Grade 8 Social Studies - Lafayette Parish School · PDF fileGrade 8 Social Studies . Unit 1...

Unit 1, Activity 3, Population Trends

Blackline Masters, Social Studies, Grade 8 Louisiana Comprehensive Curriculum, Revised 2008

Grade 8 Social Studies

Unit 1, Activity 3, Population Trends

Blackline Masters, Social Studies, Grade 8 Page 1 Louisiana Comprehensive Curriculum, Revised 2008

Population Trends Use the following websites to find the population of the listed ethnic groups in 1940, 1980, and 2000. In your social studies log book write a narrative concerning population trends observed in the years given. WEBSITES 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

Population Trends

1940 1980 2000

White African American American Indian Asian Hispanic

http://mcdc2.missouri.edu/webrepts/sf3pros/laindex.html

http://www.census.gov/population/www/documentation/twps0056.html

Unit 1, Activity 3, Population Trends with Answers


Population Trends Use the following websites to find the population of the listed ethnic groups in 1940, 1980, and 2000. In your social studies log book write a narrative concerning population trends observed in the years given. WEBSITES 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

Population Trends

1940 1980 2000 White 1,511,739 2,912,172 2,856,161 African American 849,303 1,238,241 1,451,944

American Indian 1,801 12,065 42,878

Asian 1,037 23,779 54,758 Hispanic 5,636 99,134 107,738

http://mcdc2.missouri.edu/webrepts/sf3pros/laindex.html

http://www.census.gov/population/www/documentation/twps0056.html

Unit 1, Activity 4, Where Has the Population Gone?


Where Has the Population Gone?

Parishes Years Pictographs One Symbol = 50,000 People

2000:

Orleans, Plaquemines, St. Bernard Parishes

2006:

2000:

East Baton Rouge, Livingston, St. Tammany Parishes

2006:

Unit 1, Activity 4, Where Has the Population Gone? With Answers


Where Has the Population Gone?

Answer Key Source: U.S. Census Quick Facts. http://quickfacts.census.gov/statesqfd/states/22/2207/.html Note: 2006 figures are estimates The estimated losses in population experienced by Orleans, Plaquemines, and St. Bernard Parishes are approximately 55%. The estimated gains in population experienced by East Baton Rouge, Livingston, and St. Tammany Parishes are approximately 11%.

Parishes Years Pictographs One Symbol = 50,000 People

2000: 578,660

11.5 pictographs

Orleans, Plaquemines, St. Bernard Parishes

2006: 261,414

5.2 pictographs

2000: 695,934

13.9 pictographs

East Baton Rouge, Livingston, St. Tammany Parishes

2006: 774,483

15.5 pictographs

http://quickfacts.census.gov/statesqfd/states/22/2207/.html

Unit 1, Activity 5, Louisiana’s Regional Characteristics: Anticipation Guide


Louisiana’s Regional Characteristics Anticipation Guide

Complete this exercise individually. Read each statement below. Indicate in the blanks provided whether the statements are True or False. ______ 1. Sportsman’s Paradise (Upland South) refers to the southwest portion of the state, including Cameron, Calcasieu and Vermilion Parishes. ______ 2. Festivals celebrating rice, crawfish, Zydeco, frogs, and international music can be found in the region of the state known as Cajun Country (Acadian Parishes). ______ 3. Louisiana Highway 1 and River Road are among the scenic highways that will take you through Plantation Country (Florida Parishes). ______ 4. Crossroads refers to the point northwest of Shreveport where the Texas, Arkansas, and Louisiana state borders meet. ______ 5. Greater New Orleans is the only region is Louisiana where Mardi Gras is celebrated. NOTE: On some maps, Louisiana regions may refer to Sportsman’s Paradise as Upland South, Cajun Country as Acadian Parishes, and Plantation Country as Florida Parishes.

Unit 1, Activity 5, Louisiana’s Regional Characteristics: Graphic Organizer


Louisiana’s Regional Characteristics Graphic Organizer

Region: ___________________________________________________________ Parishes Included: ___________________________________________________________ ________________________________________________________________________

Landmarks

Music

Food

Religion

Physical Features

Festivals

Region:

Unit 1, Activity 8, Vanishing Habitat


Vanishing Habitat

Complete the chart with information concerning the loss of wildlife habitat.

List situations threatening wildlife habitat.

List threats to wildlife. List habitat characteristics being

diminished. List reasons habitat is being altered.

Provide predictions for wildlife population.

Identify possible solutions to support the threatened habitat and wildlife.

Unit 1, Activity 8, Changing Louisiana Regions


Create a cause/effect chart that explains ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in Louisiana (Examples: building of levees, building dams, over hunting/fishing, deforestation, suburban expansion in wildlife habitat).

Changing Louisiana Regions

Cause Effect

Unit 1, Activity 9, Louisiana Settlers


Louisiana Settlers Student Name:____________________________________Date:_______________ Circle the group you researched: Acadians African Americans Anglo/Americans Germans French Irish/Scots Native Americans Spanish Other:_____________ Fill in the information on the group you researched. From where did this group come?

Where in Louisiana did this group settle?

What did this group contribute to the state of Louisiana? (Include such things as food, music, festivals, dance, language, customs)

Food

Music Dance

Language Customs Events

Other

Unit 1, Activity 10, Map 1: Migratory Routes of Early Immigrants


Map 1: Migratory Routes of Early Immigrants

Immigrants Push/Pull Factor Contribution(s) to the Development of Louisiana

Acadians from Nova Scotia Africans from West Africa

via Caribbean Islenos from Canary Islands

Irish from Ireland Germans from German

States in Europe French from France

Unit 1, Activity 10, Map 2: Louisiana Settlement of Early Immigrants


Map 2: Louisiana Settlement by Early Immigrants

Immigrants Differences among the Immigrants of Louisiana Cultural Contribution

Acadians from Nova Scotia Africans from West Africa

via Caribbean Islenos from Canary Islands

Irish from Ireland Germans from German

States in Europe French from France

Unit 1, Activity 10, Map 3: Native Americans of Louisiana


Map 3: Native Americans of Louisiana

Early Tribes Existing Tribes Cultural Contribution

Unit 1, Activity 10, Map 4: Modern Era Immigrants


Map 4: Modern Era Immigrants

Immigrants Approximate Time Period (Decade) Influx Arrived in

Louisiana

Location of Settlement in Louisiana

Laotians Vietnamese Croatians Italians Cubans Haitians

Hispanics

Unit 1, Activity 11, Opinionnaire on the Location of New Orleans


Opinionnaire on the Location of New Orleans After each statement write A (agree) or D (disagree)

1. Bienville, one of the early founders of French Louisiana, made the decision to locate the settlement of New Orleans between the Mississippi River and Lake Pontchartrain. This was an economically sound decision.

A D

2. The location of New Orleans allowed access to multiple waterways for trade.

A D

3. The advantages of the geographic location of New Orleans outweighed the disadvantages.

A D

Unit 1, Activity 11, Pro/Con List for the Location of New Orleans


Pro/Con List for the Location of New Orleans

List benefits of the New Orleans location

List consequences of the New Orleans location

Unit 1, Activity 11, Pro/Con List for the Location of New Orleans With Answers


Pro/Con List for the Location of New Orleans

List benefits of the New Orleans location

List consequences of the New Orleans location

Location near mouth of Mississippi River led to rapid growth and development

Below sea level - flooding

It was built adjacent to trading routes and strategically located between ports.

Susceptible to hurricanes

Its location brought in a multi-cultural population.

Mosquitoes - Malaria

Unit 1, Activity 12, A Flowchart of a Louisiana Natural Resource


A Flowchart of a Louisiana Natural Resource

Resource:___________________________

Final Product

Processing of the Resource

Method of Extraction

Origin of Natural Resource

Unit 1, Activities 5, 6, 9, Specific Assessment Rubric


Rubric for Activity-Specific Assessment – Activities 5, 6, 9

Rubric for Narrative Score Level Description of Score Level

4 • The response demonstrates an in-depth explanation of the relationship between cities and their respective waterways.

• The student draws a conclusion as to why cities flourished as land routes were established.

• The student explains trends for the development of Louisiana towns, economic impact, cultural influences, and developmental impact.

• The student completes all important components of the task accurately and communicates ideas effectively.

3 • The response demonstrates an understanding of the relationship between cities and their respective waterways.

• The student completes the most important aspects of the task accurately and communicates clearly.

• The student’s logic and reasoning may contain minor flaws. 2 • The student completes some parts of the task successfully.

• The response demonstrates gaps in conceptual understanding. 1 • The student completes only a small portion of the task and/or

shows minimal understanding of the concepts or processes. 0 • The student’s response is totally incorrect, irrelevant, too brief to

evaluate, or blank.

Unit 2, Activity 1, Vocabulary Self-Awareness Chart


Vocabulary Self-Awareness Chart Economic Indicator

+ √ - Explanation Example

Unit 2, Activity 3, Making Effective Economic Decisions


Making Effective Economic Decisions Louisiana has experienced an abnormal seasonal drought that is depleting water sources. Your community is having difficulty in replenishing potable water at the current rate of consumption. You are asked to serve on a citizen’s committee to provide suggestions for conserving the town’s water supply.

Situation Conservation Plan Consequences

Decorative outdoor fountains attract tourists, but use 1,000s of gallons/day.

Home owners have increased lawn watering due to the drought.

Water consumption at the water park attraction has increased.

Record sales at the local ice house have increased causing an increase in water consumption.

Other plans to conserve water

Consequences

Unit 2, Activity 4, Pay Me Now, or Pay Me Later


Pay Me Now, or Pay Me Later

(Statistics are estimated averages and should be updated and reflective of regional or state averages.)

After reviewing the chart, answer the following questions:

1. What is the relationship between education and earnings?

2. Why is there such a large increase between years 10 and 20?

3. What could have caused these increases? Answer these questions in your social studies learning log using economic terms.

High School Graduate

Vocational Certification

University Degree

Average number of years beyond high school

0

2

4

$ investment prior to entering workforce (fulltime)

$ 0

$ 3,000

$ 40,000

Entry level annual salary

$ 12,000

$ 22,000

$ 30,000

Annual salary after 10 years

$ 18,000

$ 35,000

$ 55,000

Total earnings after 20 years

$ 300,000

$ 570,000

$ 850,000

Unit 2, Activity 5, Job Search


Job Search

Type of Job: Information About the Job

Qualifications Needed (Example: education, experience, skills, etc.)

Starting salary or range

Benefits

Job location

Unit 2, Activity 5, Careers


Careers What jobs/careers require special training? What percentage of the employment section, roughly, is devoted to the larger specializations? What needs does that speak to in Louisiana? What jobs might you come to Louisiana for specifically? What jobs might you have to leave Louisiana to secure?

Unit 2, Activity 6, Four Basic Economic Questions


Four Basic Economic Questions Command Market Traditional

1. What to produce?

2. How to produce it?

3. How much to produce?

4. Who gets what is produced?

Command System

Traditional System

Market System

Government controls the factors of production and use.

Economic decisions are based on customs, beliefs, and norms.

Individuals own the factors of production and make their own economic decisions.

Producers are directed to make and deliver goods and services.

Supply and demand – consumers and businesses decide on what to produce and purchase.

Resources are allocated by inheritance – subsistence farming.

Unit 2, Activity 6, Economic Systems


Economic Systems

Term Definition Application Which exists in the United States and

Louisiana?

Traditional Economic System

Command Economic System

Market Economic System

Unit 2, Activity 6, Advantages/Disadvantages of Each Economic System


Advantages/Disadvantages of Each Economic System

Advantages Disadvantages

Command System

Traditional System

Market System

Unit 2, Activity 7, Public and Private Sector


Public and Private Sector

Service Public Private Advantage Disadvantage Alternate

Service

City Bus Parish School 5 Star Hotel State Park City Pool

Health Unit Tulane

University Country Club

Taxi

Unit 2, Activity 9, To Tax or Not To Tax


To Tax or Not To Tax

Products Sold Without Tariff Prices and Products Possible

Consumer’s Reaction

Possible Producer’s Reaction

Louisiana crawfish @ $ 5.00 per lb.

Chinese crawfish @ $ 2.00 per lb.

If a tariff is placed on the Chinese crawfish, how will that affect prices? What is the intent of the tariff regarding consumer response?

Products Sold With Tariff Prices and Products Consumer’s

Reaction Producer’s Reaction

Louisiana crawfish @ $ 5.00 per lb

Chinese crawfish @ $ 5.50 per lb

Take a stand on either supporting import tariffs or opposing import tariffs. Write “a letter to the editor” expressing your opinion and a justification for your stance.

Unit 2, Activity 10, Trade Agreements


Trade Agreements

Trade Agreement GATT NAFTA CAFTA

Official Title

Participating Nations

Basic Terms of the Agreement

Economic Benefits

Economic Set-backs

Unit 2, Activity 10, Alliances and International Organizations


Alliances and International Organizations

Trade Agreement NATO United Nations OPEC

Official Title

Participating Nations

Basic Terms of the Agreement

Economic Benefits

Economic Set-backs

Effects on Louisiana

Unit 2, Activity 12, Scenario 1: Supply and Demand


Scenario 1: Supply and Demand Table 1: Supply Schedule of Pralines

Price per Praline Quantity Supplied $ .50 1,000 $ 1.00 2,000 $ 1.50 3,000 $ 2.00 4,000 $ 2.50 5,000

Design a chart labeling the axis with prices (y-axis) and quantity supplied (x-axis) of pralines. Plot the figures to create a supply curve.

Praline Supply Curve

Quantity Supplied (1 = 1,000)

Price $

0 1 2

$1.00

$2.00

$3.00

$4.00

$5.00

3 4 5

Unit 2, Activity 12, Scenario 1: Supply and Demand with Answers


Scenario 1: Supply and Demand Table 1: Supply Schedule of Pralines

Price per Praline Quantity Supplied $ .50 1,000 $ 1.00 2,000 $ 1.50 3,000 $ 2.00 4,000 $ 2.50 5,000

Design a chart labeling the axis with prices (y-axis) and quantity supplied (x-axis) of pralines. Plot the figures to create a supply curve.

Praline Supply Curve


Price $

0 1 2

$1.00

$2.00

$3.00

$4.00

$5.00

3 4 5

Unit 2, Activity 12, Scenario 2: Supply and Demand


Scenario 2: Supply and Demand Table 2: Demand Schedule of Pralines

Price per Praline Quantity Supplied $ 4.50 1,000 $ 4.00 2,000 $ 3.50 3,000 $ 3.00 4,000 $ 2.50 5,000

Have students design a chart labeling the axis with prices (y-axis) and quantity supplied (x-axis) of pralines. Have the students plot the figures to create a demand curve.

Praline Demand Curve Quantity Supplied (1 = 1,000)

Price $

0 1 2

$1.00

$2.00

$3.00

$4.00

$5.00

3 4 5

Unit 2, Activity 12, Scenario 2: Supply and Demand with Answers


Scenario 2: Supply and Demand Table 2: Demand Schedule of Pralines

Price per Praline Quantity Supplied $ 4.50 1,000 $ 4.00 2,000 $ 3.50 3,000 $ 3.00 4,000 $ 2.50 5,000

Have students design a chart labeling the axis with prices (y-axis) and quantity supplied (x-axis) of pralines. Have the students plot the figures to create a demand curve.

Praline Demand Curve Quantity Supplied (1 = 1,000)

Price $

0 1 2

$1.00

$2.00

$3.00

$4.00

$5.00

3 4 5

Unit 2, Activity 12, Equilibrium



Equilibrium

Price $

0 1 2

$1.00

$2.00

$3.00

$4.00

$5.00

3 4 5

Unit 2, Activity 12, Equilibrium with Answers



Equilibrium

Price $

0 1 2

$1.00

$2.00

$3.00

$4.00

$5.00

3 4 5

Unit 2, Activity 12, Making Economic Choices


Making Economic Choices Complete the chart below listing possible options the bakery could choose and the cost and benefits for each option.

Choice(s) Benefits What are the possible benefits associated with: Choice 1: Choice 2:

Costs

What are the two (2) choices the bakery can make regarding the rising prices?

What are possible economic costs associated with: Choice 1: Choice 2:

Unit 2, Activity 12, Making Economic Choices with Answers


Making Economic Choices

Complete the chart below listing possible options the bakery could choose and the cost and benefits for each option.

Choice(s) Benefits What are the possible benefits associated with: Choice 1: (e.g., lower production costs, lower price of pralines) Choice 2: (reducing production lowers cost)

Costs

What are the two (2) choices the bakery can make regarding the rising prices?

1. (e.g., purchase cheaper pecans from out of state)

2. (e.g., reduce production in order to adjust to demand until pecans become more affordable)

What are possible economic costs associated with: Choice 1: (e.g., risks integrity of product – Louisiana Pralines) Choice 2: (e.g., potential loss of profit and share of market)

Unit 2, Activity 13, RAFT Options for Housing Shortage


RAFT Options for Housing Shortage Role Audience Form Topic

Option 1 College Student Newspaper Readers

Classified Ad Searching for Affordable Housing

Option 2 Real Estate Agent

Potential Customers

Newspaper Ad Baton Rouge Housing

Option 3 City Planner City Council Housing Proposal

Public Housing

Option 4 Evacuee Government Officials

Letter Temporary Housing

Unit 2, Activities 9 and 13, Specific Assessment Rubric


Sample Rubric for Grading Essays

Score Level Description of Score Level

4 • The response demonstrates in-depth understanding of the relevant content and/or procedure.

• The student completes all important components of the task accurately and communicates ideas effectively.

• Where appropriate, the student offers insightful interpretations and/or extensions.

• Where appropriate, the student chooses more sophisticated reasoning and/or efficient procedures.

3 • The response demonstrates understanding of major concepts and/or processes, although less important ideas or details may be overlooked or misunderstood.





evaluate, or blank.

Unit 3, Activity 1, Vocabulary Self-Awareness Chart


Vocabulary Self-Awareness Chart

Civics Vocabulary

+ √ - Explanation Example

Unit 3, Activity 2, Exclusive Powers of the National and State Governments


Exclusive Powers of the National and State Governments

State Powers

National Powers

Shared Powers

Unit 3, Activity 2, Word Grid


Word Grid

Directions: Place an X in the box that identifies who has the following powers. National

Powers State

Powers Shared Powers

Declare war Create county and city governments

Collect taxes Handle foreign affairs Make marriage laws Set up schools Punish criminals Print money Create courts

Unit 3, Activity 3, Branches of Government


Branches of Government

______________ Branch

Federal State

Office

Qualifications

Terms of Office

Separation of Power (Duties)

Office

Qualifications

Terms of Office

Separation of Power (Duties)

Checks and Balances Checks and Balances

Unit 3, Activity 3, Principles of Government


Principles of Government Action Reaction Branches

Involved Principle

Unit 3, Activity 4, Local Government


Local Government Complete the chart using local government officials.

Office Major Responsibility

Branch of Government

Unit 3, Activity 8, Taxes


Taxes

Type of Tax Level Taxed Who’s Taxed Sales Local and state Consumers

Property

Income

Severance

Unit 3, Activity 13, Election 2000


Election 2000 Number of

Electoral Votes Popular Vote

State Bush Gore Bush Gore

Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire

Unit 3, Activity 13, Election 2000


New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Totals

Unit 3, Activity 13, Electoral Vote


Electoral Vote

State Population

(2000 Census)Number of

Congressional Seats

Number of Electoral

Votes Alabama

Alaska

Arizona

Arkansas

California

Colorado

Connecticut

Delaware

Florida

Georgia

Hawaii

Idaho

Illinois

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maine

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Montana

Nebraska

Nevada

New Hampshire

Unit 3, Activity 13, Electoral Vote


New Jersey

New Mexico

New York

North Carolina

North Dakota

Ohio

Oklahoma

Oregon

Pennsylvania

Rhode Island

South Carolina

South Dakota

Tennessee

Texas

Utah

Vermont

Virginia

Washington

West Virginia

Wisconsin

Wyoming

Unit 3, Activity 3, Specific Assessment Venn


Venn Diagram

Branches of Government:_________________

Unit 4, Activity 1, Poverty Point Trade


Read the excerpts from Jon L. Gipson’s Poverty Point A Terminal Archaic Culture of the Lower Mississippi Valley to complete the Split-Page Notetaking activity. First develop a question for each of the four sub-headings (Long Distance Trade, Exchange of Goods, Specialization at Poverty Point, Economic Legacy). Then write details that address your questions as you read the excerpts below.

Poverty Point Trade Split-Page Notetaking

Questions Details 1.

2.

3.

4.

Unit 4, Activity 1, Poverty Point: An Economic Legacy


Sources of Poverty Point Trade

Poverty Point: An Economic Legacy Long Distance Trade Artifacts indicate that a vast network of trade existed over 3,000 years ago in association with the Poverty Point Culture. The Poverty Point civilization once existed near the present-day community of Epps, Louisiana in East Carroll Parish. The relics and remains of this ancient community provide evidence that items were traded between the present-day Northeast Louisiana civilization and other groups ranging in distances of 1,400 miles. Artifacts including foreign materials such as flint, copper, soapstone, gemstones, ironstone, and crystal quartz have been found at the East Carroll site. The origins of these materials can be traced to regional locations in the Upper Ouachita, Ozarks, Appalachians, and Great Lakes. (See Figure 1).

Figure 1

Artifacts found Uses by Poverty Point People

Place of Origin

Copper Assorted tools Great Lakes region Flint Spearheads / hoes Ohio River valley

Soapstone Pots /Bowls Appalachian Mountains Gemstones Jewelry Ozark, Ouachita Mountains

Exchange of Goods The high concentration of artifacts consisting of foreign rocks provides evidence that an active trade network occurred between the inhabitants of Poverty Point and distant communities. The foreign objects, including flint and copper, provided the Poverty Point inhabitants with materials of better quality for certain uses such as tools while other ornate rocks provided aesthetic and decorative functions. According to Jon L. Gipson, author of Poverty Point, the foreign rocks were “highly desired and the large quantities that were circulated show that demand was high and supply and exchange systems efficient” (p. 23). The simple economic principles of supply and demand in combination with the scarcity of selected materials encouraged the long distance trading between the various ancient communities (See Figure 2).

Figure 2

Drawing by Denise A. Malter, Courtesy of Louisiana Division of Archaeology: http://www.crt.state.la.us/archaeology/POVERPOI/trade.htm

http://www.crt.state.la.us/archaeology

Unit 4, Activity 1, Poverty Point: An Economic Legacy


Stone Ornaments: Pendants, Beads, Effigies, Fat-Bellied Owls

Specialization at Poverty Point Artifacts indicated ornamental jewelry was valued by the inhabitants of Poverty Point. It is believed these relics had aesthetic and symbolic significance. Specific objects are believed to have been crafted at Poverty Point and have been found at archaeological sites throughout the probable trade network. One relic believed to originate from the skilled craftsmen of Poverty Point was the Fat-Bellied Jasper Owl Pendants. According to Jon Gipson, this symbolic ornament was circulated across the Gulf Coast from western Louisiana to central Florida. Additional artifacts such as pendants in geometric shapes resembling animals, especially birds, were crafted at Poverty Point and circulated throughout the trading network (See Figure 3).

Figure 3

Graphic retrieved from Louisiana Archaeology Poverty Point Trade and Symbolic Objects: http://www.crt.state.la.us/archaeology/POVERPOI/trade.htm Courtesy of Louisiana Division of Archaeology Economic Legacy According to Gipson (1999), “Because Poverty Point culture is defined in terms of stone tools and trade rocks, it really represents a technological and economic pattern more than a social and political one” (p. 3). One can conclude that the geographic bond of these distant trading partners was the Mississippi River and its vast system of connected waterways. The Poverty Point site was accessible and possibly a major crossroads for traders. This assumption may be supported by the archaeological findings indicating that the largest collection of foreign rock artifacts are found at the Poverty Point site, not at other sites of participating trade partners. Once again, history indicates that exploration and exchange between various and different groups of people was motivated by economic needs and wants.

http://www.crt.state.la.us/archaeology/POVERPOI/trade.htm

Unit 4, Activity 2, Process Guide


Process Guide

As you are researching a Louisiana Native American tribe complete the following process guide. Name of Tribe _______________________________________

Where did these people live? What influenced these people to settle in this area? How did they get their food? How did they interact with the environment? What were the main features of their culture? What were the effects of cultural diffusion and cultural diversity on this tribe during this time period? How did Louisiana’s geographical features influence the settlement patterns, economic development and historic events of this group of people?

Unit 4, Activity 4, Ethnic Settlement of Louisiana


Ethnic Settlement of Louisiana

Ethnic Group Why did they come to Louisiana?

Where did they settle in Louisiana?

What was the reason for choosing this

location?

List contributions of this ethnic group to Louisiana history.

Acadians

Africans

French

Spanish

Islenos

Anglos

Unit 4, Activity 5, Pros and Cons of Louisiana’s Environment


Pros and Cons of Louisiana’s Environment Pros (Benefits) Cons (Challenges)

Unit 4, Activity 7, Spanish Colonial Era/French and Indian War


Spanish Colonial Era/French and Indian War Split-Page Notetaking

John Law

Mississippi Bubble

Louisiana as a Spanish Colony

Treaty of Paris

Treaty of Fontainebleau

The Acadians

Rebellion of 1766

Alejandro O’Reilly

Spanish Aid to the Americans

Galvez

French and Indian War

Unit 4, Activity 1, Specific Assessment Rubric


Sample Rubric for Grading Essay

Score Level Description of Score Level 4 • The response demonstrates in-depth understanding of the relevant

content and/or procedure. • The student completes all important components of the task

accurately and communicates ideas effectively. • Where appropriate, the student offers insightful interpretations

and/or extensions. • Where appropriate, the student chooses more sophisticated

reasoning and/or efficient procedures. 3 • The response demonstrates understanding of major concepts

and/or processes, although less important ideas or details may be overlooked or misunderstood.





evaluate, or blank.

Unit 5, Activity 2, A Comparison of Cultures


A Comparison of Cultures

British Acadians Acadians Spanish (Louisiana)

Unit 5, Activity 3, Affect of Legislation on Louisiana’s Acadians


Affect of Legislation on Louisiana’s Acadians

Intended Benefits Consequences

Unit 6, Activity 2, Chain Reaction


Name _______________________________________ Complete the following graphic organizer examining cause and effects that may have influenced negotiations between the representatives of France and the United States.

Chain Reaction: Events Related to Louisiana Purchase

ACTION REACTION Napoleon Bonaparte

(France) Thomas Jefferson

(United States) Increased use of New Orleans as a port of trade

France regains possession of

Louisiana

Haitian Revolt

War between France and

England

Unit 6, Activity 2, Chain Reaction with Answers


Chain Reaction: Events Related to Louisiana Purchase

ACTION REACTION Napoleon (France) Jefferson (United States)

Increased use of New Orleans as a port of trade

(Potential for collecting and trading resources from North American

interior)

(The continued use of New Orleans as a trading port for western United

States) France regains possession of

Louisiana

(Desire to establish Louisiana as a major trading port in North America

for the benefit/profit of France)

(Fear of losing “right of deposit” in New Orleans cutting off profitable

trade routes for western U.S. farmers)

Haitian Revolt (Preoccupied / discouraged interest in Louisiana due to military losses/expense [e.g., rise of insurgents, yellow fever] )

(Either concern U.S. regarding increased military presence of

French troops in Western Hemisphere or negotiate with

France to give up on Louisiana, i.e. sell New Orleans)

War between France and

England

(Need to raise money, lose distractions in North America)

(Opportunity to purchase New Orleans)

(sample answers for key concept rubric)

Unit 6, Activity 3, The Americanization of Louisiana RAFT


The Americanization of Louisiana RAFT

Role Audience Format Topic Option 1 News Reporter United States

Newspaper Readers

Front Page Newspaper

Article

Jefferson vs. Congress

Option 2 News Reporter United States Newspaper

Readers


Article

Livingston and Monroe’s Role in the Louisiana

Purchase Option 3 News Reporter United States

Newspaper Readers


Article

Napoleon’s Military Concerns


Readers


Article

U.S. Access to New Orleans


Readers


Article

The French Prospective

Unit 6, Activity 6, Compare and Contrast


Name _________________________________________________________ Reflect on the impact the U.S. acquisition of Louisiana will have on its multi-cultural and multi-international population by completing the graphic organizer.

Compare and Contrast: The Americanization of Louisiana Louisiana United States Conflict/Results

Government

Political Units

Religion

Other

Unit 6, Activity 3, Compare and Contrast with Answers


Name _________________________________________________________ Reflect on the impact the U.S. acquisition of Louisiana will have on its multi-cultural and multi-international population by completing the graphic organizer.

Compare and Contrast: The Americanization of Louisiana Louisiana United States Conflict/Results

Government (Superior Council / Cabildo)

(Constitutional) (State constitution)

Political Units (Church parishes) (Counties) Parish governments Religion (Catholic

influenced) (Protestant influenced)

Religious tolerance

Other * *Law: Napoleonic vs. English Common, Land Surveys: Arpent (river front) vs. township grids: Official language: Predominance of French vs. English; Migration patterns: French in New Orleans and the South, Anglo Protestant in North Louisiana (sample answers)

Unit 6, Activity 6, Market Economy


Name ________________________________________________________ Complete the graphic organizer regarding the four basic economic questions as applicable to the plantation economy.

Market Economy Economic Questions Sugarcane Cotton

1. What to produce?

2. How to produce it?

3. How much to produce?

4. Who gets what is produced?

Unit 6, Activity 6, Flow Chart


This is a sample circular flow chart illustrating economic exchanges between the entities as well as the role of a factor (commercial agent).

Flow Chart Consumer Cotton Planter Labor Labor Textile Mill (Tensas Parish) (Slave) (factory workers) (Liverpool, England) Factor (Commercial Agent) (New Orleans)

Unit 6, Activity 8, Historical Figure Process Guide


Name____________________________________________________________ Complete the process guide using the historical figure assigned to you by your teacher.

Historical Figure Process Guide

Historical Figure _________________________

What role did this figure play in the development of Louisiana?

What is this figure’s opinion on the question of whether Louisiana should become an American state?

What does this figure think about the effects of cultural diffusion and the growing cultural diversity in Louisiana?

What direction does this figure think Louisiana should take in terms of the economy?

Unit 7, Activity 1, Political Differences 1


Political Differences 1

Complete this chart identifying major political differences between the interests of the northern and southern states.

Southern Views Northern Views Results

Governmental Philosophies

Tariffs on Finished Goods

Taxes for Internal Improvements (e.g.,

canals, roads)

National Bank

Unit 7, Activity 1, Political Differences 1 with Answers



Southern Views Northern Views Results Governmental Philosophies

Stronger state influences (states’

rights)

Stronger federal influences

e.g., Virginia/Kentucky Resolutions,

Nullification Crisis Tariffs on Finished

Goods Opposed because it

raised prices Supported; helped Northern factories

e.g., Tariff of Abominations /

Nullification Crisis Taxes for Internal

Improvements (e.g., canals, roads)

Opposed; believed it did not directly

benefit the Southern states, relied on water

routes

Supported; improved interstate trade

e.g., failure to pass Henry Clay’s

American System

National Bank Opposed; disapproved of banks’

strict loan/credit policies for land

purchases

Supported; strict monetary policies

provided for a stable economy

President Jackson’s opposition; eventual closure of the bank.

Panic of 1837

Unit 7, Activity 1, Political Differences 2



Events Southern Interest Northern Interest Results

State representation, Constitutional

Convention

Counting population for House seats

(inclusion of slaves) Constitutional

Convention

Missouri statehood

California statehood

Unit 7, Activity 1, Political Differences 2 with Answers



Events Southern Interest Northern Interest Results State representation,

Constitutional Convention of 1787

One house, number of votes per state based

on population

One state, one vote Great Compromise

Counting population for House seats -

inclusion of slaves (Constitutional

Convention of 1787)

Desire to increase population counts by counting slaves to gain more House seats

Opposed to counting slaves as population

3/5ths Compromise

Missouri statehood Add Missouri as a “slave state”

Opposed, disrupted balance in Congress

Missouri Compromise:

Missouri and Maine admitted as states,,

36°30”line set California statehood Opposed to free state

status Favored new state, motivated by Gold

Rush

Compromise of 1850

Unit 7, Activity 5, RAFT Options


RAFT Options

for the Union Occupation of New Orleans

Role Audience Format Topic

Option 1 Woman of Social Status Family Members

Journal Entry

Option 2 Union Soldier Family Members Journal Entry

Option 3 A Free Person of Color Family Members Journal Entry

Option 4 A Secessionist Family Members Journal Entry

Option 5 A Non-secessionist (Unionist) Family Members Journal Entry

Option 6 A Slave Family Members Journal Entry

Option 7 A Confederate Soldier Family Members Journal Entry

An event that altered his/her lifestyle during

the Union occupation of New Orleans

Unit 7, Activity 9, Effects of Reconstruction


Effects of Reconstruction on Louisiana’s African American Population

Positive Effects Negative Effects Overall Outcome

Free People of Color

Freedmen

Unit 7, Activity 9, Effects of Reconstruction with Answers


Effects of Reconstruction on Louisiana’s African American Population

Positive Effects Negative Effects Overall Outcome Free People of

Color Political offices

Voting privileges for African

American males

Privileges (political and social) ended

after Reconstruction

Loss of privileges and struggle for

equality

Freedmen Freedom Voting privileges

for African American males

Lack of education, forced into labor

roles

Continued poverty and segregation

Unit 7, Activity 10, Elections of 1876 and 2000


Unit 7, Activity 10, Elections of 1876 and 2000 with Answers


• Disputed electoral votes – Florida

• Republican winner

• Democrat had the popular vote

• Controversial • Recounting of

votes

• Compromise of 1877 • 15 member Electoral

Commission settled the dispute

• Won by one electoral vote

• Won by five electoral votes

• Final decision made 36 days after the election

• Longest election in 100 years

• Supreme Court halted the counting of votes in Florida

Unit 8, Activity 1, Opinionnaire


Opinionnaire Directions: After each statement write an A (Agree) or a D (Disagree). Then in the space provided explain the reasons for your opinions. 1. The 1868 Louisiana Lottery was beneficial to the state of Louisiana. ______ Reason: 2. The Louisiana Lottery Company had political clout during Reconstruction. ______ Reason: 3. The Redeemer-Democrats were Southern gentlemen. ______ Reason: 4. The term “Bourbons” was complimentary. ______ Reason: 5. The Bourbons felt a need for change. ______ Reason: 6. The Louisiana Bourbons built a new political party. ______ Reason: 7. During this time in Louisiana, workers were free to vote for the person of ______ their choice. Reason: 8. Governor Nicholls was fond of the Louisiana Lottery. ______ Reason: 9. The election of Murphy J. Foster as governor of Louisiana was a death ______ sentence to the Louisiana Lottery. Reason

Unit 8, Activity 2, Bourbon Democrat Plan


Bourbon Democrat Plan Disfranchisement of Freedmen (Republican Vote)

Voter Eligibility Tactic for Ineligibility Side effects

Property owner

Literacy Test

Poll Tax

Grandfather Clause

Unit 8, Activity 2, Bourbon Democrat Plan with Answers


Bourbon Democrat Plan Disfranchisement of Freedmen (Republican Vote)

Voter Eligibility Tactic for Ineligibility Side effects Property owner Freedmen unlikely to own

property Eliminate most freedmen from

voting and holding public offices

Literacy Test Most freedmen were uneducated (former slaves),

interpretation of the Constitution test usually

administered

Eliminated most freedmen and most poor whites (small

farmers)from voting

Poll Tax Usually associated with large property owners

Eliminate lower economic classes of African Americans

and whites Grandfather Clause Eliminated practically all

African Americans Made some exceptions for

poor whites, allowing them to vote

Unit 9, Activity 2, Higgins Boats


Higgins Boats Challenge: Must increase production from constructing

20 boats/month to 700 boats per month Pre-War Situation / Status Possible Solution Production Benefit

There were 100 employees.

Shortage of able working men existed due to military draft.

Work schedule consisted of one 8-hour shift.

One construction facility had little room for expansion.

Work crews assigned to one boat at stationary work stations.

Crews were currently building naval craft and pleasure boats.

Crews worked a variety of jobs in the construction of boats from

start to finish.

Unit 9, Activity 2, Comparing Constitutions


Comparing Constitutions U.S. Constitution Louisiana Constitution

Year of Ratification 1788 1974

Number of Revisions

Number of Amendments

Unique differences

Unit 10, Activity 1, Cause and Effect


Cause and Effect

Cause Effect

Unit 10, Activity 1, Process Guide


Process Guide

How has petroleum shaped Louisiana history?

Why is it necessary to trade with other nations?

How does supply and demand affect prices, and how do prices affect cost of living?

What could have been done differently in Louisiana to prevent an oil bust?

What are the pros and cons of the severance tax in Louisiana’s economic history?

How did the passage of NAFTA affect Louisiana’s economy?

How will CAFTA affect Louisiana? Give the pros and cons.

How will the disappearance of Louisiana’s wetlands affect the state’s economy?

Unit 10, Activity 6, Louisiana Festivals


Louisiana Festivals Festival Where When Parade Queen Food Dancing Rides Something

Unique

Shrimp Frog Rice

Sugarcane Festival Acadien

Jazz

Yambilee Crawfish

Duck Cattle Cotton

Cracklin Gumbo

Jambalaya Tamale Peach Pecan

Christmas Strawberry

Unit 10, Activity 6, Louisiana Festivals with Answers


Louisiana Festivals Festival Where When Parade Queen Food Dancing Rides Something

Unique

Shrimp Delcambre Sept. Yes Yes Yes Yes Blessing of

Shrimp Boat Fleet

Frog Rayne Sept. Yes Yes Yes Yes Yes Diaper Derby

Rice Crowley Oct. Yes Yes Yes Yes Yes Rice Cookery Contest

Sugarcane New Iberia Sept. Yes Yes Yes Yes Yes Sugar Cookery Contest

Festival Acadien Lafayette Oct. Yes Yes Folklife

Demonstrations

Jazz New Orleans April Yes Yes Louisiana Folklife Village

Yambilee Opelousas Oct. Yes Yes Yes Yes Yes Sweet Potato Exhibit

Crawfish Breaux Bridge May Yes Yes Yes Yes Yes Crawfish Races

Duck Gueydan Aug. Yes Yes Yes Yes Yes Skeet Shoot

Cattle Abbeville Oct. Yes Yes Yes Yes Yes BB Gun Tournament

Cotton Ville Platte Oct. Yes Yes Yes Yes Acadian Music

Cracklin Port Barre Nov. Yes Yes Yes Yes Cracklin Cookoff

Gumbo Bridge City Oct. Yes Yes Yes Gumbo Cooking Contest

Jambalaya Gonzales May Yes Yes Yes Car Show

Tamale Zwolle Oct. Yes Yes Yes Yes Yes Tamale Eating Contest

Peach Ruston June Yes Yes Yes Yes Peach Eating Contest

Pecan Colfax Nov. Yes Yes Yes Yes Yes Children’s Day Swine Basile Nov. Yes Yes Yes Yes Yes Pork Cook Off

Strawberry Pontchatoula April Yes Yes Yes Yes Yes Strawberry Strut

Grade 8 Social Studies - Lafayette Parish School · PDF fileGrade 8 Social Studies . Unit 1...

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