Arkansas History

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Arkansas History
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Arkansas History

• Time, Continuity and Change
• People, Places and Environments
• Production, Distribution and Consumption
• Power, Authority and Governance

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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.

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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.

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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.
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Once inside Memories and Stories, click on
First People Era and How to Interpret
Artifacts. Go through each step as 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.
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Primary Sources
Click on the picture at the right to return to
Memories and Stories. This time, click on the
wire-rimmed glasses on 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 and learn about old
documents.
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Time, Continuity and Change
To practice reading primary sources, click on
the picture at the right. It will take you to
Martha Ballards Diary Online. Click on Magic
Lens. You might also try transcribing the diary
and decoding the diary.
When you have finished, close the website.
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Time, Continuity and Change
1. At the bottom of this page, click on the
camera. Choose the activity Uncover the Story.
This will be your project for 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 Organizer and complete the form using
the oldest artifact in your home.
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Secondary Sources
Read about secondary sources and take the
Interactive Quiz to help you learn the difference
between primary and secondary sources.
Click on the picture above to begin.
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Time, Continuity and Change
Go to the Library of Congress website by
clicking on the magnifying glass. Click on
Activities and select Historical
Detective. Solve the riddle by becoming the
detective!
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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.
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Time, Continuity and Change
d. 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.
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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.

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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.

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Time, Continuity and Change
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.
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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 these inventions have changed the way
your family lives.
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Time, Continuity and Change
Matthew Brady was a 19th century American
photography.
Click on the National Portrait Gallery .on the
right to view his photographs.
5. Select one photograph and describe it in a
well written paragraph with topic sentence,
transitions, and concluding sentence.
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Time, Continuity and Change
Matthew Brady was a 19th century American
photography.
Click on Making a Photograph.
6. After viewing the process that Brady used, use
a graphic organizer to compare and contrast it to
a modern day camera.
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Time, Continuity and Change
7. Make arrangements with your teacher to
complete the Okra reading assessment.
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People, Places, and Environments

• Understandings
• 1. People, their cultures, and their systems
  are connected.
• 2. Ones 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

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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 sources
• 2. Distinguish similarities and differences among
  the six natural geographic regions.
• 3. Locate, describe and map varying landforms and
  geographic features in Arkansas

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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.
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People, Places and Environments
Native Americans
The Trail of Tears The
Forced Relocation of the Cherokee Nation
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, north of 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 161 to 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
underlined portion above.
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People, Places and Environments
The Trail of Tears The
Forced Relocation of the Cherokee Nation
Read Setting the Stage by Clicking on the
picture.
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People, Places and Environments
Trail of Tears
2. Read The Cherokee Nation in the 1820s by
clicking on the underlined portion. List at least
two ways the Cherokees adopted aspects of white
culture.
3. Read "You cannot remain where you now are...."
by clicking on the underlined portion. Write a
paragraph which explains how the Cherokee felt
about their land. Include evidence from the the
quotations of Chief Womankiller and Major Ridge.
4. Read "Every Cherokee man, woman or child must
be in motion... by clicking on the underlined
portion. Answer the following questions What is
the tone of General Scotts message to the
Cherokees? Give specific examples to support
your idea. Would you have tried to resist
the removals after hearing Scotts message? Why
or why not?
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People, Places and Environments
1840-1870 Census Records for the United States
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.
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People, Places and Environments
African Americans in Arkansas
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.
6. Write an essay in which you define slavery
and describe the lives of slaves in Arkansas.
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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)?
• How did slavery affect Arkansas and the Souths
• economy?
• c. What was the extent of slave ownership in
  Arkansas
• and the South?
• How was slavery profitable for Arkansas?

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People, Places and Environments
Watching The Elaine Riot Tragedy and Triumph
will help 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
activity and how communities and cultures
develop, with their similarities and differences,
and their belief systems, knowledge, values, and
traditions.
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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 power in 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.
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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 by the Little Rock Nine by enforcing the
law.
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People, Places and Environments
Asian Americans in Arkansas
10. Take a blank sheet of paper and make a
hamburger fold. Briefly answer each of these
questions on the top half..
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?
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People, Places and Environments
11. Write one sentence for each document
explaining the historical significance of
that document.
Document 1
Document 2
Document 3
12. Write a one sentence explanation of the
connection(s) you see among these three
documents.
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People, Places and Environments
Click on the picture at the right. Click on
History to see a timeline of events leading
to Japanese people being moved to Arkansas.
Click on Map to see the location of the camps
in Arkansas.
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People, Places and Environments
Go to Multimedia to read newspaper articles,
see photographs and view a 360 degree panoramic
view of the campsites.
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People, Places and Environments
13. On the bottom of the sheet where you
originally answered these questions, write a
paragraph describing what you now see in this
picture.
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?
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People, Places and Environments
Click on the photo to go to the gallery.
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.
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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.
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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.
Write a paragraph contrasting learning
experiences in the Marshall Islands to learning
experiences found in Arkansas schools.
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People, Places and Environments
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 to the
Arkansas Heritage website.
17. Write a paragraph describing the
connection between people and their environment.
Give two specific examples from your reading.
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People, Places and Environments
Arkansas can be divided into six geographical
regions, each with its own unique geographical
features.
Click on the map to go to the Arkansas Heritage
website.
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People, Places and Environments
Ask your teacher for the Louisiana Purchase CD.
Explore this interactive CD.
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
19. Add the Crater of Diamonds location to your
map.
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People, Places and Environments
Go to Arkansas Heritage by clicking on the
picture below. Choose Fun and view the
selections below. Tall grass Interactive
prairie Lowland forest
Go to Arkansas.com by clicking on the underlined
portion and take a virtual tour of the regions.
20. Select a geographic region in Arkansas to
vacation with your family. Write a paragraph
explaining your reasons for choosing this
particular region.
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People, Places and Environments
21. On your outline map of Arkansass 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
River Camden Batesville Red River Ouachita
Mountains Washington, Arkansas Fort
Smith Crowleys Ridge Buffalo River Black
River Prairie Grove Hot Springs Mississippi
River Little Rock Arkansas River Pea
Ridge Ozark Mountains White River Jonesboro
DeValls Bluff Helena Little Rock-Fort Smith
Road
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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.

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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 Arkansass
  economy

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Production, Distribution and Consumption

• 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 1830s.
• 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.

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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
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Production, Distribution and Consumption
Cotton, a primary crop in Arkansas prior to and
during the war, was important for many reasons.
Watch a video on cotton by clicking HERE.
3. Compare the price of cotton during the Civil
War with the price of cotton now. Click HERE for
information on prices during the Civil War. Make
a graph to compare the prices.
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Production, Distribution and Consumption
Click to go to photographs of Arkansas during the
Great Depression.
In this section, you will learn about the extent
of poverty in Arkansas during the Great
Depression in a time before government 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-down clothes. Copies of the letters
can be seen by clicking on the picture 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.
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Production, Distribution and Consumption
Farmers tend to be a conservative group the near
crisis in England shows 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 not have relief
programs or large-scale jobs programs, and the
Red Cross was not equipped to handle a problem
this serious or widespread. Government programs
would happen only after Franklin D. Roosevelt won
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.
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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.
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Production, Distribution and Consumption
Arkansas in the World Market
Arkansas trades with over 75 other countries.
Arkansas trades with other countries to provide
some of our wants and needs. Foreign trade gives
Arkansas greater economic choices and increases
our industry. Arkansas trades with countries
that specialize in items we do not manufacture
locally. Arkansas exports surplus crops and other
items.
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 .
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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 Arkansass
  political, racial, religious, geographic, ethnic,
  economic and linguistic diversity.

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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.

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Power, Authority and Governance

• Click on Constitution of 1874 and read Article 2
  the
• summary of the rights of citizens in Arkansas.
  See your
• teacher for an assessment.

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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. Define both and then state your
position on this issue in terms of the Civil War
and the principles involved.
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Power, Authority and Governance
Investigate the trial and subsequent death
sentence given to 17-year old David O. Dodd in
1863. Click HERE for his story.
3 Write an essay in which you do the following
a. Compare Dodds 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.
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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.
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Power, Authority and Governance
Know Your Local Government
Read the chapter, A Country of Many
Governments, by clicking on 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 Cabots 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 Cabots local elections.
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Power, Authority and Governance
6. Write a paragraph that gives the
two differences between the descriptions of a
state representative and a state senator.
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Power, Authority and Governance
In this activity, you will be looking for
leadership traits for a specific person 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.
Fill in all information that is pertinent to
leadership qualities. This includes such 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.
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Power, Authority and Governance
Bill Clinton
Watch a video of President Bill Clintons
Inauguration by clicking on his name above.
Visit the Clinton Presidential Center by clicking
on the picture. Watch the video of the Timeline.
Read how about Bill Clintons place in Arkansas
Politics by clicking on Life and Times above
and selecting The Big Three.
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Interactive Quiz
Click on the picture to take the Interactive Quiz.
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Song of Arkansas
Click on each of the underlined portions and
listen to the Song of
Arkansas.
Song of Arkansas Part 1
Song of Arkansas Part 2
Song of Arkansas Part 3
8. Write a lyric poem which expresses your
feelings about Arkansas.
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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) and sample interview
questions (page 11).
A
1. You may choose to interview the oldest family
member or an older person 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
persons knowledge of and life in Cabot and in
Arkansas.
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History Written in Stone
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 and their
meanings.
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 favorite two
markers and fill out a Marker Survey for each
one. c. When you return to your classroom, look
up the meanings of the marker 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
you learned.
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Your teacher will give you your final assessment
essay.