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									Unit 1, Activity 3, Population Trends




                                      Grade 8
                                   Social Studies




Blackline Masters, Social Studies, Grade 8         Page 1
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 3, Population Trends

                            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




Blackline Masters, Social Studies, Grade 8                                        Page 1
Louisiana Comprehensive Curriculum, Revised 2008
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
                    849,303                  1,238,241                  1,451,944
American
American
Indian               1,801                     12,065                    42,878

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




Blackline Masters, Social Studies, Grade 8                                          Page 2
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 4, Where Has the Population Gone?


                   Where Has the Population Gone?



     Parishes              Years                    Pictographs
                                             One Symbol = 50,000 People

Orleans,               2000:
Plaquemines,
St. Bernard
Parishes               2006:


East Baton Rouge,      2000:
Livingston, St.
Tammany Parishes
                       2006:




Blackline Masters, Social Studies, Grade 8                       Page 3
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 4, Where Has the Population Gone? With Answers



                     Where Has the Population Gone?

     Parishes               Years                    Pictographs
                                              One Symbol = 50,000 People
Orleans,                2000: 578,660                     11.5 pictographs
Plaquemines,
St. Bernard
Parishes                2006: 261,414                     5.2 pictographs


East Baton Rouge,       2000: 695,934                     13.9 pictographs
Livingston, St.
Tammany Parishes
                        2006: 774,483                     15.5 pictographs


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%.




Blackline Masters, Social Studies, Grade 8                                      Page 4
Louisiana Comprehensive Curriculum, Revised 2008
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.




Blackline Masters, Social Studies, Grade 8                                          Page 5
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 5, Louisiana’s Regional Characteristics: Graphic
                  Organizer


           Louisiana’s Regional Characteristics
                   Graphic Organizer
Region: ___________________________________________________________

Parishes Included:
___________________________________________________________

________________________________________________________________________




                                         Festivals




         Landmarks                                           Physical Features




                                         Region:




            Music                                                Religion




                                          Food




Blackline Masters, Social Studies, Grade 8                              Page 6
Louisiana Comprehensive Curriculum, Revised 2008
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.




Blackline Masters, Social Studies, Grade 8                                     Page 7
Louisiana Comprehensive Curriculum, Revised 2008
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




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



Blackline Masters, Social Studies, Grade 8                                   Page 9
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 10, Map 1: Migratory Routes of Early Immigrants


  Map 1: Migratory Routes of Early Immigrants
                                                    Contribution(s) to the
       Immigrants               Push/Pull Factor
                                                   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




Blackline Masters, Social Studies, Grade 8                          Page 10
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 10, Map 2: Louisiana Settlement of Early Immigrants

               Map 2: Louisiana Settlement by
                     Early Immigrants
                               Differences among the
       Immigrants                                       Cultural Contribution
                              Immigrants 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




Blackline Masters, Social Studies, Grade 8                             Page 11
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 10, Map 3: Native Americans of Louisiana

         Map 3: Native Americans of Louisiana
      Early Tribes               Existing Tribes   Cultural Contribution




Blackline Masters, Social Studies, Grade 8                        Page 12
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 10, Map 4: Modern Era Immigrants

              Map 4: Modern Era Immigrants
                           Approximate Time Period
                                                        Location of Settlement in
       Immigrants          (Decade) Influx Arrived in
                                                               Louisiana
                                  Louisiana

        Laotians


       Vietnamese


        Croatians


         Italians


         Cubans


         Haitians


        Hispanics




Blackline Masters, Social Studies, Grade 8                                Page 13
Louisiana Comprehensive Curriculum, Revised 2008
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              A       D
      economically sound decision.

   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




Blackline Masters, Social Studies, Grade 8                                   Page 14
Louisiana Comprehensive Curriculum, Revised 2008
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         List consequences of the New
location                                 Orleans location




Blackline Masters, Social Studies, Grade 8                          Page 15
Louisiana Comprehensive Curriculum, Revised 2008
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                  List consequences of the New
location                                          Orleans location
Location near mouth of Mississippi River led to   Below sea level - flooding
rapid growth and development
It was built adjacent to trading routes and       Susceptible to hurricanes
strategically located between ports.
Its location brought in a multi-cultural          Mosquitoes - Malaria
population.




Blackline Masters, Social Studies, Grade 8                                     Page 16
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 12, A Flowchart of a Louisiana Natural Resource



                                  A Flowchart of a Louisiana Natural Resource

                                     Resource:___________________________


     Origin of                            Method of                Processing of    Final
  Natural Resource                        Extraction               the Resource    Product




Blackline Masters, Social Studies, Grade 8                                             Page 17
Louisiana Comprehensive Curriculum, Revised 2008
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.




Blackline Masters, Social Studies, Grade 8                                      Page 18
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 1, Vocabulary Self-Awareness Chart



                  Vocabulary Self-Awareness Chart
Economic      +    √   -   Explanation             Example
Indicator




Blackline Masters, Social Studies, Grade 8                   Page 19
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                                       Page 20
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 4, Pay Me Now, or Pay Me Later

                       Pay Me Now, or Pay Me Later

                                    High School         Vocational          University
                                     Graduate          Certification         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
(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.




Blackline Masters, Social Studies, Grade 8                                           Page 21
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                          Page 22
Louisiana Comprehensive Curriculum, Revised 2008
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?




Blackline Masters, Social Studies, Grade 8                                     Page 23
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 6, Four Basic Economic Questions

                        Four Basic Economic Questions
                             Government controls the      Producers are directed to
   Command System            factors of production and    make and deliver goods
                             use.                         and services.


                             Economic decisions are       Resources are allocated
   Traditional System        based on customs,            by inheritance –
                             beliefs, and norms.          subsistence farming.

                             Individuals own the         Supply and demand –
   Market System             factors of production and   consumers and businesses
                             make their own economic     decide on what to produce
                             decisions.                  and purchase.


                                          Command              Market               Traditional

1. What to produce?


2. How to produce it?


3. How much to produce?


4. Who gets what is produced?




Blackline Masters, Social Studies, Grade 8                                               Page 24
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                            Page 25
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 6, Advantages/Disadvantages of Each Economic System


  Advantages/Disadvantages of Each Economic System

                                   Advantages         Disadvantages

    Command System



    Traditional System



      Market System




Blackline Masters, Social Studies, Grade 8                       Page 26
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                         Page 27
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 9, To Tax or Not To Tax

                            To Tax or Not To Tax
                          Products Sold Without Tariff
        Prices and Products              Possible                    Possible Producer’s
                                       Consumer’s                         Reaction
                                        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                   Producer’s Reaction
                                         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.




Blackline Masters, Social Studies, Grade 8                                          Page 28
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8              Page 29
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                          Page 30
Louisiana Comprehensive Curriculum, Revised 2008
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

          $5.00


          $4.00


          $3.00
Price $

          $2.00


          $1.00


              0
                            1           2          3           4          5
                            Quantity Supplied (1 = 1,000)




Blackline Masters, Social Studies, Grade 8                                         Page 31
Louisiana Comprehensive Curriculum, Revised 2008
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

          $5.00


          $4.00


          $3.00
Price $

          $2.00


          $1.00


              0
                            1           2          3           4          5
                                 Quantity Supplied (1 = 1,000)




Blackline Masters, Social Studies, Grade 8                                         Page 32
Louisiana Comprehensive Curriculum, Revised 2008
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

          $5.00


          $4.00


          $3.00
Price $

          $2.00


          $1.00


              0
                            1          2            3         4          5
                            Quantity Supplied (1 = 1,000)




Blackline Masters, Social Studies, Grade 8                                        Page 33
Louisiana Comprehensive Curriculum, Revised 2008
 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

          $5.00


          $4.00


          $3.00
Price $

          $2.00


          $1.00


               0
                             1          2            3         4          5
                             Quantity Supplied (1 = 1,000)




 Blackline Masters, Social Studies, Grade 8                                        Page 34
 Louisiana Comprehensive Curriculum, Revised 2008
 Unit 2, Activity 12, Equilibrium



                                   Equilibrium


          $5.00


          $4.00


          $3.00
Price $

          $2.00


          $1.00


              0
                          1         2          3         4    5
                              Quantity Supplied (1 = 1,000)




 Blackline Masters, Social Studies, Grade 8                       Page 35
 Louisiana Comprehensive Curriculum, Revised 2008
 Unit 2, Activity 12, Equilibrium with Answers



                                   Equilibrium


          $5.00


          $4.00


          $3.00
Price $

          $2.00


          $1.00


              0
                          1         2          3         4    5
                              Quantity Supplied (1 = 1,000)




 Blackline Masters, Social Studies, Grade 8                       Page 36
 Louisiana Comprehensive Curriculum, Revised 2008
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 two (2) choices the bakery can      What are the possible benefits associated with:
make regarding the rising prices?
                                                 Choice 1:




                                                 Choice 2:




                                                                    Costs
                                                 What are possible economic costs associated
                                                 with:

                                                 Choice 1:




                                                 Choice 2:




Blackline Masters, Social Studies, Grade 8                                       Page 37
Louisiana Comprehensive Curriculum, Revised 2008
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 two (2) choices the bakery can      What are the possible benefits associated with:
make regarding the rising prices?
                                                 Choice 1: (e.g., lower production costs, lower
   1. (e.g., purchase cheaper pecans from        price of pralines)
      out of state)
   2. (e.g., reduce production in order to
      adjust to demand until pecans become
      more affordable)


                                                 Choice 2: (reducing production lowers cost)




                                                                     Costs
                                                 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)




Blackline Masters, Social Studies, Grade 8                                         Page 38
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 13, RAFT Options for Housing Shortage

              RAFT Options for Housing Shortage
                 Role            Audience             Form             Topic
Option 1    College Student      Newspaper         Classified Ad    Searching for
                                  Readers                            Affordable
                                                                      Housing
Option 2     Real Estate          Potential        Newspaper Ad     Baton Rouge
                Agent            Customers                            Housing
Option 3     City Planner       City Council         Housing       Public Housing
                                                     Proposal
Option 4       Evacuee          Government            Letter         Temporary
                                 Officials                            Housing




Blackline Masters, Social Studies, Grade 8                                Page 39
Louisiana Comprehensive Curriculum, Revised 2008
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.
                  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.




Blackline Masters, Social Studies, Grade 8                                      Page 40
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 1, Vocabulary Self-Awareness Chart

                 Vocabulary Self-Awareness Chart

Civics       +    √ -   Explanation                Example
Vocabulary




Blackline Masters, Social Studies, Grade 8                   Page 41
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                       Page 42
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 2, Word Grid



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

                                        National            State            Shared
                                        Powers             Powers            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




Blackline Masters, Social Studies, Grade 8                                        Page 43
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 3, Branches of Government


                Branches of Government

                         ______________
                                  Branch

             Federal     Branch                          State


                Office                                   Office




            Qualifications                            Qualifications




           Terms of Office                           Terms of Office




    Separation of Power (Duties)                   Separation of Power
                                                        (Duties)




        Checks and Balances                        Checks and Balances




Blackline Masters, Social Studies, Grade 8                               Page 44
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 3, Principles of Government


               Principles of Government
    Action              Reaction             Branches   Principle
                                             Involved




Blackline Masters, Social Studies, Grade 8                     Page 45
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 4, Local Government


                       Local Government
Complete the chart using local government officials.


         Office                    Major                Branch of
                                Responsibility         Government




Blackline Masters, Social Studies, Grade 8                     Page 46
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 8, Taxes


                                   Taxes

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

Property

Income

Severance




Blackline Masters, Social Studies, Grade 8                       Page 47
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 13, Election 2000


                            Election 2000
                               Number of           Popular Vote
         State               Electoral Votes
                             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
Blackline Masters, Social Studies, Grade 8                   Page 48
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8         Page 49
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 13, Electoral Vote


                          Electoral Vote
                         Population   Number of      Number of
       State           (2000 Census) Congressional    Electoral
                                        Seats          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
Blackline Masters, Social Studies, Grade 8                Page 50
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8         Page 51
Louisiana Comprehensive Curriculum, Revised 2008
Unit 3, Activity 3, Specific Assessment Venn


                          Venn Diagram
   Branches of Government:_________________




Blackline Masters, Social Studies, Grade 8         Page 52
Louisiana Comprehensive Curriculum, Revised 2008
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.




Blackline Masters, Social Studies, Grade 8                                      Page 53
Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 1, Poverty Point: An Economic Legacy

                         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             Place of Origin
                                        People
         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




         Sources of Poverty Point Trade
BlacklineMaterialsSocial Studies, Grade 8
         Masters,                                                                Page 54
Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 1, Poverty Point: An Economic Legacy

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




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




Blackline Masters, Social Studies, Grade 8                                           Page 55
Louisiana Comprehensive Curriculum, Revised 2008
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?




Blackline Masters, Social Studies, Grade 8                                           Page 56
Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 4, Ethnic Settlement of Louisiana


                                         Ethnic Settlement of Louisiana

                                                                          What was the reason   List contributions of
                          Why did they come          Where did they
   Ethnic Group                                                            for choosing this    this ethnic group to
                           to Louisiana?           settle in Louisiana?
                                                                               location?         Louisiana history.

Acadians

Africans

French

Spanish

Islenos

Anglos




Blackline Masters, Social Studies, Grade 8                                                           Page 57
Louisiana Comprehensive Curriculum, Revised 2008
Unit 4, Activity 5, Pros and Cons of Louisiana’s Environment

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




Blackline Masters, Social Studies, Grade 8                     Page 58
Louisiana Comprehensive Curriculum, Revised 2008
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


Blackline Masters, Social Studies, Grade 8                       Page 59
Louisiana Comprehensive Curriculum, Revised 2008
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.
                  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.




Blackline Masters, Social Studies, Grade 8                                      Page 60
Louisiana Comprehensive Curriculum, Revised 2008
Unit 5, Activity 2, A Comparison of Cultures




                                       A Comparison of Cultures
         British             Acadians                      Acadians   Spanish (Louisiana)




Blackline Masters, Social Studies, Grade 8                                     Page 61
Louisiana Comprehensive Curriculum, Revised 2008
Unit 5, Activity 3, Affect of Legislation on Louisiana’s Acadians



           Affect of Legislation on Louisiana’s Acadians
           Intended Benefits                       Consequences




Blackline Masters, Social Studies, Grade 8                          Page 62
Louisiana Comprehensive Curriculum, Revised 2008
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                    Thomas Jefferson
                             (France)                          (United States)
Increased use of
New Orleans as
 a port of trade




France regains
possession of
  Louisiana




Haitian Revolt




 War between
 France and
  England




Blackline Masters, Social Studies, Grade 8                                      Page 63
Louisiana Comprehensive Curriculum, Revised 2008
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   (Potential for collecting and trading   (The continued use of New Orleans
New Orleans as       resources from North American         as a trading port for western United
 a port of trade                  interior)                               States)
 France regains     (Desire to establish Louisiana as a    (Fear of losing “right of deposit” in
 possession of     major trading port in North America      New Orleans cutting off profitable
   Louisiana          for the benefit/profit of France)        trade routes for western U.S.
                                                                         farmers)
Haitian Revolt     (Preoccupied / discouraged interest       (Either concern U.S. regarding
                       in Louisiana due to military           increased military presence of
                       losses/expense [e.g., rise of             French troops in Western
                        insurgents, yellow fever] )           Hemisphere or negotiate with
                                                           France to give up on Louisiana, i.e.
                                                                    sell New Orleans)
 War between          (Need to raise money, lose              (Opportunity to purchase New
  France and        distractions in North America)                       Orleans)
   England
(sample answers for key concept rubric)




Blackline Masters, Social Studies, Grade 8                                             Page 64
Louisiana Comprehensive Curriculum, Revised 2008
Unit 6, Activity 3, The Americanization of Louisiana RAFT




               The Americanization of Louisiana RAFT

               Role              Audience           Format          Topic
Option 1    News Reporter       United States      Front Page    Jefferson vs.
                                 Newspaper         Newspaper       Congress
                                  Readers            Article
Option 2    News Reporter       United States      Front Page    Livingston and
                                 Newspaper         Newspaper     Monroe’s Role
                                  Readers            Article    in the Louisiana
                                                                    Purchase
Option 3    News Reporter       United States      Front Page      Napoleon’s
                                 Newspaper         Newspaper         Military
                                  Readers            Article        Concerns
Option 4    News Reporter       United States      Front Page    U.S. Access to
                                 Newspaper         Newspaper      New Orleans
                                  Readers            Article
Option 5    News Reporter       United States      Front Page     The French
                                 Newspaper         Newspaper      Prospective
                                  Readers            Article




Blackline Masters, Social Studies, Grade 8                              Page 65
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                                         Page 66
Louisiana Comprehensive Curriculum, Revised 2008
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 /       (Constitutional)      (State constitution)
                            Cabildo)
  Political Units       (Church parishes)           (Counties)        Parish governments
    Religion                (Catholic              (Protestant        Religious tolerance
                           influenced)             influenced)
      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)




Blackline Masters, Social Studies, Grade 8                                         Page 67
Louisiana Comprehensive Curriculum, Revised 2008
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?




Blackline Masters, Social Studies, Grade 8                                      Page 68
Louisiana Comprehensive Curriculum, Revised 2008
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)




Blackline Masters, Social Studies, Grade 8                                        Page 69
Louisiana Comprehensive Curriculum, Revised 2008
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?




Blackline Masters, Social Studies, Grade 8                                       Page 70
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                                         Page 71
Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 1, Political Differences 1 with Answers

                        Political Differences 1

                        Southern Views           Northern Views                Results
  Governmental           Stronger state           Stronger federal      e.g., Virginia/Kentucky
  Philosophies         influences (states’           influences               Resolutions,
                             rights)                                      Nullification Crisis
Tariffs on Finished    Opposed because it        Supported; helped            e.g., Tariff of
       Goods              raised prices          Northern factories          Abominations /
                                                                          Nullification Crisis
 Taxes for Internal    Opposed; believed it     Supported; improved       e.g., failure to pass
Improvements (e.g.,       did not directly        interstate trade            Henry Clay’s
  canals, roads)       benefit the Southern                                American System
                      states, relied on water
                               routes
  National Bank              Opposed;             Supported; strict      President Jackson’s
                      disapproved of banks’      monetary policies       opposition; eventual
                         strict loan/credit     provided for a stable    closure of the bank.
                         policies for land            economy               Panic of 1837
                             purchases




Blackline Masters, Social Studies, Grade 8                                            Page 72
Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 1, Political Differences 2

                         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




Blackline Masters, Social Studies, Grade 8                            Page 73
Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 1, Political Differences 2 with Answers

                          Political Differences 2

      Events             Southern Interest        Northern Interest           Results
State representation,   One house, number of     One state, one vote    Great Compromise
   Constitutional        votes per state based
Convention of 1787           on population
Counting population     Desire to increase       Opposed to counting     3/5ths Compromise
  for House seats -     population counts by     slaves as population
 inclusion of slaves    counting slaves to
   (Constitutional      gain more House
Convention of 1787)     seats
Missouri statehood        Add Missouri as a      Opposed, disrupted          Missouri
                             “slave state”       balance in Congress       Compromise:
                                                                        Missouri and Maine
                                                                         admitted as states,,
                                                                           36°30”line set
California statehood    Opposed to free state    Favored new state,     Compromise of 1850
                              status             motivated by Gold
                                                       Rush




Blackline Masters, Social Studies, Grade 8                                          Page 74
Louisiana Comprehensive Curriculum, Revised 2008
Unit 7, Activity 5, RAFT Options



                    RAFT Options
       for the Union Occupation of New Orleans


                   Role              Audience         Format            Topic
                                                    Journal Entry
             Woman of Social
Option 1                           Family Members
                Status
                                                    Journal Entry
Option 2      Union Soldier        Family Members
                                                                     An event that
             A Free Person of                       Journal Entry    altered his/her
Option 3                           Family Members
                  Color                                             lifestyle during
                                                    Journal Entry       the Union
Option 4      A Secessionist       Family Members
                                                                     occupation of
            A Non-secessionist                      Journal Entry     New Orleans
Option 5                           Family Members
               (Unionist)
                                                    Journal Entry
Option 6         A Slave           Family Members
                                                    Journal Entry
Option 7   A Confederate Soldier   Family Members




Blackline Masters, Social Studies, Grade 8                                  Page 75
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                             Page 76
Louisiana Comprehensive Curriculum, Revised 2008
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      Political offices   Privileges (political   Loss of privileges
      Color           Voting privileges    and social) ended       and struggle for
                        for African       after Reconstruction        equality
                      American males
    Freedmen              Freedom          Lack of education,     Continued poverty
                      Voting privileges    forced into labor       and segregation
                        for African              roles
                      American males




Blackline Masters, Social Studies, Grade 8                                   Page 77
Louisiana Comprehensive Curriculum, Revised 2008
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




                                      Disputed
                                       electoral votes      Won by five electoral
      Compromise of 1877              – Florida             votes
      15 member Electoral            Republican           Final decision made
       Commission settled              winner                36 days after the
       the dispute                    Democrat had          election
      Won by one electoral            the popular          Longest election in
       vote                            vote                  100 years
                                      Controversial        Supreme Court
                                      Recounting of         halted the counting
                                       votes                 of votes in Florida




Blackline Masters, Social Studies, Grade 8                               Page 79
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                                       Page 80
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                              Page 81
Louisiana Comprehensive Curriculum, Revised 2008
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       Eliminate most freedmen from
                                    property                  voting and holding public
                                                                       offices
      Literacy Test             Most freedmen were          Eliminated most freedmen and
                             uneducated (former slaves),       most poor whites (small
                                interpretation of the            farmers)from voting
                              Constitution test usually
                                    administered
         Poll Tax           Usually associated with large    Eliminate lower economic
                                  property owners           classes of African Americans
                                                                     and whites
   Grandfather Clause         Eliminated practically all     Made some exceptions for
                                 African Americans          poor whites, allowing them to
                                                                         vote




Blackline Masters, Social Studies, Grade 8                                         Page 82
Louisiana Comprehensive Curriculum, Revised 2008
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.




Blackline Masters, Social Studies, Grade 8                                Page 83
Louisiana Comprehensive Curriculum, Revised 2008
Unit 9, Activity 2, Comparing Constitutions


                     Comparing Constitutions
                                U.S. Constitution   Louisiana Constitution
                                      1788                  1974
   Year of Ratification

   Number of Revisions

 Number of Amendments




    Unique differences




Blackline Masters, Social Studies, Grade 8                          Page 84
Louisiana Comprehensive Curriculum, Revised 2008
Unit 10, Activity 1, Cause and Effect


                           Cause and Effect

              Cause                                Effect




Blackline Masters, Social Studies, Grade 8                  Page 85
Louisiana Comprehensive Curriculum, Revised 2008
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?




Blackline Masters, Social Studies, Grade 8         Page 86
Louisiana Comprehensive Curriculum, Revised 2008
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




Blackline Masters, Social Studies, Grade 8                 Page 87
Louisiana Comprehensive Curriculum, Revised 2008
Unit 10, Activity 6, Louisiana Festivals with Answers

                             Louisiana Festivals
                                                                         Something
 Festival       Where         When Parade Queen Food Dancing Rides
                                                                          Unique
                                                                         Blessing of
 Shrimp       Delcambre       Sept.          Yes   Yes   Yes   Yes      Shrimp Boat
                                                                            Fleet
   Frog         Rayne         Sept.   Yes    Yes   Yes   Yes   Yes      Diaper Derby
                                                                        Rice Cookery
   Rice        Crowley        Oct.    Yes    Yes   Yes   Yes   Yes
                                                                           Contest
                                                                       Sugar Cookery
Sugarcane     New Iberia      Sept.   Yes    Yes   Yes   Yes   Yes
                                                                           Contest
 Festival                                                                  Folklife
               Lafayette      Oct.                 Yes   Yes
 Acadien                                                               Demonstrations
                                                                         Louisiana
   Jazz      New Orleans      April                Yes   Yes
                                                                       Folklife Village
                                                                        Sweet Potato
Yambilee      Opelousas       Oct.    Yes    Yes   Yes   Yes   Yes
                                                                           Exhibit
                Breaux
 Crawfish                     May     Yes    Yes   Yes   Yes   Yes     Crawfish Races
                Bridge
   Duck        Gueydan        Aug.    Yes    Yes   Yes   Yes   Yes       Skeet Shoot
                                                                            BB Gun
  Cattle       Abbeville      Oct.    Yes    Yes   Yes   Yes   Yes
                                                                         Tournament
  Cotton      Ville Platte    Oct.    Yes    Yes   Yes   Yes            Acadian Music
                                                                           Cracklin
 Cracklin     Port Barre      Nov.    Yes    Yes   Yes   Yes
                                                                            Cookoff
                                                                            Gumbo
 Gumbo        Bridge City     Oct.           Yes   Yes   Yes               Cooking
                                                                            Contest
Jambalaya      Gonzales       May                  Yes   Yes   Yes         Car Show
                                                                        Tamale Eating
 Tamale         Zwolle        Oct.    Yes    Yes   Yes   Yes   Yes
                                                                            Contest
                                                                         Peach Eating
  Peach         Ruston        June    Yes    Yes   Yes   Yes
                                                                            Contest
  Pecan         Colfax        Nov.    Yes    Yes   Yes   Yes   Yes      Children’s Day
  Swine         Basile        Nov.    Yes    Yes   Yes   Yes   Yes      Pork Cook Off
                                                                          Strawberry
Strawberry Pontchatoula       April   Yes    Yes   Yes   Yes   Yes
                                                                             Strut




Blackline Masters, Social Studies, Grade 8                           Page 88
Louisiana Comprehensive Curriculum, Revised 2008

								
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