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Reflection
Researching the topic "The Cajun People of Louisiana" has been very intriguing and educational for me. Although I am from southern Louisiana, I did not know the history of my ancestors, their struggles, and how we became known as Cajuns. During this research, I have gained vast knowledge of not only my people, but knowledge of a group of unique people.
A) As a child growing up I knew that some of my ancestors were French, and understood that that they had traveled to southern Louisiana directly from France. Although there were settlers that came directly from France, my ancestors did not. These individuals actually came from Acadia, which is now called Nova Scotia, and were forced out of Acadia by the British for not swearing their loyal oath to the Royal Crown of Britain. Upon settling in southern Louisiana the Acadians were not accepted by all, and were not allowed to marry or really socialize outside of their kind. This was a real eye opening for me. I did not realize that these people had gone through so much hardship throughout their lives. Now that I live in North Carolina, I have wondered why I would get teased or picked upon for incest. Of course I always denied it because I did not know or understand the hardships that the Cajuns (Acadians) had endured through their travels. I did not realize that in order for them to survive in the new found land of Louisiana, that they had to marry within the Cajuns.
I have also learned that not just anyone that is from the State of Louisiana is Cajun. It seems that "Cajuns" transpired form the settlers from Nova Scotia, and have spread out in mainly the southern part of Louisiana around the Atchafalaya Basin, however, the main concentration of Cajuns are in Lafayette. So, If you are from the northern part of Louisiana, you have a good chance that you may not be Cajun.
The Cajun French has always been a mystery to me as well. As a child I desperately wanted to learn the language, but told I was not allowed to. I would listen to my grandmother speak Cajun French and would wish that I was able to speak it myself. Of course as a child, I pretend to be speaking it as I played. Once I asked my grandmother if she would teach me Cajun French, and she said no that we were not supposed to learn to speak it. You see, my grandmother did not teach any of her children or grand children to speak Cajun French, we were not supposed to learn it. However, I do remember the times that she would speak in French; these were the times that she did not want us children to know what she was talking about. So, this was the reason I thought that we were not suppose to learn it. From the research and information I gathered, I do understand why my grandmother would have told us we were not suppose to learn it. See, she was born in the early 1900s. This was a time when the government of Louisiana began to make speaking Cajun French against the law for students. They were not allowed to speak Cajun French on or around school grounds. If anyone was caught speaking the Cajun French around school, they would be severely punished. Now after learning this information, I do understand why my grandmother would have possible told us grandchildren this. It was not until til the 60s-80s that politicians began to bring back the native language of Cajuns. From then on, the language has been striving as well as being passed on through generations.
B) This research project well connects with National and State Standards in multiple ways. Using this content, students are able to use the 5 themes of geography, compare and contrast cultures, analyze the impact of contributions that the Cajun culture has had and has on Louisiana, explain changes that the United States and the people of Louisiana have had through history (Louisiana Purchase), compare the human and physical characteristics of the people of Louisiana, students can also analyze how the Acadians had to over the change in geographic location to meet the needs of their community and people, students can summarize elements that determine and define the region of the Cajun population as well as compare and contrast different regions, students can also explain the impact the different cultures of southern Louisiana had on the people and region, and analyze how the Acadians adapted to their surroundings to survive and strive as a people.
Using Standards such as:
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities
and regions over time.
3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions 3.H.2.1 Explain change over time through historical narratives (events, people and places).
3.G.1.1 Find absolute and relative locations of places within the local community and region.
3.G.1.2 Compare the human and physical characteristics of places.
3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs.
3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions,
community, state, nation and world.
3.G.1.6 Compare various regions according to their characteristics.
3.C.1.1 Compare languages, foods and traditions of various groups living in
local and regional communities.
5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and
American Indian groups, based on accuracy of historical information (beliefs, fears and
leadership).
5.G.1.1 Explain the impact of the physical environment on early settlements in the New World.
5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the
United States, past and present.
5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull
factors (why people left/why people came).
5.C&G.1.1 Explain how ideas of various governments influenced the development of the United States
government (Roman, Greek, Iroquois, and British).
5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.
5.C.1.2 Exemplify how the interactions of various groups have resulted in borrowing and sharing of
traditions and technology
5.C.1.3 Explain how the movement of goods, ideas and various cultural groups influenced the
development of regions in the United States.
5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms)
reflect the lifestyles, beliefs and struggles of diverse ethnic groups.
C) The information that I have learned from creating this project is invaluable as a teacher. Now, I have a better understanding of my heritage as well as the geographic region of Louisiana. Having this information is very dear to me, and proves powerful when inspiring students to learn about their ancestry Class assignments, such as constructing a family tree, may be more of interest to students after the teacher describes this great project that (s)he has researched about their own family history. Inspiration is vital for successful teaching.
Doing the research has also taught me about a very famous and important part of American history; The Louisiana Purchase. As I am teaching about the history of the United States, and how states became a part of the United States, my now known knowledge of this part of history will help in teaching the content. For instance; learning that the Louisiana territory had changed from being controlled by Spain and then to being controlled by France due to a treaty negotiated by Napoleon, and then to be sold to the United States. Louisiana changed hands many times before becoming part of the United States. Now that I better grasp and understand how political influences determine how land is bought, sold, and traded, I am able to teach students a more in depth understanding of the content that is being taught.
Now that I have a better understanding and respect for a culture, because I come from a culture that is significantly different than most, I have first hand experience at being different. Although another culture may be different, there may always be a student in your class that comes from another culture and students may see them as different and not welcome them into the class. As a teacher, teaching your students to welcome others into the learning community is always a great way to build a classroom community, and to make each student feel welcome and equal in that community.
A) As a child growing up I knew that some of my ancestors were French, and understood that that they had traveled to southern Louisiana directly from France. Although there were settlers that came directly from France, my ancestors did not. These individuals actually came from Acadia, which is now called Nova Scotia, and were forced out of Acadia by the British for not swearing their loyal oath to the Royal Crown of Britain. Upon settling in southern Louisiana the Acadians were not accepted by all, and were not allowed to marry or really socialize outside of their kind. This was a real eye opening for me. I did not realize that these people had gone through so much hardship throughout their lives. Now that I live in North Carolina, I have wondered why I would get teased or picked upon for incest. Of course I always denied it because I did not know or understand the hardships that the Cajuns (Acadians) had endured through their travels. I did not realize that in order for them to survive in the new found land of Louisiana, that they had to marry within the Cajuns.
I have also learned that not just anyone that is from the State of Louisiana is Cajun. It seems that "Cajuns" transpired form the settlers from Nova Scotia, and have spread out in mainly the southern part of Louisiana around the Atchafalaya Basin, however, the main concentration of Cajuns are in Lafayette. So, If you are from the northern part of Louisiana, you have a good chance that you may not be Cajun.
The Cajun French has always been a mystery to me as well. As a child I desperately wanted to learn the language, but told I was not allowed to. I would listen to my grandmother speak Cajun French and would wish that I was able to speak it myself. Of course as a child, I pretend to be speaking it as I played. Once I asked my grandmother if she would teach me Cajun French, and she said no that we were not supposed to learn to speak it. You see, my grandmother did not teach any of her children or grand children to speak Cajun French, we were not supposed to learn it. However, I do remember the times that she would speak in French; these were the times that she did not want us children to know what she was talking about. So, this was the reason I thought that we were not suppose to learn it. From the research and information I gathered, I do understand why my grandmother would have told us we were not suppose to learn it. See, she was born in the early 1900s. This was a time when the government of Louisiana began to make speaking Cajun French against the law for students. They were not allowed to speak Cajun French on or around school grounds. If anyone was caught speaking the Cajun French around school, they would be severely punished. Now after learning this information, I do understand why my grandmother would have possible told us grandchildren this. It was not until til the 60s-80s that politicians began to bring back the native language of Cajuns. From then on, the language has been striving as well as being passed on through generations.
B) This research project well connects with National and State Standards in multiple ways. Using this content, students are able to use the 5 themes of geography, compare and contrast cultures, analyze the impact of contributions that the Cajun culture has had and has on Louisiana, explain changes that the United States and the people of Louisiana have had through history (Louisiana Purchase), compare the human and physical characteristics of the people of Louisiana, students can also analyze how the Acadians had to over the change in geographic location to meet the needs of their community and people, students can summarize elements that determine and define the region of the Cajun population as well as compare and contrast different regions, students can also explain the impact the different cultures of southern Louisiana had on the people and region, and analyze how the Acadians adapted to their surroundings to survive and strive as a people.
Using Standards such as:
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities
and regions over time.
3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions 3.H.2.1 Explain change over time through historical narratives (events, people and places).
3.G.1.1 Find absolute and relative locations of places within the local community and region.
3.G.1.2 Compare the human and physical characteristics of places.
3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs.
3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions,
community, state, nation and world.
3.G.1.6 Compare various regions according to their characteristics.
3.C.1.1 Compare languages, foods and traditions of various groups living in
local and regional communities.
5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and
American Indian groups, based on accuracy of historical information (beliefs, fears and
leadership).
5.G.1.1 Explain the impact of the physical environment on early settlements in the New World.
5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the
United States, past and present.
5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull
factors (why people left/why people came).
5.C&G.1.1 Explain how ideas of various governments influenced the development of the United States
government (Roman, Greek, Iroquois, and British).
5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government.
5.C.1.2 Exemplify how the interactions of various groups have resulted in borrowing and sharing of
traditions and technology
5.C.1.3 Explain how the movement of goods, ideas and various cultural groups influenced the
development of regions in the United States.
5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms)
reflect the lifestyles, beliefs and struggles of diverse ethnic groups.
C) The information that I have learned from creating this project is invaluable as a teacher. Now, I have a better understanding of my heritage as well as the geographic region of Louisiana. Having this information is very dear to me, and proves powerful when inspiring students to learn about their ancestry Class assignments, such as constructing a family tree, may be more of interest to students after the teacher describes this great project that (s)he has researched about their own family history. Inspiration is vital for successful teaching.
Doing the research has also taught me about a very famous and important part of American history; The Louisiana Purchase. As I am teaching about the history of the United States, and how states became a part of the United States, my now known knowledge of this part of history will help in teaching the content. For instance; learning that the Louisiana territory had changed from being controlled by Spain and then to being controlled by France due to a treaty negotiated by Napoleon, and then to be sold to the United States. Louisiana changed hands many times before becoming part of the United States. Now that I better grasp and understand how political influences determine how land is bought, sold, and traded, I am able to teach students a more in depth understanding of the content that is being taught.
Now that I have a better understanding and respect for a culture, because I come from a culture that is significantly different than most, I have first hand experience at being different. Although another culture may be different, there may always be a student in your class that comes from another culture and students may see them as different and not welcome them into the class. As a teacher, teaching your students to welcome others into the learning community is always a great way to build a classroom community, and to make each student feel welcome and equal in that community.
The slide show below are various photos taken by Shaun Drum in Southern Louisiana in 2012. These photos show multiple aspects and historical information of the land and Cajun culture.