Ch. 6 Louisiana's French Colonial Era


Greg English
OAK PARK MIDDLE MIDDLE 


Overview:
Louisiana's strong ties to French culture had to begin somewhere and this chapter takes us back to that early time of March 3, 1699 - Mardi Gras day.
Approximate Duration:  two weeks of 45 minute classes
Content Standards:
  • History: Time, Continuity, and Change
         Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
Benchmarks:
  • H-1A-M1
         describing chronological relationships and patterns;
  • H-1A-M3
         analyzing the impact that specific individuals, ideas, events, and decisions had on the course of history;
  • H-1D-M1
         describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana;
Grade-Level Expectations (GLEs):
  • Historical Thinking Skills
    Grade 8

    62. Construct a timeline of key events in Louisiana history

    (H-1A-M1)

    66. Analyze how a given historical figure influenced or changed the course of Louisiana’s history

    (H-1A-M3)
  • Louisiana History

    71. Describe major early explorers and explorations significant to Louisiana or early settlers in Louisiana

    (H-1D-M1)

    75. Describe the contributions of ethnic groups significant in Louisiana history

    (H-1D-M1)
Interdisciplinary Connections:  
  • English/Language Arts : Standard 3
         Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
  • English/Language Arts : Standard 4
         Students demonstrate competence in speaking and listening as tools for learning and communicating.
Objectives:
The students will: have a better grasp on how Louisiana's rich French culture came into being through the textbook worksheets.
The students will: write the basic facts on the early explorers and settlements.
The students will: take part in a teacher written play called the "Pelican girls".
The students will: will create a "paper quilt" showing their mastery of the facts and information present in this chapter.
The students will: will review the facts by taking quizzes online at QuizLab.com.
Lesson Materials and Resources:
Worksheets related to chapter
Copies of the "Pelican Girls" play
Textbooks
Rubrics for quilt
Technology Tools and Materials:

Hardware:
LCD Projection Unit

Software:
Power-Point

Websites:
•Mr. E's website -Louisiana101
      http://www.louisiana101.com/
•Paul's Louisiana history website
      http://www.paulblankenship.com/

Other:

Background Information:
Students should have a limited knowledge of Louisiana history based on their fourth grade classes and 7th grade American history
Lesson Procedures:
Every Day: As students enter the room they are given a "LaGumbo" worksheet as a daily bell-ringer. On the overhead projection screen they will first copy the Louisiana Fact of the Day (from Louisiana 101.com) then do the constructive response question based on LEAP material. Answers will be written on the LaGumbo work sheet and turned in for a grade. At that point the daily lesson will begin with the projection Power-Point slideshow. The students will take notes on their daily "Fact Sheet" specific to that day's lesson.


Day one: The lesson begins by talking about Joliet and Marquette, LaSalle and their exploration of the Mississippi River. The students will take notes on their daily "Fact Sheet" specific to that day's lesson.

Day two: The second lesson concentrates on Iberville and Bienville and their exploration of the Mississippi River and the early forts and settlements. The students will take notes on their daily "Fact Sheet" specific to that day's lesson.

Day three: Day three concentrates on Fort Maurepas and Boulaya and the trouble Bienville’s struggles with colonialists. The students will take notes on their daily "Fact Sheet" specific to that day's lesson.

Day three: Today selected students will read their part in the play "The Pelican Girls". At the end there will be a "best actress" and "best actor" award for the reads.

Day four: will cover the proprietorship of Crozat and Governor Cadillac. The students will take notes on their daily "Fact Sheet" specific to that day's lesson.

Day five: Will cover the founding of Natchitoches and the story of St. Denis. The students will take notes on their daily "Fact Sheet" specific to that day's lesson.

Day six: We will look at the beginning of John Laws term as "owner" of the Louisiana colony. The students will also be assigned the "French Era 'baseball card' project" which will be due Friday (day ten).

Day seven: After looking at John Laws career as proprietor of the Louisiana colony students will complete a French ear settlement map due tomorrow.

Day eight: Includes a study of the Code Noir or Black Codes in early Louisiana.

Day nine: Covered will be the end of Bienville's 40 years in "office". Students will be assigned the Ch. 6. Quilt project.

Day ten: We will cover Governor Marquis de Vaudreuil, Kerlerec's terms and the final days of the first French rule. Students will complete the French Trading worksheet.

Day eleven: Students will work on the French Era timeline and turn in their Quilt assignments

Day twelve: Stuents will learn th colonial game 9-Men Morris, The game may carry over until tomorrow.

Day thirthteen:

Day fourteen: We will use a "Millionaire" or "Jeopardy" game as a review for tomorrow's test.

Day fifteen: Final test on Chapter 6 along with an Agenda test of the facts of the Day.

Assessment Procedures:
At the end of the unit students will complete a paper "quilt" covering the main characters and invents in the lesson.
Accommodations/Modifications:
My 504 and resource students will get repeated instructions, worksheet, extended time for paperwork and/or tests plus to opportunity to improve their grades online.
          ----- written by Greg English  

Reproducible Materials:
Explorations and Extensions:
Students will have the opportunity to earn extra credit by taking relevant quizzes on QuizLab.com.
Lesson Development Resources:
Textbook
20+ years of teaching from various texts
and my extensive travel around the state
Reflections:
Being that this is the first time teaching from the new text something may take a little longer or less than early expectations

 

 

www.Louisiana101.com website copyright © 2009 Greg English