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Did you mean: folk life
- Grade Range
- 8th
- Rating
Students learn North Carolina folklore, traditions, war activities, local legends, superstitions, food preparation traditions, art, songs and dances which are unique to the area. They make an ancestor chart, a paper quilt, and give a report. Full Review »
- Grade Range
- Kindergarten - 6th
- Rating
Students discuss ways the stories were alike and different. The teacher demonstrate how to draw a Venn diagram using Microsoft Word. They label the two circles and enter the likenesses and differences on the diagram. Full Review »
- Grade Range
- 9th - 12th
- Rating
Students write in their journals about the role of music in their lives. They discuss the media's use of music and watch a video clip about someone who prohibited the use of music. They create an illustration to show the folklife in their community. Full Review »
- Grade Range
- 4th - 8th
- Rating
Students read an essay about folklife and record their thoughts in journals. After discussing the terms associated with the topic, they complete worksheets on types of folklife, pop, elite, and folk cultures. Depending on the age group, students either write reflection papers or give oral presentations on the lesson. Full Review »
- Grade Range
- 4th - 8th
- Rating
Students study the three major folk regions of the state. They break the regions down into smaller folk regions or use the concept of three regions: North Louisiana, South Louisiana, and New Orleans. They identify some of the markers that define regions. Full Review »
- Grade Range
- 4th - 8th
- Rating
Students identify how do geography and ecology influence a region's folklife. Then they investigate this question and consider how an outsider might view their own region in this lesson. Students also identify how the natural world, even in urban settings, influences how we view life, what materials are available for crafts, what occupations we choose, how our homes look. Full Review »
- Grade Range
- 4th - 8th
- Rating
Students identify the major folk regions of Louisiana and the relationship between folklife, geography, and ecology. They give deeper thought to what makes their own community unique, what their sense of place actually is. Students also identify the perspectives of where they live, including geographic mapping of their communities. They develop conceptual maps of their particular sense of place. Full Review »
- Grade Range
- 4th - 8th
- Rating
Students identify the concept of occupational folklife and learn about occupations in their community and the state. Then they collect examples of occupational folklife such as special terms, equipment, or gestures, as well as stories, jokes, and customs. Students also differentiate between the skills learned in a setting such as school and skills learned traditionally on the job. Full Review »
- Grade Range
- 4th - 8th
- Rating
Students realize that adults entertain themselves at work and in their private lives and that much of adult play, like children's play, is part of adults' folklife and that they play in various folk groups. They consider the elite, popular, and folk culture elements of adult play and recreation. Students also investigate tourism in their region and around the state and examine it in relation to how local insiders interact with the same activities and events. Full Review »
- Grade Range
- 6th - 8th
- Rating
Students research how seasonal changes in Louisiana affect their own lives and the folklife of their communities and the state. They investigate differences in the seasonal round in the regions of Louisiana, including celebrations, festivals, customs, crops, weather, music, and environmental changes through the year. Finally, students research a seasonal celebration or activity in depth, including fieldwork as well as research in books and on the Internet. Full Review »
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