arkansas history. time, continuity and change people, places and environments production,...
TRANSCRIPT
Arkansas History
Arkansas History
Time, Continuity and Change People, Places and Environments Production, Distribution and
Consumption Power, Authority and Governance
Time, Continuity and Change
Understandings 1. Traditions help people maintain
continuity and ties with the past 2. Past decisions and events affect
subsequent decisions throughout Arkansas History.
3. Technological changes affect Arkansas 4. The foundations of government and
political ideas have brought about change.
Time, Continuity and Change
Know: 1. How to identify
primary and secondary sources
2. How to create timelines, charts, and graphs
Do: 1. Explore, interpret
and evaluate primary and secondary sources.
2. Compare and contrast the causes and effects of conflict
3. Analyze artifacts, oral histories, photographs, landmarks, literature and the arts.
Time, Continuity and Change Go the Natureshift Website by clicking on the
picture. Click on Enter and, then, Memories and Stories.
Minimize the website to return to this Powerpoint.
Once inside “Memories and Stories”, click on “First People Era” and “How to Interpret Artifacts.” Go through each stepas you will be interpreting an Artifact for your project.
Go back and click on “Era of Change.” In this section, you will see “How to Interpret Documents.”
In the “Settlement Era,” you will learn “How to Interpret Photographs.”
Primary Sources
Click on the picture at theright to return to Memoriesand Stories. This time, clickon the wire-rimmed glasseson the right side of the webpage. While there, click on the“Deciphering Handwriting” website and see how well you can decipher handwriting!
Click also on the “Reading Old Documents” website andlearn about old documents.
To practice reading primary sources, click on the pictureat the right. It will take youto “Martha Ballard’s Diary Online.” Click on “Magic Lens.”You might also try transcribing the diary and decodingthe diary.
When you have finished, close the website.
Time, Continuity and Change
1. At the bottom of this page, click on the camera. Choosethe activity “Uncover the Story.” This will be your projectfor this section of Arkansas History. You are to interpret the oldest artifact in your home. To do this, click on “How To” at the bottom of the page. Print the Advanced Organizerand complete the form using the oldest artifact in your
home.
Time, Continuity and Change
Secondary Sources
Read about secondary sources and take the Interactive Quizto help you learn the difference between primary and secondary sources.
Click on the picture above to begin.
Go to the Library of Congress website by clickingon the magnifying glass. Click on Activities and select “Historical Detective.”
Solve the riddle by becoming the detective!
Time, Continuity and Change
Time, Continuity and Change“Walk in the Footsteps of an Historic Journey” as you see a video of the surveying of the Louisiana Purchase.Watch the video by clicking HERE. As you watch, take notes on what you see.
2. At the conclusion of the video, you should complete the following activities: a. Write a paragraph describing the equipment used in
the survey. b. Draw a timeline of the events in the survey of the
Louisiana Purchase. c. On your timeline show the change over time in
ownership of the land in what is now Arkansas.
Time, Continuity and Changed. What primary and secondary sources did you see in the video? Present this information in a graphic organizer.e. Make a list of the various occupations of the people telling the story of the surveying of the Louisiana Purchase.f. Research the earthquake described in the video. In a product of your choosing, present what you learn.g. What animal did you see in the video that is no longer native to Arkansas? Write a paragraph describing the animal and sharing your feelings about this discovery.
Time, Continuity and Change
The Battle of Pea Ridge in Benton County was a struggle for control of Missouri, and the Battle at Prairie Grove in Washington County in 1862 was a struggle for control over northwest Arkansas.
3. Research information about both battles to find out the national importance that northwest Arkansas held for the Union during the Civil War. Present your conclusions in a newspaper article with an appropriate headline.
Time, Continuity and Change
4. Research the impact of the cotton gin and other farming implements on slavery, plantation agriculture, and independent farmers in Arkansas during the 1860s. Present your findings in a political cartoon, a newspaper editorial, or a letter to an advice columnist with
a reply from the columnist.
Throughout history, creative men and women have developedingenious inventions that have solved problems and changed people's lives.Use your observation skills in this matching activity to learnmore about some of these wonderful innovations.Who knows? Maybe YOU will be a future inventor, too!
Click on banner above to go to the site. Close out the site when you have finished.
Time, Continuity and Change
Time, Continuity and Change Necessity is often the means for inventors to
invent items. What kinds of modern inventions do you enjoy in your home?
5. Make a timeline showing the invention date of four modern conveniences in your home. At the bottom of the timeline,make a statement about ways theseinventions have changed the way yourfamily lives.
Time, Continuity and Change
Click on the National PortraitGallery .on the right to viewhis photographs.
Matthew Brady was a 19th century American photography.
5. Select one photograph and describe it in a well written paragraph with topic sentence, transitions, and concluding sentence.
Time, Continuity and Change
Click on “Making aPhotograph.”
Matthew Brady was a 19th century American photography.
6. After viewing the process that Brady used, use a graphic organizer to compare and contrast it to a modern day camera.
7. Make arrangements with your teacher to complete the “Okra” reading assessment.
Time, Continuity and Change
People, Places, and Environments
Understandings: 1. People, their cultures, and their
systems are connected. 2. One’s identity is connected to
ideals and traditions from the past and other cultures.
3. Humans have adapted to, altered, and been affected by physical environments in Arkansas
People, Places and Environments
Know: 1. Various
racial/ethnic groups and cultures in historical and contemporary Arkansas
2. The six natural geographic regions of Arkansas
Do:1. Research primary and
secondary sources2. Distinguish
similarities and differences among the six natural geographic regions.
3. Locate, describe and map varying landforms and geographic features in Arkansas
People, Places and Environments
Click on the picture to the right to go to the Arkansas Heritage website.
1. Once there you will click on “People and Their Stories.” You will read about four groups of people important the history of Arkansas: Native Americans, European Americans, African Americans, and Asian Americans. Write an essay in which you describe the group and its importance in Arkansas history. Hint: Remember to have introductory and concluding paragraphs.
People, Places and Environments
The Trail of Tears: The Forced Relocation of the Cherokee Nation
Native Americans
Lonoke County was a major county in the Indian removal story. The route came out of the White River bottoms at Clarendon, up through the Grand Prairie, northof Lonoke, through Brownsville. Beyond that point the road split. Some parties turned west to what's now Jacksonville and went down what is now Highway 161to Rose City, along Broadway to Washington Avenue, two blocks on that, south to Lincoln, and along that to the foot of the I-30 bridge in North Little Rock. Others went northwest from this side of the Brownsville area along the old Cadron to Arkansas Post road. That took them through approximately Old Austin and then west to Conway, where they joined the Military Road from Little Rock to Fort Smith.
Read “Trail of Tears- The Forced Relocation of the Cherokee Nation” by clicking on the underlinedportion above.
People, Places and Environments
The Trail of Tears: The Forced Relocation of the Cherokee Nation
Read “Setting the Stage” by Clicking on the picture.
People, Places and EnvironmentsTrail of Tears
4. Read "Every Cherokee man, woman or child must be in motion...“ byclicking on the underlined portion. Answer the following questions: What is the tone of General Scott’s message to the Cherokees? Give specific examples to support your idea. Would you have tried to resist theremovals after hearing Scott’s message? Why or why not?
2. Read The Cherokee Nation in the 1820s by clicking on the underlinedportion. List at least two ways the Cherokees adopted aspects of white culture.
3. Read "You cannot remain where you now are...." by clicking on theunderlined portion. Write a paragraph which explains how the Cherokee felt about their land. Include evidence from the the quotations ofChief Womankiller and Major Ridge.
People, Places and Environments
5. When you click on the underlined portion above , go to pages 9 and 10. Locate the three counties in Arkansas that had the largest African -American population from 1840-1870. Figure what percentage of each county was African-American? Be
sure to include both the free and slave population.
1840-1870 Census Records for the United States
People, Places and Environments
Research historical accounts, diaries, reward Posters, political tracts, laws, narratives by freed Arkansas slaves, stories, and other records to compare the lives of slaves that lived in towns, on farms, and plantations in Arkansas. Click HERE for sample narratives. Scroll to page 3 and begin reading the “Recollections of Slaves in Pre-War Arkansas.”
African Americans in Arkansas
6. Write an essay in which you define slavery and describe the lives of slaves inArkansas.
People, Places and Environments
7. Answer one of these questions in an essay. Include historical evidence to support your answer.a. What are the basic violations of human rights in slavery (use the US Constitution as a basis for your argument)?b. How did slavery affect Arkansas and the South’s economy?c. What was the extent of slave ownership in Arkansas and the South?d. How was slavery profitable for Arkansas?
People, Places and Environments
Watching “The Elaine Riot: Tragedy and Triumph” willhelp you accomplish the following:
To explore how time, continuity, and change are interrelated. It is a tool that will allow you to read and understand the past in order to develop a historical perspective, to see how the past affects the present, and to see how change occurs so that you can better understand yourself, your families, and your community.
To see how people, places, and environments interact with one another.You will see how the geography of a region leads to specific economic activityand how communities and cultures develop, with their similarities anddifferences, and their belief systems, knowledge, values, and traditions.
People, Places and Environments
To understand the historical development of structures of power, uthority, and governance, “The Elaine Riot: Tragedy and Triumph” rovides a vivid Example of what power is and how it is gained, maintained, used, and abused. By understanding the structures of powerin our society, you will confront questions of how to protect individual rights within the context of majority rule.
To watch the video, click HERE.
8. Imagine that you are a minister, a writer, or an artist who has heard about the twelve farmers who had been unjustly sentenced to death. Write a poem, letter, speech, sermon, or song or paint a poster, expressing your feelings about what happened.
People, Places and Environments
Read Cracking the Wall : The Struggles of the Little Rock Nine (found in the ACE library).
9. Write a letter in business letter block format to Governor Faubus asking him to defend what he did. OR Write a letter in business letter block format to President Eisenhower thanking him for standing bythe Little Rock Nine by enforcing the law.
People, Places and Environments
Is this photograph indoors or outdoors? What objects and/or structures do you see? How many people do you see? Men? Women? Children? How are the people dressed? Are these people family members? Do they relate to each other? Are they touching in any way? What emotions do you see or sense? Anger? Fear? Confusion? Sadness? Joy? Expressionless? Is there something happening in the photograph that might trigger emotions? What is the setting? Where would you place this photo in time and place? Who was taking this photo? Why was this photo being taken? What title would you give this photo?
Asian Americans in Arkansas
10. Take a blank sheet of paper and makea hamburger fold. Briefly answer each ofthese questions on the top half..
People, Places and Environments
12. Write a one sentence explanation of the connection(s) you see among these three documents.
11. Write one sentence for each document explaining the historical significance of that document.
People, Places and Environments
Click on the picture at the right.
Click on “History” to see a timeline of events leading toJapanese people being moved toArkansas.
Click on “Map” to see the locationof the camps in Arkansas.
People, Places and Environments
Go to “Multimedia” to read newspaper articles, see photographs and view a 360 degree panoramic view of the campsites.
People, Places and Environments
Is this photograph indoors or outdoors? What objects and/or structures do you see? How many people do you see? Men? Women? Children? How are the people dressed? Are these people family members? Do they relate to each other? Are they touching in any way? What emotions do you see or sense? Anger? Fear? Confusion? Sadness? Joy? Expressionless? Is there something happening in the photograph that might trigger emotions? What is the setting? Where would you place this photo in time and place? Who was taking this photo? Why was this photo being taken? What title would you give this photo?
13. On the bottom of the sheet where you originally answered these questions, write a paragraph describing what you now see in this picture.
People, Places and Environments
14. Pick one of the pictures of the American Memory Gallery of Japanese Internment and write a paragraph describing what you see in the photograph.
Click on the photo to go to the gallery.
People, Places and Environments
In the past, groups of Arkansans have had reasons to be afraid. Examine Norman Rockwell's Freedom from Fear poster, painted by the great illustrator in response to FDR's 1941 statement, “We have nothing to fear but fear itself.” Arkansans today have other fears.
15. If you were commissioned to design a “Freedom From Fear” poster that represents the fears of young Arkansans today, what issues would it depict? Write a list of those fears or create a picture with a caption illustrating one fear.
People, Places and Environments
The Long Journey from the Marshall Islands to Arkansas – Click on the banner above to read about this journey. Be patient as it will take a couple of minutes to load.
16. Read the article about “Learning Experience”. Writea paragraph contrasting learning experiences in theMarshall Islands to learning experiences found inArkansas schools.
People, Places and Environments
17. Write a paragraph describing the connectionbetween people and their environment. Givetwo specific examples from your reading.
“We are children of our and landscape; it dictates behavior and even thought in the measure to which we are responsive to it.”
Click on the picture of the hands to go tothe Arkansas Heritage website.
People, Places and Environments
Arkansas can be divided into sixgeographical regions, each withits own unique geographical features.
Click on the map to go to the Arkansas Heritage website.
People, Places and Environments
18.Draw or print an outline a map of Arkansas. Mark each of the six natural regions of Arkansas. Locate, describe, and map varying landforms and geographic features in Arkansas such as forests, mountains, plateaus, prairies, rivers, lake and wetlands.
A feature unique to Arkansas is the Crater of Diamonds. Click her to learn more. Crater of Diamonds
Ask your teacher for the Louisiana Purchase CD. Explore this interactive CD.
19. Add the Crater of Diamonds location to your map.
People, Places and Environments
Go to Arkansas Heritage by clicking on the picture below. Choose Fun and view the selections below:.Tall grassInteractive prairieLowland forest
20. Select a geographic region in Arkansas to vacation with your family. Write a paragraph explaining your reasons for choosing this particular region.
Go to Arkansas.com by clicking on the underlined portion and take a virtual tour of the regions.
People, Places and Environments
21. On your outline map of Arkansas’s six natural regions, identify 10 of the following places. On a separate sheet of paper, state the significance during the Civil War of each of these ten locations.
Fayetteville Ouachita RiverCamden BatesvilleRed River Ouachita MountainsWashington, Arkansas Fort SmithCrowley’s Ridge Buffalo RiverBlack River Prairie GroveHot Springs Mississippi RiverLittle Rock Arkansas RiverPea Ridge Ozark MountainsWhite River JonesboroDeValls Bluff Helena
Little Rock-Fort Smith Road
Production, Distribution and Consumption
Understandings: 1. The Arkansas economy is
interdependent with other economies. 2. Goods and services are limited by
available natural and human resources. 3. Individuals and societies must make
choices to satisfy wants and needs. 4. National and international business
competition has had an impact on Arkansas’ economy.
Production, Distribution and Consumption
Know: 1. Economic terms
such as opportunity cost, scarcity and production
2. Means of economic exchange such as bartering, trading and marketing
Do: 1. Research and
describe elements in Arkansas’s economy
Production, Distribution and Consumption
1. Scarcity of money played a large part in financing the Civil War in Arkansas. Answer on one sheet and label your answers.a. Define capital.b. What events prior to the war in Arkansas had an impact on the ability to finance the conflict? One example may be taken from the
events occurring in the banking system of Arkansas during the 1830’s.
c. List leadership decisions made by Arkansas Governors Henry Rector, Harris Flanigan, and Issac Murphy in financing the war effort in the stat.
d. Explain the impact members of the political Democratic Party political dynasty known as Family had on leadership prior to the war.
Production, Distribution and Consumption
2. Explain how two of the following businesses or industries that existed in Arkansas at the outbreak of the war helped finance or produce goods used for the war effort in the state Salt mines in Arkadelphia and north central Arkansas Lumber mills in south Arkansas Flour and grist mills for processing flour into foodstuffs Cotton gins Lead mines
Production, Distribution and Consumption
Cotton, a primary crop in Arkansas prior to and duringthe war, was important for many reasons. Watch a videoon cotton by clicking HERE.
3. Compare the price of cotton during the Civil Warwith the price of cotton now. Click HERE for information on prices during the Civil War. Make a graph to comparethe prices.
Production, Distribution and Consumption
Click to go to photographs of Arkansasduring the Great Depression.
In this section, you will learn about the extent of povertyin Arkansas during the Great Depression in a time beforegovernment relief existed. You will read and analyze handwritten letters sent to the Governor of Arkansas by Arkansans desperately seeking jobs, money to buy food,seeds to plant for the next crop, and even hand-me-downclothes. Copies of the letters can be seen by clicking on thepicture at the right.
4. Read the background on page 5. Print out and complete the worksheet “Analyzing the Letters” on page 6 by reading the letters which start on page 7.
Production, Distribution and Consumption
Farmers tend to be a conservative group; the near crisis in Englandshows how desperate these families were. In the letters, they were not asking for higher wages or special services, they were begging for food to feed their children. At this time, the government did nothave relief programs or large-scale jobs programs, and the Red Crosswas not equipped to handle a problem this serious or widespread.Government programs would happen only after Franklin D. Rooseveltwon the Presidential election of 1932 and implemented the New Deal.
5. Create an electronic photo-essay exhibit matching four excerpts from the letters with WPA photographs of 1930s farm families. A
good source of photos is the Library of Congress FSA/OSI Collection at the American Memory website. Of particular importance are the photographs taken by Dorothea Lange, Ben Shahn, and Russell Lee, who documented the Arkansas farm situation.
Production, Distribution and Consumption
Bromine: An Important Industry in Arkansas
6. a. Print off a world map and locate and identify the Dead Sea and the West Gulf Coastal Plain which includes Union and Columbia counties in Arkansas.b. In a sentence on the bottom of the map, explain what the West Gulf Coastal Plain of Arkansas and
the Dead Sea have in common.c. On a T-chart, give the pros and cons of bromine production in Arkansas. Give at least two points for each side.
Production, Distribution and Consumption
Arkansas in the World Market
7. Write a paragraph about the importance of foreign trade to Arkansas using these words:
business, industry, trade, needs, wants, scarcity, production, specialization, interdependence,
choices and language barrier .
Arkansas trades with over 75 other countries. Arkansas trades withother countries to provide some of our wants and needs. Foreign
tradegives Arkansas greater economic choices and increases our industry. Arkansas trades with countries that specialize in items we do notmanufacture locally. Arkansas exports surplus crops and other items.
Power, Authority and Governance
Understandings: 1. There are responsibilities along
with the rights of participating in a democratic society in Arkansas
2. American public policy impacts Arkansas’s political, racial, religious, geographic, ethnic, economic and linguistic diversity.
Power, Authority and Governance
Know:1. The role of
political leaders, organization, function and operation of local, county, and state governments in Arkansas
Do: 1. Summarize the
characteristics of effective leadership in Arkansas.
2. Evaluate the concept of good citizenship in Arkansas.
Power, Authority and Governance
1. Click on Constitution of 1874 and read Article 2 – the summary of the rights of citizens in Arkansas. See your teacher for an assessment.
Power, Authority and Governance
2. Maintaining order must be balanced with the personal liberty of the individual as stated in the Fourth Amendment of the United States Constitution. Defineboth and then state your position on this issue in terms of the Civil War and the principles involved.
Power, Authority and Governance
Investigate the trial and subsequent death sentence given to17-year old David O. Dodd in 1863. Click HERE for his story.
3 Write an essay in which you do the following: a. Compare Dodd’s situation to the rights listed in
the Fourth Amendment of the United States Constitution.b. State your position on his situation and the issues of the death penalty and treason.c. Justify your position in terms of the situation itself and in terms of the principles involved and conditions under which Dodd was arrested.
Power, Authority and Governance
4. Write an essay which gives two similarities and two differences between federal and state governments for each of the three branches of government.
Power, Authority and Governance
Know Your Local Government
Read the chapter, “A Country of Many Governments”, by clickingon the underlined portion above. Pay special attention to the sections on city, town and village, and other local governments.
5. a. Complete a flowchart on Cabot’s local government by clicking HERE and printing the document. Fill in the blanks showing who is elected and who is appointed and by whom. b. Make a scrapbook by collecting five articles from the Cabot Star Herald showing interaction of the mayor, council members, different service departments and our local citizens. For each article, write a brief statement explaining how the actions in the article can affect your life. Also include in the scrapbook the names of the mayor, the council members, and ten people who can vote in Cabot’s local elections.
Power, Authority and Governance
6. Write a paragraph that gives the twodifferences between the descriptions of a state representative and a state senator.
Power, Authority and Governance
In this activity, you will be looking for leadership traits for a specificperson who was or is a leader from Arkansas. In your research, focus on the events, education, and prior jobs that this person experienced that helped them to develop the characteristics of a good leader.
Go to the Notable Arkansans website by clicking on underlined portion.
7. a. Click on “Politics” and find the name of a famous Arkansas politician.Research this person on the Internet and complete the research sheet. Fillin all information that is pertinent to leadership qualities. This includessuch facts as leadership position, education, skills, community service, and family. Look for anything that would indicate leadership strengths. b. Write an essay explaining the leadership qualities which caused this person to be included in the list of Notable Arkansans.
Power, Authority and GovernanceBill Clinton
Read how about Bill Clinton’s place in Arkansas Politics by clickingon “Life and Times” above and selecting “The Big Three.”
Watch a video of President Bill Clinton’s Inauguration by clicking on his name above.
Visit the Clinton Presidential Centerby clicking on the picture. Watch thevideo of the Timeline.
Interactive Quiz
Click on the picture to take the Interactive Quiz.
Song of Arkansas
Song of Arkansas – Part 1
Song of Arkansas – Part 2
Song of Arkansas – Part 3
Click on each of the underlined portions and listen to the “Song of Arkansas.”
8. Write a lyric poem which expresses your feelings about Arkansas.
Project-Based Learning Oral History Project
Click on Preserving the Past with Oral History for valuable information on conducting an oral history interview (page 8) andsample interview questions (page 11).
A
1. You may choose to interview the oldest family member or an olderperson you know in Cabot. Maybe you know someone who practices an almost forgotten traditional craft, such as making brooms, lye soap or musical instruments; preserving fruit; identifying wild plant foods; churning milk; building log cabins; or quilt making.
Before you interview them, write the questions you want to ask about their past. You will want to include questions about this person’s knowledge of and life in Cabot and in Arkansas.
History Written in Stone
2. Make arrangements with your parents or teacher to go to the Camp Nelson Cemetery. a. Complete the Cemetery Scavenger Hunt. b. When you have completed the questions, select your favoritetwo markers and fill out a Marker Survey for each one. c. When you return to your classroom, look up the meanings of themarker symbols that you saw and place them on your Marker Survey. d. Write your own epitaph. e. Write an essay describing your cemetery visit and what youlearned.
Click on “History Written in Stone” and print out the Cemetery
Scavenger Hunt (page 7) and Marker Survey forms (page 8). This file also contains information about marker symbols andtheir meanings.
Your teacher will give you your final assessment
essay.