louisiana’s first decades as a Louisiana at www.knowla.org/ entry.php?rec=800. the middle 1800s. state, cotton and sugar production and trade Free People of Color exploded, encouraging migration and immigration Under the French and to Louisiana. This was Spanish regimes, free people of accompanied by a rising tide color ideally had legal rights and of racism and more intense privileges equal to those of white competition between free people of color and white labor in the antebellum period. Unaccustomed to

Left: Chitimacha Basket 20th Century Louisiana State Museum

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Left: Armoire people of color were some of Celestine Glapion C. 1790 Louisiana's most prosperous planters and farmers, owning Glapion was a free man more property than free people of color and furniture- maker in colonial of color in any other state. Louisiana. Free people of color composed about forty percent of the African American population in New Orleans, reaching a high of forty-six percent in 1820. In 1850, there were over 500 free people of color in Louisiana who owned real estate worth at least $2,000. Their average holding was almost $8,000, which included urban and rural properties. In comparison, there were less than two hundred free people large, influential groups of free Louisiana and throughout the of color in South Carolina with people of color, American South, approximately 7,000 an average real estate holding residents and immigrants alike free people of color moved to of $4,723. Three out of every regarded their numbers, skills, Haiti, Mexico, France, and ten estate owners were free and military power, all other foreign destinations women of color. primarily gained during the era between 1840 and 1860. of Spanish rule, with concern. Even as they faced Immigration In response to increasing increasingly adverse discrimination, oppression, and circumstances in the first half New Orleans was the restrictive legislation in of the nineteenth century, free second leading port of entry in the United States during the antebellum period. Between 1820 and 1860, over 550,000

MARIE THERESE COINCOIN immigrants came through New Orleans, although the Crescent

Marie Therese “Coincoin” was born enslaved to African parents City lagged far behind its top in French colonial Natchitoches during the 1740s: she later gained competitor, New York City. her freedom. By the time of her death in 1816, she owned an Still, by 1850, about one- estate of over 1,000 acres and sixteen slaves. Building upon her quarter of Louisiana's and the successes, her children eventually became the wealthiest free majority of New Orleans' family of color in the nation. For more information about white population was foreign- Coincoin, please visit KnowLA: Encyclopedia of Louisiana History, www.knowla.org/entry.php?rec=799, and the National born. Park Services’ Cane River National Heritage Area, http:// Several factors drew www.nps.gov/history/nr/travel/caneriver/mel.htm. immigrants to New Orleans. European immigrants often

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found it less expensive to go to Right: Wheel of Life Pierre Joseph Landry New Orleans than to Atlantic c. 1834 ports. The large vessels that Louisiana State Museum carried southern agricultural This carving represents the continuing products to Europe, especially cycle of life. Pierre Joseph Landry cotton, returned to New was born in France and immigrated to Louisiana in 1785. Orleans with less bulky manufactured goods and had enough room to offer bargain fares to passengers. New Orleans was also an attractive brewing trade in Louisiana. gateway to the western Most New Orleans interior, made accessible and metalworkers, especially inexpensive by steamboats that silversmiths, were German. opened inland waterways in German immigrants also the early years of the whom were lawyers, dominated the art of nineteenth century. New merchants, physicians, or lithography, which had been Orleans also offered cheaper artists. Ties between Louisiana invented in Munich, Germany. passage to the West and and France remained strong Other Germans came to Midwest than did overland during the antebellum period. Louisiana as indentured modes of transportation from Some Louisiana residents, both servants. the East. black and white, made Germans also frequent trips to France, contributed to the unique Germans maintained contact with culture of Louisiana, adding friends and relatives there, and Between 1820 and German restaurants, dance received schooling or training 1850, almost 54,000 Germans halls, theaters, and music in France. entered the port of New festivals. Architects from Orleans, with over 126,000 Germany left a significant Jews adding to that number in the legacy in New Orleans. first five years of the 1850s. Spurred by While most continued on to French immigration from Germany, the Midwest and California or Louisiana's Jewish population French nationals came fell victim to disease in flourished in the nineteenth to Louisiana directly from Louisiana, enough remained to century. By 1860, Louisiana France and as refugees from make up about one-tenth of the was home to the largest Jewish the West Indies. During the population of New Orleans in population in the South, nineteenth century, New 1860. numbering about 8,000 Orleans continually drew Many of these mid- residents. Many small greater numbers of French- nineteenth century Germans storekeepers and traders in speaking immigrants than any were farmers, butchers, skilled rural Louisiana were Jews. other urban area in the United workers, and professionals. As They prospered by maintaining States. By 1860 New Orleans in other states, Germans kinship and business ties with was home to over 10,000 gradually monopolized the Jewish merchants in New French-born residents, some of

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Left: Free People of Color from Irish Saint-Domingue c. 1790 Immigrants from Louisiana State Museum Ireland also settled in Louisiana during the late eighteenth and early nineteenth century. The Crescent City Domingue refugees came to held its first St. Patrick's Day New Orleans, doubling the celebration in 1809. The major city's population. These influx of Irish, most of whom immigrants originally fled war were peasants, came after 1830 -torn Saint-Domingue in 1803. and following the potato Many first settled in nearby blights of the 1840s. By 1860, Cuba but left six years later Irish numbered over 24,000 in when Spanish authorities New Orleans. Many Irish, expelled them in retaliation for especially those arriving Napoleon's invasion of Spain. before 1830, held professional This group was made up of jobs and were teachers, Orleans and New York. In about equal numbers of whites, lawyers, doctors, architects, Louisiana's urban areas, many free people of color, and and printers. retailers, especially dry-goods enslaved people. merchants, were Jews. Black refugees to Enslavement: Forced Louisiana brought with them Migration Saint-Domingue Refugees elements of African and By 1850, New Orleans Haitian culture in the form of In 1809 and 1810 over was the South's largest slave- foodways and shotgun house 10,000 French Saint- trading center. At that time, architecture. there were twenty-five major slave depots within a half mile from the St. Charles Hotel Left: No Irish Need Apply where enslaved Africans John F. Poole could be bought and sold, including hotels and the Song lyrics tell the story of an Irish immigrant looking Masonic Temple. Most for work. enslaved people were sold at

STUDENT ACTIVITY public auction rather than in Discover how historical private transactions. Most of song lyrics reflect the political and social climate the enslaved that were traded of the time during which in New Orleans came from they were written. other states, particularly from

Visit the LOUISiana Digital the Atlantic seaboard. In 1804, Library to read the song the federal government lyric. Access the desk outlawed the external slave reference at trade in Louisiana, and the www.crt.state.la.us/ education for the URL. United States Constitution

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forbade the importation of enslaved people after January 1808. Traders smuggled enslaved people into Louisiana by way of the state's many bayous and swamps. Rising prices for enslaved people in the 1850s produced an increase in this illicit traffic and prompted some white southerners to petition the federal government for repeal of the African slave trade ban. This petition was unsuccessful. Enslaved Africans made up slightly less than half of Louisiana's total population but Above: Cabin Living Quarters for Enslaved Africans, circa 1806 almost three-fifths of those Audubon State Historic Site living outside New Orleans in www.crt.state.la.us/parks/Audubon.aspx 1850, with a high of 332,000 in Louisiana by 1860. Nine out of ten enslaved people in Louisiana worked on rural farms and plantations. Enslaved Africans occasionally engineered mutinies Right: Creole Log Book 1841 aboard ships while they were Louisiana State Museum transported from the Atlantic coast to Louisiana. One of the This is a page from the log book of the brig Creole most famous mutinies took place concerning the mutiny of the aboard the Creole in 1841, when enslaved people aboard the ship. enslaved people took over the ship on its way from Virginia to Louisiana and headed for the STUDENT ACTIVITY Examine a first-hand account Bahamas, a British of the events that occurred commonwealth that had aboard the Creole. Access abolished slavery. Over the the desk reference at protest of American authorities, www.crt.state.la.us/education for the URL. the British granted freedom to all enslaved people aboard Compare and contrast the the Creole when it arrived in outcome of the Creole mutiny with events that Nassau. occurred aboard the Spanish ship, Amistad, in 1839.

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LESSON: TECHNOLOGY AND INNOVATION GLEs– Grade Eight: 9, 48, 58, 65, 66, 72, 73, 79; ELA Grade Eight: 9, 16, Student Investigation, Science and History 18, 19, 40, 41

Overview Students will investigate how technology and innovation changed Louisiana’s antebellum agriculture, industry, transportation, communication, and way of life.

Directions Arrange students into groups of three or four students per group. Explain that students will investigate one or more of the topics listed in the overview (above) to discover the inventions and new technologies that changed Louisiana’s antebellum economy and/or society. Ask each group to prepare a two-minute multimedia presentation of their research. Ask students to critique the class presentations.

MULTIMEDIA PRESENTATION RUBRIC

Grading Criteria Points

Content 5 4 3 2 1

Historically Contains at least 2 accurate pieces Contains 3, Contains 2, Contains 1, Relevant Facts of information for each required accurate accurate accurate heading (5 pts) Significance of Facts are Accurate Most facts Some facts are Much important Information accurate and facts; most are accurate, accurate; some information is significant for all info is some info is info is significant lacking entries (5pts) significant significant

Pictures or Contains at least 4 accurate/ Contains 2, accurate and/or lack Contains 1, graphics relevant (5pts) relevance (3/2pts) accurate

Spelling No errors (5pts) 1 error 2 errors 3 or more errors

Grammar/style. No errors (5pts) 1 error 2 errors 3 or more errors

Organization Well organized and Average Lacks easy to follow (5pts) organization organization Title Page or Contains title, group members’ Information No information Visual names, date (5pts) incomplete (2pts) given

Visual Appeal Colors and graphic design Colors/graphs visually appealing Little attention complements information, does but detract from audience given to graphic not detract from audience engagement with information design engagement with information. (3pts) (5pts) Group All members participated in Some assignments incomplete, Failed to Participation organization/construction of some members not on task cooperate, visual. Covers all indicated issues (3/2pts) incomplete or related to the topic. poor quality product

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LESSON: MEDLEY OF MATH ACTIVITY: PORT OF NEW CULTURES ORLEANS (CONNECTIONG PAST AND Cross-curricular Student Project PRESENT GLEs– Grade Eight: 9, 48, 58, 65, 66, 72, 73, 79; GLEs– Grade Eight: 6, ELA Grade Eight: 9, 16, 18, 19, 40, 41 8, 10, 64, 70

Overview Overview Students develop a multimedia presentation Newspapers of the about one of the many cultural groups that lived in Louisiana during the 1812-1830 period early nineteenth and how that cultural group contributed to century indicate the Louisiana’s rich cultural heritage. volume of national and international trade conducted through the Directions port of New Orleans. 1. Organize class into groups with four They also reflect the market prices of everyday students in each group. goods. 2. Explain that each group will develop a

multimedia presentation (slideshow; video; Directions Glogster multimedia poster; SmileBox, 1. View the newspaper advertisement for ships Zooburst, or MixBook multimedia book; departing New Orleans in 1811 (above). Access etc.) about one of the many cultural groups the desk reference at www.crt.state.la.us/ that lived in Louisiana during the 1812- education for the URL. Develop a world map that 1830 period and how that cultural group shows some of the different countries that docked contributed to Louisiana’s rich cultural at the port of New Orleans during Louisiana’s heritage. See the Multimedia Presentation early statehood period. rubric, page seventy-eight. 2. Direct students to view the advertisement 3. Suggestions for content: “Wholesale Prices Current, at New Orleans, 1812” (above) in the LOUISiana Digital Library.  Foodways and  Music See the desk reference at www.crt.state.la.us/ recipes  Literature education for the URL. Ask students to use the  Clothing  Art ad to make a shopping list containing five food  Religion  Inventors and items and the price of each item. Ask students to  Architecture inventions use a recent newspaper to compare and contrast  Livelihood  Significant the historical and contemporary prices of items  Family Life individuals on their shopping list.  Education Challenge: Investigate Louisiana’s major twenty 4. Encourage students to use a variety of -first century coastal and internal port cities. primary and secondary resources for their Develop an interactive map that shows the major research. The LOUISiana Digital Library, Louisiana ports, important items traded through http://louisdl.louislibraries.org, contains each, and the national and global regions affected over 140,000 digital artifacts. Its purpose is by this trade. Ask students to think about how to make unique historical treasures from the this global trade shapes their lives. Louisiana institution's archives, libraries, museums, and other repositories in the state Extension: Ask students to work in groups to electronically accessible to Louisiana develop a graphic organizer that compares and residents, students, teachers, and the general contrasts Louisiana’s global river and coastal port public. trade in 1812 and 2012.

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2012: LOUISIANA’S NEW POPULATIONS

The Louisiana Folklife Program within the Department of Culture, Recreation, and Tourism’s Division of the Arts, serves to identify, document, conserve, and present the folk cultural resources of Louisiana. Folklife and folk culture includes living traditions learned informally over time within ethnic, regional, occupational, and family groups. During the twentieth and twenty-first In 2005, the Louisiana Folklife Program centuries, continued immigration brought new initiated the New Populations project to document cultural groups to Louisiana. As a result, the more recent immigrants and refugee Louisiana is now home to significant numbers of communities and to engage these communities in people from Asia, Central and South America, the identification and documentation of their the Middle East, northern and eastern Europe as traditional culture and art forms. well as from southern and eastern Africa. Each group has added to the cultural environment of Louisiana and, in varying ways, influenced the traditions found here. Above Left Folklife in Louisiana Louisiana Division of the Arts

LESSON: NEW POPULATIONS Student Investigation GLEs– Grade Eight: 3, 10, 11, 12, 75; Grade Three: 16, 53, 56, 57; ELA Grade Eight: 9, 40, 41

Overview Students use the Louisiana Folklife Internet essay, http://www.louisianafolklife.org/ NewPopulations/, to research Louisiana’s new populations that migrated to the state during the twentieth and twenty-first centuries.

Directions 1. Make copies of the New Populations Louisiana Migration and Settlement chart on page eighty-two and the Louisiana Migrations map on page eighty-three, one copy per student. 2. Arrange students in groups to research the reasons new population groups migrate(d) to Louisiana in the twentieth and twenty-first centuries. Some groups include Laotians, Vietnamese, Croatians, Italians, Cubans, Haitians, and Hispanics. 3. Explain that students will complete the New Populations graphic organizer, including both the “Push/Pull” factors (cause/attraction) that encouraged groups to migrate to Louisiana and the contributions made by cultural groups. 4. Ask students to produce a Louisiana Migration map (page eighty-three) that shows where each cultural group originated and where they settled in Louisiana.

Activity Suggestion Plan a cultural festival at your school.

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LESSON: POPULATION TRENDS GLEs— Grade Eight: 4, 8, 10; ELA Grade Eight: 9, 40, 41; GLEs Grade Math and Demographics Eight: 9, 16, 18, 19.

Overview Students examine demographic information about Louisiana to determine the cultural groups that live in contemporary Louisiana and to identify factors that cause regions to change

Population Trends Lesson Procedures 1. Ask students to develop a chart similar to the one shown below on which to record the population of one or more selected ethnic groups in Louisiana during four separate time periods (1940, 1980, 2000, 2010). The chart may also be in the form of a bar graph or population pyramid (male/female, age). Option: Divide students into teams of three or four, then assign each team an ethnic group to research. Use the Internet resources to locate the answers. Some answers have been provided below. For a technology option, ask students to construct a worksheet and graph using Excel. 2. Ask students to write a narrative that may explain the population trend(s) they observed. 3. Extension: Students may research population demographics and trends as well as comparisons between state, parish, and national statistics.

Research Sites  Profile of General Demographic Characteristics from 2000 Census for Louisiana: http:// mcdc2.missouri.edu/webrepts/sf3pros/laindex.html  Historical Census Statistics on Population Totals By Race, 1790 to 1990, and By Hispanic Origin, 1970 to 1990, For the United States, Regions, Divisions, and States: http://www.census.gov/ population/www/documentation/twps0056.html  2010 Census Data: http://quickfacts.census.gov/qfd/states/22000.html

Population Trends Chart

1940 1980 2000 2010 White 1,511,739 2,912,172 2,856,161

African 1,238,241 American 849,303 1,451,944

American Indian 12,065 1,801 42,878

Asian 23,779 1,037 54,758

Hispanic 5,636 99,134 107,738

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NEW POPULATIONS Student Worksheet MIGRATION AND SETTLEMENT CHART Name ______

Directions Use the Louisiana Folklife Internet essay, http://www.louisianafolklife.org/NewPopulations/, to research Louisiana’s new populations that migrated to the state during the twentieth and twenty-first centuries. Your Tasks: 1. Identify three groups within Louisiana’s new populations and the reasons each group moved to Louisiana. Enter the information on the chart below. 2. Complete the Louisiana New Populations Migration map, indicating the country of origin and the area of settlement for each group.

Research Sites  World Map (with country labels): http://geology.com/world/world-map.shtml  Louisiana History Online: http://lsm.crt.state.la.us/cabildo/cab-intro.htm  Louisiana Folklife Cultural Regions: www.louisianafolklife.org/LT/Maps/ creole_maps_major_ethnic.html  Louisiana Folklife New Populations: http://www.louisianafolklife.org/NewPopulations/  Historical Map: http://www.louisianadigitallibrary.org/cdm4/item_viewer.php? CISOROOT=/LHC&CISOPTR=59&CISOBOX=1&REC=4

Louisiana Migration and Settlement Chart

Differences and Similarities Push/Pull Factor (Factors that made it easy Contribution(s) to the Immigrants (why they left, why they came) or difficult to fit in) Development of Louisiana

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LOUISIANA NEW Student Worksheet POPULATIONS MIGRATION Name ______AND SETTLEMENT MAP

Directions Use the Louisiana Folklife Internet essay, http://www.louisianafolklife.org/NewPopulations/, to research Louisiana’s new populations that migrated to the state during the twentieth and twenty-first centuries. Draw lines from their region of origin to where they settled in Louisiana. Produce a key (legend) for your map.

Map Legend

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