Acadian Memorial Foundation, Inc. Save Our History Grant 2005 -2006
Let the Children Speak!
Educator’s
Guide
Lesson 4
Purpose of Lesson
To learn how to search for Acadians in
primary and secondary source documents and online sources
To learn how to write “first-hand”
stories based on historical research..
Resources
Arsenault, B. Histoire et
Genealogie des Acadiens, 4.
Atacapas y Opelousia 1771. Census Report.
Brun, Regis S. Liste des
prisonniers acxadiens au fort Edward, 1761-1762.SHA, Vol III, n.4, Avril,
Mai, Jun 1969, pg. 160-164.Census de Attakapas 1771
Census de Attakapas 1776 (Relevant copies prepared for this project)
DeVille, Winston. Attakapas Post: The Census of 1771 DeVille, Winston and Jane G. Bulliard, eds. Marriage Contracto of the Attakapas Post, 1760-1803, and Bulliard,
Jane G. and Liona T. David, eds. 1774 Census of Attakapas Post. Attakapas Historical Association, St.
Martinville, LA 1966. Diocese of Baton Rouge Catholic Church
Records. Vol. 2, 1770-1803
Les Acadiens a nantes au 18eme Siecle.:
Depart Pour La Louisiane. Feuille Maritime de Nantes. Juillet 20,
1785, L’Amite Ship Manifest
Hebert, Rev. Donald. “Southwest Louisiana Records: Church and Civil Records Vols. I, IA & 2, Eunice/Cecilia, LA.:
Private printing, 1974-90. [NOTE: Many libraries have this book in CD format
which can be searched in the library.]
Padroylista de los Milicianos y
Habitantes Acadianos. 25 de Abril 1766. Orchivo
General de Indias A Santo Domingo 2595.Library
of Congress
Segura, Pearl M. Jean
Mouton: Pioneer, Patriot. Attakapas
Gazette, Vol. XXII, No. 1, Spring 1987, pgs. 1-7.
Voohries, Jacqueline and Carl Brasseaux. Quest for the Promised Land.
Westerman, Audrey B. First
Land Owners and Annotated Census of Lafourche Interior Parish, LA (Lafourche
& Terrebonne)
Winzerling,
Oscar W. Acadian Odyssey. Baton
Rouge:Louisiana State University Press, 1955.
Save Our History Educators’ Manual, Grades
5-8, Activity 3: Oral History
Human
Resources
Early
Acadian Resource List <ADD URL>
Librarians and/or volunteer Genealogists in
the Genealogy section of public libraries Genealogical Societies.
Internet
Resources
Acadian and French-Canadian Ancestral Home Beginner’s Guide to Family History Research Cajun and Cajuns:Genealogy, History and Culture Early Acadian Resource List <ADD URL>
Fieldwork Basics, Louisiana Voices, Unit 2 Personal Experience Narratives The Beginner’s Guide to Family History Research
Worksheets
Ancestral Chart Worksheet PDF format Bibliography Worksheet <ADD URL>
Notetaking Worksheet (Add URL)
Research Notes Worksheet (Add URL)
Evaluation
Instruments
Rubric for Firsthand Biography
Activities
1.
Using the name of one of the
Acadian children assigned or chosen, demonstrate how to find that child’s
record in the on-line Ensemble Encore Database.
·
Click on Life Lines to access the Search screen.
·
Type the last name in the Surname box, press RETURN.
·
Search the list that is
accessed for the Acadian child’s name.
·
Click on that name to access the
data.
2.
Have students enter the
child’s, name on Line 1 on the Ancestral
Worksheet <http://c.ancestry.com/pdf/trees/charts/anchart.pdf>. Then, enter any other information found,
such as: born - date and place; married - date, place, and spouse; died - date
and place. The following codes indicate information that may be located for each:
·
b. = born - place and date
·
bt. = baptized or christened - place
and date
·
d/o = daughter of
·
m. = married - place and date
·
d. = died - place and date
3.
Continue adding information for: Father (Line
No. 2) and Mother (Line No. 3).
·
Enter the Father’s and Mother’s names in
the Ensemble Encore search box to
find information on them.
·
Search in Southwest Louisiana Records for
information on Paternal grandparents (Nos. 4 & 5), and Maternal
grandparents (Nos. 6 & 7). : Many libraries
have this book in CD format which can be searched by computer in the library.
4.
Contact your local public library to find
out if they have the books and documents listed in the Resource list above
and/or in the Let the Children Speak Bibliography and find out if librarians, volunteer
genealogists, or members of the local Genealogy Society can assist students in
researching in them. Arrange for
students to visit the library.
5.
Explain to students that they are doing
actual historical research and must document all sources that they use for
their stories. Introduce the Bibliography Worksheet <ADD URL> and show them
how and where to record information. Refer to the Bibliography for correct format for citing reference materials
6.
Distribute the Research Notes (ADD URL) Worksheet for students to use for
notetaking as they do further research in each Category: Life in Acadia Before the Deportation, Life Immediately After the
Exile, Life in Louisiana. Show them
how to enter important dates in the Time
Line section. and explain that they should enter dates as they are found, and
rearrange them chronologically later. Remind students to record all bibliographic information on their Bibliography Worksheets.
If students need lessons on how to take notes, access Fieldwork Basics
[NOTE: The Research Notes worksheet
is a Word document designed to be printed on both sides of one sheet of
paper. Another option is to just print
the file as two pages and staple them together. To print on both sides, follow these directions:
·
Click on the file and select
"Open", then select "Print" from the File Menu.
·
Select "Layout" on
the print screen then choose “Print both sides”. This step may not be necessary
with some printers.
·
Follow directions for
reinserting printed page(s) so second page will print on back of first page.
·
The worksheet must be folded in
half to produce a four-sided “book” for recording information.]
6.
The Family
Group Record can be used
if students desire to record information on the extended family. Two different ones are linked in the Internet
Resources section above; choose the one that will work best for your students.
7.
Search in the Census de Attakapas 1771 and Census
de Attakapas 1776 for the child’s name, New information for categories on the Ancestral Worksheet might be found here
and can be added. Also, students may
find interesting facts about siblings, material goods that were owned, slaves,
etc. These should go on their Research Notes worksheets or in a
Journal.
8.
Have students do further research in
resources listed in the Let the Children Speak Bibliography. You may be able to check out some of the books from local libraries, but many
primary source documents cannot be brought to the classroom. Enlist the help of parents to get students to
the public libraries and court houses, and request help from librarians,
genealogists, and local genealogy societies. Remind students to record all bibliographic information on their Bibliography Worksheets
9.
Encourage students to have their parents
take them to do further research by visiting area museums and Commemorative
areas and the Center for Louisiana Studies in the Dupre Library at University
of Louisiana Louisiana. See the Early Acadian Resource List <ADD URL> for places and names of contact persons.
10.
Have students rearrange the entries in
their Time Lines chronologically, then complete a Story Map to outline the major points in their stories.
11.
Access the Jean Mouton Script script and either print copies for
the students or display it on a large screen in the classroom, then read it to
them as they follow. This is one of the
actual scripts used for the Audio Interactive Exhibit that accompanies The Arrival
of the Acadians Mural at the Acadian Memorial, and should be shared as a
model of the type of story that students will be writing. Point out how it is written as a “first-hand”
account, contains actual historical facts, and reveals the emotions of the
child.
12.
Students should now be able to begin writing stories about the child they
researched. Have them:
·
use the Story Map as a guide. They
should expand on each entry, to include factual information discovered in their
research;
·
write as though they were the
actual child, viewing and telling about what they lived through;
·
include emotional wording and
statements.
If
they need help with story writing, access Personal
Experience Narratives for guidance.
13.
Have students cite references
by copying their bibliographic information at the end of their stories.
14.
Plan a format for presenting
the students stories. You might consider
oral presentations in the classroom or for the public, or perhaps sound or
video recordings of the presentations. After the presentations, have them share what they liked about each
student’s presentation by making specific “I liked . . . “ statements about
such things as the accurateness of the facts, the relevance of the insights,
the student’s voice modulation and expressiveness, etc.
Evaluation
1. Evaluate student stories with the Rubric for Firsthand Biography
2. Evaluate student performances with the Oral Presentation Rubric
Extensions
1.
Students may be able to find more
information on their subjects on some of the major genealogy sites on the
Internet. Have them search on the
following sites:
· Acadian and French-Canadian Ancestral Home · Cajun and Cajuns:Genealogy, History and Culture
2. Learn more about how to search for family histories at The Beginner’s Guide to Family History Research
Louisiana
Content Standards
ELA-5-E2 Locating
and evaluating information sources (e.g., print materials, databases, CD-ROM
references, Internet information, electronic reference works, community and
government data, television and radio resources, audio and visual materials). (1, 3, 4, 5)
ELA-5-E3 Locating,
gathering, and selecting information using graphic organizers, simple
outlining, note taking, and summarizing to produce texts and graphics. (1, 3, 4)
H-1A-M4 Analyzing
historical data using primary and secondary sources. (1, 2, 3, 4)
ELA-6-E1 Recognizing
and responding to United States and world literature that represents the
experiences and traditions of diverse ethnic groups. (1, 4, 5
ELA-1-E6 Interpreting
texts to generate connections to real-life situations; (1, 2, 4)
ELA-2-E3 Creating
written texts using the writing process. (1, 4)
H-1A-M2 Demonstrating
historical perspective through the political, social, and economic context in
which an event or idea occurred. (1, 2,
3, 4)
H-1B-E2 Relating
the history of the local community and comparing it to other communities of
long ago. (1, 2, 3, 4)
H-1D-M1 Describing
the contributions of people, events, movements, and ideas that have been
significant in the history of Louisiana. (1, 3, 4)
H-1A-M1 Describing
chronological relationships and
patterns. (1, 3, 4)
ELA-5-E5 Giving
credit for borrowed information by telling or listing sources. (1, 4)
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