Harriet J. Bauman and John C. Warner
Objective One:
The first and perhaps most elementary objective of the unit is to introduce a Frenchspeaking culture present in the United States to students of French on the Junior or Senior High School level. The Acadians are a Frenchspeaking people who have settled in Louisiana for the most part, although there are small groups of Acadians in Maine, Massachusetts and Rhode Island.
A.
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One way to introduce a culture to students who generally have little knowledge of geography is to locate the areas of interest on a map. This gives the students a chance to orient themselves and to recognize the wider world.
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B.
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It is often helpful to show students pictures of different geographical locations which are important to the unit of study. For example, it is most helpful to make a collection of pictures of the Acadian migration from Nova Scotia through eastern Canada down through the United States to Louisiana. A unique way to tell the story of the Acadian migration is to act out a skit with students in which you and they are participants in the migration. Students will, in being active participants, understand more clearly some of the unique experiences of the Acadians as well as some of the problems which face a displaced people.
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Objective Two:
The second objective of the unit is to examine the roots or history of the Acadians. We recommend that, although the history of a people is important and helps to understand the presentday culture, more time be spent on modernday customs of the Acadians. Only a short period of time—a couple of days—need be devoted to the study of Acadian history. The historical portion of the cultural exploration can best be handled by the students in the following manner:
A.
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The teacher can assign reports on different aspects of the target culture. This simply involves a couple of trips to either the school or public library for students to do some exploration through the reference materials.
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B.
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Have students present their reports orally. Encourage dramatic preparation. You will find that even your more difficult students will enjoy being the focus of attention in the classroom. We have found, in the past, that the learning experiences of the students are enriched by activities which focus on active rather than passive learning.
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C.
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After all the materials have been collected and presented, the students might organize a time line of important events which, after being decorated could be displayed in the classroom.
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Objective Three:
The third objective of the unit is to learn specifically about the Acadian culture.
A.
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The best way to learn about a specific culture is to study the folk literature of the culture. For this reason, folk literature in English to be read with students will be included in the bibliography. In addition to the folk literature, we have discovered a cultural uniqueness in music, dance, games, and toys which we will explore in detail below.
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B.
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To attain this objective, certain topics will be studied:
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1.
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Traditions, customs, and festivals: These three topics can be approached in a similar fashion. Ideally, it is our intention to expose students to family life, the role of the family, occupations unique to the culture, pastimes and celebrations such as weddings, funerals, birthdates, saints’ days, Christmas and Easter. Exposure to these topics can take on several forms: filmstrips are available to explore different topics, speakers can be invited to talk to students. In addition, it may even be possible to interview family members of students who have Acadian ancestors.
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2.
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Food: It is common classroom practice to teach about the customs surrounding the purchase and preparation of French food. A similar study of Creole food including customs and recipes will enhance such a unit.
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3.
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Dress:
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A.
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Everyday: Everyday dress is much the same as that of other Americans.
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B.
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Festival: As in France, people wear regional or native costumes on special occasions and holidays. Examples of native costumes can be seen in movies, filmstrips, postcards, books and other pictures. Artistic students might want to draw pictures illustrating dress or to make costumes for dolls or for themselves.
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Objectives Four and Five:
The fourth and fifth objectives of the unit are to examine the Acadian influence in the United States and the influence that the American culture has had on the Acadian. As one culture is integrated into another, each culture gives of itself to create a new and diverse cultural mix.
A.
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Architecture: A study of the buildings of New Orleans including French, Spanish and American influences can lead to studentconstructed models. A comparison of “Cajun” plantations and other southern plantations might show how one culture has influenced the other.
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B. Food: In this area of the South, the regional cooking is a mixture of Spanish, French, and Créole cuisine. Students can study and prepare Créole recipes as a part of their Acadian festival.
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C. Festivals and Holidays: As a class project, students could write to the Louisiana Bureau of Tourism or the Bureau of Acadian Affairs to explore which Acadian festivals or holidays are widely celebrated, and how their celebration has influenced different state holidays.
D.
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Music and Dance: Students may be able to listen to regional French music on shortwave radio. This regional music is not American by virtue of language nor is it French by virtue of style. It is a unique mixture of both cultures. There are many ethnic dance companies which tour the United States. Perhaps students could participate in a schoolorganized field trip to see performances of ethnic works by dancers in costume.
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E.
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Art and Architecture: The tourist bureau of New Orleans may furnish a list of local artists who are involved in the creation of native crafts. Books on regional art illustrate the influence of the Acadian culture in the local arts.
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F.
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Language: Cassette recordings of “Cajun” dialect will show students that although the dialects stem from French, they sound quite different from the Parisian French taught in schools. A “Cajun” dialect dictionary may illustrate the American influence on the language. Likewise, many American patterns of speech of the region are widely influenced by the French language.
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The following is a list of Cajun terms with their French and English equivalents.
CAJUN
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FRENCH
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ENGLISH
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jongler
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penser
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to think
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asteur
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maintenant
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now
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ouiai
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oui
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yes
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haler
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tirer
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to pull
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boFte
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bo”te
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box
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naiyer
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noyer
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to drown
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quofaire
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pourquoi
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why
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j’eus
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je suis
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I am
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froumi
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fourmi
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ant
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fremer
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fermer
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to close
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parousesse
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paroisse
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parish
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poésson
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poisson
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fish
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visotes
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vous autres
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you guys
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none
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oncle
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uncle
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zozo
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oisseau
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bird
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Several Cajun French words whose meanings are unknown in French dictionaries:
babiche—a cable or cord
marron—wild
brHlot—a little black fly that attacks eyes, nose and mouth and burns them
cayak—a male buffalo
cotonier—cottonwood tree
créole—native white person of French parents born in the Mississippi Valley
metiz—mixture of white and indian
mul‰tre—mixture of black and white
poisson armé—fresh water fish with a pointed head
piroque—a dugout canoe
bride abattue—with all haste
quatre cents coups—escapades
bagueller—to speak without rhyme or reason
brouhaha—a tactful argument, an exciting conversation
un bardibaba—a noise, a disorganized train
un gali macha—full of scrambled words
jaserie—conversation, mixture of words
un ratatouille—(in French known as a vegetable stew)—a quarrel between husband and wife
un trembalisement—a big surprise
un chombonhourrah—a celebration
un chainfourah—a bad situation
un ouaouaron—a frog