WHY LOUISIANA AIN'T MISSISSIPPI... OR ANY PLACE ELSE!

OBJECTIVES

1. Students will be able to: explain the term Creative Intelligence. There is a thin line between Intelligence and Creativity; these two ideas work together with delineation.
2. Students will learn about people from Louisiana who are using their gifts of creativity and intellect wisely.
3. Students will learn to create an academic product using technology.
4. Students will conduct research using primary and secondary sources, including maps to make comparisons over time.

EDUCATION STANDARDS: SOCIAL STUDIES, ELA

• Louisiana Social Studies Standards: 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7(a, c), 8.17c
• Louisiana English Language Arts Standards: Writing: 8.1(a-e), 8.2(a-f), 8.4, 8.5, 8.6, Language: 8.1(a-d), 8.2(a-c), 8.4
• Louisiana Science Standards: 8-MS-ESS2-1.2, 8-MS-ESS2-2.6
• Louisiana Technology Standards: 8.2J, 8.3G, 8.2M

MEDIA RESOURCES

• Why Louisiana Ain't Mississippi... Or Anyplace Else Video Clip
  • Coastal Marshland Loss
• Reading Material
  • Creative Intelligence Brochure
  • List of People
    

MATERIALS NEEDED

• Internet,
• Computers

SUGGESTED TIME
Approximately five 45-minute class sessions, work time.

VERIFICATION
Checks for Understanding - Students will present their final product (brochure) for presentation to the teacher and the class.

ACTIVITY/LESSON
Media Arts/Technology/ELA - Creative Intelligence Brochure
*Whenever research is done via the internet, remember to not click sources with “Ad” in front, as those are advertisements and usually biased. Remember also to use more than one source to corroborate data acquired.

1. Teacher will show the attached clip to students and discuss the way Louisiana's coastline has changed over the decades based on differences in pictures (contents of the clip) with students.

   1. The coastline has receded over time due to weathering/erosion.

   2. The teacher will also discuss the idea of Creative Intelligence with students and prompt students to relate the term Creative Intelligence to the contents of the clip.

2. Students will construct a brochure in the interest of Louisiana tourism. This brochure will be a 6 part foldable brochure emphasizing the beauty and traditions of Louisiana (be creative). Remember, this brochure is designed with tourists in mind, so they may be less familiar with traditions and places a resident would take for granted.

3. Students will need to do research and even some collaboration to gather information they feel excited about putting into the brochure. In addition to required content that must be added to the brochure.

4. Each student will focus on a person from Louisiana who has contributed to the state in some way. Some of the people are considered artists and others are considered intellectuals of some sort. The list is available for students to select one of the people from the list. Students are given time to view the list of Artistic & Intellectual people from Louisiana so they are able to briefly begin research and get acquainted with the choices. List of People

5. Teachers should encourage students to select different people from others in the class (as to have more opportunities to learn about a variety of people).

6. One section of the brochure should relate directly to the information from the clip and the class discussion of the coastline changes.

7. One section of the brochure must be dedicated to the person the student has selected to research. Students will highlight the contribution(s) this person has brought to the state. In celebrating the accomplishments of this person, the student should present this person opposite to the category they are listed under on the people list. An intellectual from the list will be presented as an artist and vice versa. This should not change the facts about the person's life, just look at it from a different perspective. Instructions are provided on the slides attached.

*Teacher Note- Students will need to grasp the idea that, although we consider some people as intellectuals and some people as creative, these ideas can work together. If a person is artistic, there has to be a level of intellect to bring the art to fruition. Likewise, if a person is considered an intellectual, those thoughts need enough creativity to bring the invention to life. Ex: An architect can know the calculations to have a building stand securely for centuries, but they need to use their creativity to design how the bridge/building will look and please its occupants or viewers. Frank Lloyd Wright stood out amongst his peers because of how he set his work into the nature around it. That is Creative Intelligence.

*Teacher Note- This section may be differentiated to suit the needs of your students.

8. Students are presented with the assignment prompts in the form of a Slides presentation. They may select any software they desire (if accessible) for their final product (brochure). Most document software will have a brochure template to get the process started.

9. Students should print their Creative Intelligence Brochure and fold them carefully as to present a trifold brochure to their teacher.

VOCABULARY