Grade 8 Social Studies - Lafayette Parish School · PDF fileGrade 8 Social Studies . Unit 1...
Transcript of 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 Page 1 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
Unit 1, Activity 3, Population Trends with Answers
Blackline Masters, Social Studies, Grade 8 Page 2 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 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
Unit 1, Activity 4, Where Has the Population Gone?
Blackline Masters, Social Studies, Grade 8 Page 3 Louisiana Comprehensive Curriculum, Revised 2008
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
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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
Unit 1, Activity 5, Louisiana’s Regional Characteristics: Anticipation Guide
Blackline Masters, Social Studies, Grade 8 Page 5 Louisiana Comprehensive Curriculum, Revised 2008
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
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Louisiana’s Regional Characteristics Graphic Organizer
Region: ___________________________________________________________ Parishes Included: ___________________________________________________________ ________________________________________________________________________
Landmarks
Music
Food
Religion
Physical Features
Festivals
Region:
Unit 1, Activity 8, Vanishing Habitat
Blackline Masters, Social Studies, Grade 8 Page 7 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 8 Louisiana Comprehensive Curriculum, Revised 2008
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
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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
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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
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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
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Map 3: Native Americans of Louisiana
Early Tribes Existing Tribes Cultural Contribution
Unit 1, Activity 10, Map 4: Modern Era Immigrants
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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
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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
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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
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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
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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
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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
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Vocabulary Self-Awareness Chart Economic Indicator
+ √ - Explanation Example
Unit 2, Activity 3, Making Effective Economic Decisions
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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
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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
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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
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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
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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
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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
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Advantages/Disadvantages of Each Economic System
Advantages Disadvantages
Command System
Traditional System
Market System
Unit 2, Activity 7, Public and Private Sector
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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
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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
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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
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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
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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
Blackline Masters, Social Studies, Grade 8 Page 32 Louisiana Comprehensive Curriculum, Revised 2008
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 2: Supply and Demand
Blackline Masters, Social Studies, Grade 8 Page 33 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 34 Louisiana Comprehensive Curriculum, Revised 2008
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
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Quantity Supplied (1 = 1,000)
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
Blackline Masters, Social Studies, Grade 8 Page 36 Louisiana Comprehensive Curriculum, Revised 2008
Quantity Supplied (1 = 1,000)
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
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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
Blackline Masters, Social Studies, Grade 8 Page 38 Louisiana Comprehensive Curriculum, Revised 2008
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
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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
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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.
• 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 3, Activity 1, Vocabulary Self-Awareness Chart
Blackline Masters, Social Studies, Grade 8 Page 41 Louisiana Comprehensive Curriculum, Revised 2008
Vocabulary Self-Awareness Chart
Civics Vocabulary
+ √ - Explanation Example
Unit 3, Activity 2, Exclusive Powers of the National and State Governments
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Exclusive Powers of the National and State Governments
State Powers
National Powers
Shared Powers
Unit 3, Activity 2, Word Grid
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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
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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
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Principles of Government Action Reaction Branches
Involved Principle
Unit 3, Activity 4, Local Government
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Local Government Complete the chart using local government officials.
Office Major Responsibility
Branch of Government
Unit 3, Activity 8, Taxes
Blackline Masters, Social Studies, Grade 8 Page 47 Louisiana Comprehensive Curriculum, Revised 2008
Taxes
Type of Tax Level Taxed Who’s Taxed Sales Local and state Consumers
Property
Income
Severance
Unit 3, Activity 13, Election 2000
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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
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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
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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
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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
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Venn Diagram
Branches of Government:_________________
Unit 4, Activity 1, Poverty Point Trade
Blackline Masters, Social Studies, Grade 8 Page 53 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 54 Louisiana Comprehensive Curriculum, Revised 2008
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
Unit 4, Activity 1, Poverty Point: An Economic Legacy
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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.
Unit 4, Activity 2, Process Guide
Blackline Masters, Social Studies, Grade 8 Page 56 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 57 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 58 Louisiana Comprehensive Curriculum, Revised 2008
Pros and Cons of Louisiana’s Environment Pros (Benefits) Cons (Challenges)
Unit 4, Activity 7, Spanish Colonial Era/French and Indian War
Blackline Masters, Social Studies, Grade 8 Page 59 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 60 Louisiana Comprehensive Curriculum, Revised 2008
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.
• 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 5, Activity 2, A Comparison of Cultures
Blackline Masters, Social Studies, Grade 8 Page 61 Louisiana Comprehensive Curriculum, Revised 2008
A Comparison of Cultures
British Acadians Acadians Spanish (Louisiana)
Unit 5, Activity 3, Affect of Legislation on Louisiana’s Acadians
Blackline Masters, Social Studies, Grade 8 Page 62 Louisiana Comprehensive Curriculum, Revised 2008
Affect of Legislation on Louisiana’s Acadians
Intended Benefits Consequences
Unit 6, Activity 2, Chain Reaction
Blackline Masters, Social Studies, Grade 8 Page 63 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 64 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 65 Louisiana Comprehensive Curriculum, Revised 2008
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
Front Page Newspaper
Article
Livingston and Monroe’s Role in the Louisiana
Purchase Option 3 News Reporter United States
Newspaper Readers
Front Page Newspaper
Article
Napoleon’s Military Concerns
Option 4 News Reporter United States Newspaper
Readers
Front Page Newspaper
Article
U.S. Access to New Orleans
Option 5 News Reporter United States Newspaper
Readers
Front Page Newspaper
Article
The French Prospective
Unit 6, Activity 6, Compare and Contrast
Blackline Masters, Social Studies, Grade 8 Page 66 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 67 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 68 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 69 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 70 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 71 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 72 Louisiana Comprehensive Curriculum, Revised 2008
Political Differences 1
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
Blackline Masters, Social Studies, Grade 8 Page 73 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 74 Louisiana Comprehensive Curriculum, Revised 2008
Political Differences 2
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
Blackline Masters, Social Studies, Grade 8 Page 75 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 76 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 77 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 78 Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 10, Elections of 1876 and 2000 with Answers
Blackline Masters, Social Studies, Grade 8 Page 79 Louisiana Comprehensive Curriculum, Revised 2008
• 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
Blackline Masters, Social Studies, Grade 8 Page 80 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 81 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 82 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 83 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 84 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 85 Louisiana Comprehensive Curriculum, Revised 2008
Cause and Effect
Cause Effect
Unit 10, Activity 1, Process Guide
Blackline Masters, Social Studies, Grade 8 Page 86 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 87 Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, Social Studies, Grade 8 Page 88 Louisiana Comprehensive Curriculum, Revised 2008
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