The of 1887 divided native american land into 160-acre plots for families to farm, against the wishes of most native americans.

These facilities were organized and sponsored by churches or charities during the great depression in an effort to feed the homeless and needy.

Study the following facts: 1915—state education committee banned the french language in public schools (corporal punishment was allowable to deter the act of speaking french). 1916—compulsory attendance: all louisiana children must attend school until the age of 16 years. 1918—louisiana legislative act 114 stated that german could not be spoken on streets, taught in schools, or printed in newspapers (reaction to german aggression in world war i). 1921—repeal of act 114 . 1921—constitutional amendment stated languages other than english were prohibited in public schools. from the information above, answer the following questions to yourself. how did the above legislative laws affect the ethnic cultures generations later? describe the opportunity cost in economic and cultural terms of these legislative decisions. should efforts be made to preserve or revive the cultural traits of unique ethnic cultures in louisiana? assignment research current efforts and organizations that are actively engaged in cultural preservation. create a poster or powerpoint® describing the methods and strategies being employed in the preservation efforts (e.g., french immersion, german fest, codofil, cafa).

Initially, northerners did not want missouri to be included in the union because 1.) maine would not be allowed to enter the union as a free state 2.) missouri wanted to enter the union as a free state 3.) missouri wanted to enter the union as a slave state 4.) maine would not be allowed to enter the union as a slave state