Return to the Northeast Title Page.
Return to the Lessons Home Page.
CONNECTION TO THE NATIONAL GEOGRAPHY STANDARDS:
The geographically informed person knows and understands:
Std. 6 - How culture and experience influence people’s perceptions
of places and regions.
Std. 9 - The characteristics, distribution, and migration of
human population on Earth’s surface.
Std. 17 - How to apply geography to interpret the past.
CONNECTIONS TO THE NEW YORK STATE STANDARDS FOR MODERN
LANGUAGES:
Std. 2.1 - Effective communication involves meanings that go
beyond words and require an understanding of perceptions, gestures, folklore,
and family and community dynamics. All of these elements can affect whether
and how well a message is received.
OBJECTIVES (to know, to do, and to be like)
1. Students will locate communities with Francophone minorities on
a New England map, and discuss the patterns that they found.
2. Students will describe the reasons why French Canadians emigrated
to New England in the 19th and 20th centuries.
3. Students will discuss Franco-American experiences in New England
(isolation and assimilation) both in English and in French.
4. Students will prepare a Christmas holiday treat from a Franco-American
recipe.
MATERIALS: Activity Worksheet (in pdf format), thematic population map of French ancestry, table of French speaking communities (included in the Activity Worksheet), Outline Map of New England, a graphic of the three Franco-Flags, color dot stickers, computer with internet connections, kitchen availability (optional).
PROCEDURES:
1. As an introduction, show the students the three flags of Franco-America.
Ask them to explain some of the symbolism. What do these people have to
do with New England?
2. Have students look at the thematic map of Persons of French-Canadian
Ancestry (per 1000 Population). Discuss with students why this ethnic group
is concentrated in Louisiana and New England.
3. Next the students make a Franco Map of New England. Use the table
French-Americans in New England. Place a red dot
on towns with over 20,000 Franco-Americans; blue dot if the population is 10,000-19,999;
green dot if population is 5,000-9,999;
and yellow dot if population is under
5,000.
Discuss the patterns seen (proximity to Canada and location of mill
towns).
4. Have students do a background reading about the French-Canadian
Experience in New England. Make sure to distinguish between
the Québecois who settled mainly in the mill towns (Lowell, MA or
Lewiston, ME) and the Acadians who live mostly in the St. John Valley along
the border of Maine and New Brunswick.
5. Visit the website titled Franco-American Connections (http://www.mainewriter.com/index.html).
Read the articles written by Juliana L’Heureux for the Portland Press Herald.
They provide good cultural background about the French-speaking communities
of New England towns, known as Petit-Canada.
6. At this time, have the students write a paragraph or two about the
Franco-Americans: the importance of family, the church, working at the mills,
or whatever topic you find appropriate.
7. Many Franco-Americans today do not speak French any longer. They
have been assimilated into mainstream American culture. Brainstorm with
students why this has happened.
8. Also discuss that many Franco-Americans are rediscovering their
history and their language. For example, there are now singers and performing
groups that have gained popularity with the French community. One such
chanteuse is Josée Vachon. Read about her story and
listen to some of her music online at http://pages.map.com/josee/. The
lyrics to her song, Entre Moi, is available by clicking here.
9. Even in homes where French is no longer spoken, the culinary heritage
lives on. As an optional activity, you might want to try some of their recipes,
especially good for Noël celebrations.
SUGGESTED STUDENT ASSESSMENTS:
1. Read a short selection about Franco-Americans in French. Ask students
questions, and assess their responses.
2. Making food requires an understanding of numbers and the ability
to follow instructions. Use this opportunity to develop those skills in
French.
ADAPTATIONS AND EXTENSIONS:
1. Another, and more well-known, Franco-American group is the Cajuns
of Louisiana. You can study their interesting culture in addition to, or
as a substitute for, the French communities of New England.
2. In 2004 the Franco-American community will celebrate the four hundredth
anniversary of the founding of the first French settlement on the island
of St. Croix (on the border of Maine and New Brunswick). Follow the festivities!
3. Older students might be interested in the programs offered by the
University of Maine, especially FAROG, an organization that supports Franco-American
students.
4. The Language Arts lesson for the Northeast is about immigrant experiences
in New York City tenements. Compare the experiences of Franco-American
immigrants from Canada to immigrants from Europe.
5. Jack Kerouac, the novelist of the “Beat Generation,” was raised
in a French-speaking home in Lowell, Mass. Juliana L’Heureux wrote a couple
articles about him on website listed above that are worth visiting.