Earliest oklahomans



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III. Internet Research


http://americanindian.si.edu/subpage.cfm?subpage=visitor&second=ny&third=george
http://www.mariner.org/age/menu.html
http://www.win.tue.nl/cs/fm/engels/discovery/northam.html
http://www.pbs.org/conquistadors/

Suggested Reading:
Matthew G. Grant, Coronado, Explorer of the Southwest (Chicago: Children’s Press, 1974)
Henry Ira Kurtz, John and Sebastian Cabot (New York: F. Watts, 1973)
Claude Hurwicz, Francisco Vasquez de Coronado (New York: PowerKids Press, 2001)


  1. Map Activity:

The map below represents the possible route of Francisco Vasquez Coronado in his search for gold and other valuables during his explorations for Spain. Using library resources, including a world atlas,

identify the modern-day cities or towns on the map below.


  1. Denver, Colorado

  2. Little Rock, Arkansas

  3. Dallas, Texas

  4. Santa Fe, New Mexico

  5. Dodge City, Kansas

  6. Springfield, Missouri



CORONADO’S JOURNEY

On a separate sheet of paper, write a report describing the terrain that Coronado and his men crossed in their long journey.


Student Activity Book Chapter 2   THE FIRST WHITE VISITORS
I. VOCABULARY. Give short definitions according to use in Chapter 2.

1. runes_________________________ 5. artillery ___________________________

2. viceroy____________________________ 6. mission ____________________________

3. gypsum __________________________ 7. Teutonic ________________________
4. memoirs _________________________ 8. invincible _________________________
II. MATCHING. Match the identification to the correct name.

______ 1. Padilla A. first white explorer to cross Oklahoma

______ 2. LaHarpe B. explorer sent to conquer Florida

______ 3. Onate C. the good viceroy

______ 4. Quivira D. captured Montezuma

______ 5. LaSalle E. leader of the last major Spanish expedition into Oklahoma

______ 6. Ranjel F. a Spanish chaplain who wanted to establish a mission for the tattooed people

______ 7. Coronado G. DeSoto’s private secretary

______ 8. Mendoza H. the tattooed people

______ 9. DeSoto I. a French trader who traded along the Arkansas and Red Rivers


______ 10. Cortez J. never saw Oklahoma but claimed the area for France
III. MATCHING. Match the correct date to the event.
______ 1. Oklahoma was claimed for France. A. 1012 ________
______ 2. Swedish leader of a German colony may have made the Runestones. B. 1540 ________
______ 3. Last Spanish expedition crossed Oklahoma. C. 1541________
______ 4. Vikings may have made the Runestones. D. 1601________
______ 5. A French trader traded along the Red and the Arkansas rivers. E. 1682________

______ 6. Conquistadors crossed Oklahoma for the first time. F. 1700’s________

______ 7. A French explorer may have come into Eastern Oklahoma. G. 1718________

IV. COMPLETION. Write the word or words in the blanks that would best complete the statement.


1. The most important contribution by, and influence of, the Spaniards to the Indians was _____________.
2. DeSoto’s expedition originated in _______________________________.
3. The French expeditions were primarily interested in ___________________and ___________________.
4. The Indians could not advance in technology because they had no knowledge of the ________________.
5. (TRUE or FALSE): It is __________that the Spaniards found that each tribe had its own government.
V . PROBLEM SOLVING. In working this activity, use problem-solving skills to make your decisions: identify the problem, gather information, analyze the problem, identify alternative solutions, select a solution, and reach tentative decisions.
You are a conquistador who will accompany Coronado on his exploration of the area that is now the southwestern United States. It is your responsibility to chart the way and to keep the expedition from getting lost. You will march through a rough, arid country for much of your journey and cannot take all your possessions with you. You must decide what you will take. After you have listed your possessions, you must rank them to determine what is most important to take. Below is the list you have compiled; write a number “1” beside the article you think is most important. Continue to rank the items until you have written the number “20” in front of the item of least importance. Be prepared to defend your choices.

_____compass _____trinkets for trade _____animal traps

_____guns _____lumber _____horse

_____star chart _____gold and silver _____blanket

_____water _____cooking utensils _____flag

_____spices _____food _____rope

_____canteen _____sextant _____ammunition

_____knife _____pieces of flint

VI. On the following map of Oklahoma, trace the routes of the European explorers who crossed this area.



Chapter 3

AMERICAN EXPLORERS

Lesson Plans for Oklahoma History Teacher_________________ Date__________________
Common Core

Content Standard 1: The student will describe the state’s geography and the historic foundations laid by Native American, European, and American cultures.

1.1 Integrate visual information to identify and describe the significant physical and human features including major trails, railway lines, waterways, cities, ecological regions, natural resources, highways, and landforms.

1.3 Compare and contrast the goals and significance of early Spanish, French, and American expeditions including the impact of disease, interactions with Native Americans, and the arrival of the horse and new technologies.

1.4 Compare and contrast cultural perspectives of Native Americans and European Americans

regarding land ownership and trading practices.

Content Standard 2: The student will evaluate the major political and economic events that transformed the land and its people prior to statehood.

2.1 Summarize and analyze the role of river transportation to early trade and mercantile settlements including Chouteau’s Trading Post at Three Forks.


ASSIGNMENTS:

Read American Explorers, Chapter 3, pages 26-32.

Be prepared to participate in class discussion using the questions on page 32.

Complete the following in Student Activity Book:

Vocabulary

Identifying dates of events

Map study—trace the route of explorers, note the location of rivers and other natural resources

Identifying and completing facts related to the lesson

Use the information learned to write about an imagined experience

Choose from Activities on next page, Section II. Copy and distribute, or project them for group work.

Read Feature: Blending Cultures, pages 51-53. Complete the worksheets. (If time is short, you may opt to assign this in the next chapter.)
I. Discussion Questions: See Teacher’s Edition of textbook for answers.
1. Explain how the United States came to own the Louisiana Territory.

2. If you were exploring a wilderness 300 years ago, what items would you bring to survive?

To trade?

3. Expeditions consisted of people in various occupations. Name occupations that were important

to the immediate and long-term success of expeditions.

4. What names of traders are still used in Oklahoma as place names? (Chouteau, Pryor, etc.) List

place names of Spanish, French, and Indian origins across the state.

5. Consider place names in your own area. What do they remind you about local history?


6-10. Tell about each expedition below.

6. Zebulon Pike Expedition.

7. James B. Wilkinson Expedition

8. Richard Sparks Expedition

9. Stephen H. Long Expedition

10. Hugh Glenn Expedition



  1. Activities




  1. Time Line—Include the explorers and expeditions including the Lewis and Clark Expedition, Wilkinson and Pike Expedition, and Sparks Expedition.




  1. Science Connection-Plant Identification This is printed on next page.




  1. American Explorers Crossword Puzzle This is printed on following pages.


III. Internet Research:
http://en.wikipedia.org/wiki/Louisiana_Purchase
http://members.tripod.com/~jtlawson/index.html (on-line game)
http://en.wikipedia.org/wiki/Lewis_and_Clark_Expedition
http://www.lewis-clark.org/content/content-channel.asp?ChannelID=354
http://en.wikipedia.org/wiki/Pike_expedition
http://www.tsha.utexas.edu/handbook/online/articles/CC/fcu47_print.html
IV. Suggested Reading:
Howard Frank Mosher, The True Account: Concerning a Vermont Gentleman’s Race to the Pacific Against and Exploration of the Western American Continent Coincident to the Expedition of Captains Meriwether Lewis and William Clark (Boston: Houghton Mifflin, 2003)
Rebecca Stefoff, Westward Expansion (San Diego: Greenhaven Press, 2001)
Stephen E Ambrose, Undaunted Courage: Meriwether Lewis, Thomas Jefferson, and the Opening of the American West (New York: Simon & Schuster, 1996)

Science Connection-Identifying Plants Name___________________________

You are traveling with Major Long’s second expedition. You are an assistant to Dr. Edwin James, a botanist. Using reference materials in the library make a list of 25 plants that you and Dr. James saw along the present boundary of western Oklahoma.

1. 9. 17.

2. 10. 18.
3. 11. 19.
4. 12. 20.
5. 13. 21.
6. 14. 22.
7. 15. 23.
8. 16. 24.
25.

CROSSWORD PUZZLE:

American Explorers




CLUES FOR THE “AMERICAN EXPLORERS” CROSSWORD PUZZLE

ACROSS

1. France acquired Louisiana from Spain by the Treaty of San __________ .

4. Western tribes exchanged these with the ­Explorers for various items of interest.

10. Frontier forts created a __________ of ­defense.

11. This tangled mass clogged the Red River for miles.

13. The ruler of France who sold Louisiana to the United States.

16. The Pike-Wilkinson Expedition was to follow this river to its source.

17. The French-Indian War lasted _______ years.

18. People believed the tribes who lived here were hostile.

20. He led an expedition to the edge of Oklahoma when he was turned back by Spanish soldiers.

21. Some believed this to be an accurate ­description of the Indian tribes in the North.

22. To give up something, as the Indians did with their land.

23. Outer coverings of corn used for many things by Indian tribes.

26. Long’s second expedition arrived back at the fort (before, after) Bell’s party.

27. They began to move west as soon as Lewis and Clark returned.

30. The place where a river begins.

31. On his second expedition, Major Long sent this man to explore the Arkansas River.

33. Another word for purpose. Major Long’s was to complete Captain Sparks’ mission.

35. Land which is owned by the government but is not yet a state.

36. Meriweather was William’s partner.

38. Major Long missed it and explored the ­Canadian instead.

39. The Chief Minister of France under Napoleon Bonaparte.

41. Sparks and his men returned here without completing their mission.

42. A poor speller who owned a slave.

DOWN

1. People who live in a region are its ______ .

2. Americans worried that the French might close this port.

3. The Wilkinson party spent Christmas with these people.

5. This was a valued item on the prairie.

6. An unusual, observable fact, such as the Great Raft.

7. Fort Smith was located near the mouth of this river.

8. This major selected the site for Fort Smith. (continued)



DOWN clues, continued
9. These were kept by the Spaniards when they released Pike and his men.

12. This was the first fort in the West.

14. The site selected for the first fort was Belle __________ .

15. American minister to France in 1801.

18. This unit of government handled all trans­actions with the Indians, at first.

19. Wilkinson and Pike escorted them home from Washington.

21. His expedition was instrumental in opening trade with Western tribes.

22. Moveable property: some looked upon ­Indians as this.

24. Becknell’s expedition crossed Oklahoma in this part of the state.

25. Colonel Glenn’s trading post was here.

28. He discovered the Great Salt Plains.

29. This was lost to England by Spain.

32. George Sibley’s was the __________ expedi­tion sent into the Far West.

34. The men who first occupied Fort Smith ­carried these.

37. On the frontier, people traded here.

40. Spanish word for “river,” as in the “Big River” that separates Mexico from Texas.



Student Activity Book Chapter 3   AMERICAN EXPLORERS
I. VOCABULARY. Give a short definition of each word below as it is used in the textbook.
1. chattel ________________________ 6. geologist ________________________

2. remuneration _____________________ 7. stockade ________________________

3. compensation _____________________ 8. tributary ________________________
4. imperialism ________________________ 9. pelt ________________________
5. expedition ________________________ 10. thwart ________________________

II. MATCHING. Match the correct date for each event described below.

______1. The Glenn Fowler Expedition opened trade with the Western Tribes. A. 1682 ________
______2. Louisiana came under Spanish rule. B. 1763 ________
______3. George Sibley discovered the Great Salt Plains. C. 1800 ________
______4. Louisiana was purchased by the United States. D. 1803 ________
_____ 5. The Treaty of San Ildefonso gave Louisiana to France. E. 1806 ________
______6. LaSalle claimed Oklahoma for France. F. 1811________
______7. Wilkinson and Pike Expedition set out to explore Louisiana, G. 1817________

including Oklahoma.


______8. Major Stephen H. Long established Fort Smith. H. 1821________
III. MAP ACTIVITY. On the blank map of Oklahoma below, use colored pencils to color code your map work. Trace the expeditions of the American explorers in the state.

IV. COMPLETION. Write the word or words in the blanks that would best complete each statement.


1. France acquired Louisiana from Spain by the Treaty of _______________________.

2. Western tribes exchanged _____________________ with explorers for various other items.


3. Frontier forts created a ________________________of defense.

4. The ruler of France who sold Louisiana to the United States was ______________________.

5. The Pike Wilkinson Expedition was to follow the ______________________River to its source.
6. The French and Indian Wars lasted for ___________ years.
7. ___________________led an expedition to the edge of Oklahoma where he was

turned back by Spanish soldiers.

8. On his second expedition, Major Long sent ________________________to explore the

Arkansas River.


9. A ________________________ is land owned by the government that is not yet a state.
10. Americans worried that the French would close the port of ________________________.
11. Ft. Smith was located near the mouth of the _______________________ River.
12. The first fort in the West was Fort _______________.
13. _______________________ was the American Minister to France in 1801.

14. ____________________was the Chief Minister of France under Napoleon.


15. _______________________’s expedition was instrumental in opening trade with Western tribes.
16. Colonel Glenn’s trading post was located at __________________________.

17. ______________________discovered the Great Salt Plains.

18. __________________________is the Spanish word for “river.”

19. __________________Lewis and ___________________Clark explored the Louisiana Territory.

20. _______________were kept by the Spaniards when Pike and his men were released from captivity.
V. THINKING ACTIVITY. Imagine that you are the first Spanish explorer to see one of the early inhabitants of the Oklahoma Plains. Describe the person.

Chapter 4

EARLY GOVERNMENT

Lesson Plans for Oklahoma History Teacher___________________________ Date__________________

Content Standard 1: The student will describe the state’s geography and the historic foundations laid by Native American, European, and American cultures.

1.1 Integrate visual information to identify and describe the significant physical and human features including major trails, railway lines, waterways, cities, ecological regions, natural resources, highways, and landforms.

1.3 Compare and contrast the goals and significance of early Spanish, French, and American expeditions including the impact of disease, interactions with Native Americans, and the arrival of the horse and new technologies.

Content Standard 2: The student will evaluate the major political and economic events that transformed the land and its people prior to statehood.

2.1 Summarize and analyze the role of river transportation to early trade and mercantile settlements including Chouteau’s Trading Post at Three Forks.

2.2 Describe the major trading and peacekeeping goals of early military posts including Fort Gibson.

ASSIGNMENTS:

Read Early Government, Chapter 4, pages 33-37

Be prepared to participate in class discussion using the questions on page 37.

Complete the following in Student Activity Book:

Vocabulary

Complete statements related to facts of the time period with emphasis on trading and Indian Tribes

Examine the terms of the Adams-Onis Treaty.

Identify the dates for major events during this time period.

Identify important people of this time period.

Complete the map related to the Louisiana Purchase.

Choose from Activities on next page, Section II. Copy and distribute, or project them for group work.

Read Feature: Blending Cultures, pages 51-53. Complete the worksheets.

(This is if you have not already completed it in the previous chapter.)



  1. Discussion Questions:

1. Give four important facts about the Adams- Onis Treaty.


2. What does “Adams-Onis” mean in the name of the treaty? Who/what were Adams and Onis?
3. Locate the national boundary defined by the Adams-Onis Treaty. Is it still the same?
4. Name the son of an early family of traders and what he accomplished in Oklahoma.
5. Why was Glenn’s trade with Santa Fe important?
6. You learned about the importance of salt in Chapter 1. How was salt important in Oklahoma’s growth?
7. How did a Mexican revolution affect the U.S.?
8. Discuss the establishment of forts (names and dates). Which is nearest?
9. What effect did forts have on the exploration of Oklahoma?
10. Describe the ceremonies that took place when the Louisiana Territory was transferred from France to the United States.



  1. Activities




  1. Using library resources, gather information about the status of the following:

The Three Forks Area

Fort Gibson

Osage Tribe


  1. Oklahoma Map—labeling rivers and forts This is printed on next page.

  2. Puzzle, Time of the Louisiana Purchase This is on following two pages.

  3. Time Line—add the following: establishment of the Chouteau Trading Post, Fort Smith, Fort Towson,

Fort Gibson, Fort Coffee, Fort Holmes, Fort Washita.


  1. Internet Research:


http://www.3rd1000.com/history3/biography/pchouteau.htm
http://digital.library.okstate.edu/Chronicles/v013/v013p316.html

http://www.pueblohistory.org/history/fowler%20jeweler.htm




  1. Suggested Reading:

Vine Deloria, Jr., Native American Testimony: An Anthology of Indian and White Relations (New York: Crowell, 1978)


Jennifer S.H. Brown, Strangers in Blood: Fur Trade Company Families in Indian Country (Norman, Oklahoma: University of Oklahoma Press, 1996)
Kathleen Duval, The Native Ground: Indians and Colonists in the Heart of the Continent (Philadelphia: University of Pennsylvania Press, 2006)
Name_______________________________________ Date__________________________


  1. Oklahoma Map Study

On the map of Oklahoma below, draw in and locate the following: Fort Gibson, Illinois River, Verdigris River, Arkansas River, Grand River, Fort Towson.



Name_______________________________________ Date__________________________


3. PUZZLE: THE TIME OF THE LOUISIANA PURCHASE

The answers to the 20 questions below the puzzle are hidden in the letter-jumble. Some are horizontal, some vertical, and some diagonal; but all run from left to right or top to bottom. Circle the words in the puzzle and fill in the blanks below.

C L A I B O R N E X H I K L M U C T P
O S P R Y N R I E O S A G E I P H H A
N M A M E I C A N W I C H I T A O X B
G I W T H S P A I N O F T H U M U E A
R T N M E R I D I A N R B R A M T G N
E H G T A S D O F R J F L A G S E L D
S W I L H L I A U M V C B E A N A E O
S G I B S O N T O X S I R H A Y U N N

I N D I A N A F Y R T P N B I N U N E

L O U I S I A N A N E Q P G Z V S R D



  1. He became governor of Louisiana on December 20, 1803.

  2. They passed an act creating two territories in the west.

  3. The largest territory the United States ever owned:

  4. This territory became the state of Louisiana:

  5. They waved side by side, symbolizing brotherhood:

  6. The District of Louisiana was attached to this territory:

  7. William Henry Harrison became the _______________ President of the United States.

  8. The Adams- ________________ Treaty set the boundaries of the Louisiana Purchase.

  9. _______________ ceded Florida to the United States.

  10. Part of that boundary, the 100th _______________ became an Oklahoma boundary.

  11. He was one of the founders of St. Louis:

  12. He owned a salt works business in Indian country:

(continued)

  1. He was a writer who was entertained at Three Forks:

  2. He opened trade with Santa Fe:

  3. One of the tribes indigenous to Oklahoma:

  4. The Quapaws were relatives of this northern warlike tribe:

  5. This powerful nation was also related to the same tribe:

  6. This was the first fort established in the west (1817):

  7. This fort was built between the Arkansas and Grand Rivers:

  8. Fort Smith was ________________________ twice before the Civil War.

Student Activity Book Chapter 4   EARLY GOVERNMENT

1. VOCABULARY. Give short definitions to the following words. Define them as they are used in the textbook.

1. vigorous _________________________ 6. subsistence _________________________
2. parallel __________________________ 7. ammunition_______________________
3. meridian _________________________ 8. interim ____________________________
4. relinquish _________________________ 9. luxurious___________________________
5. hospitality _________________________ 10. established _________________________
II. COMPLETION. Fill in the blanks with the word or words that best complete each statement.
1. _______________________ protested the sale of Louisiana to the United States.
2. The first American governor of the Louisiana Territory was_________________________.
3. The governor over the territory who later became the ninth President of the United States was

_________________________________.


4. The territory of New Orleans was admitted to the Union as the state of ___________________.
5. As the territories divided and changed, the area now known as Oklahoma was included in the

territories of _________________, _________________, and _________________.


6. Spain gave up all claims to Florida and Oregon as a result of the ____________________Treaty.
7. As a result of that treaty, the United States gave up claims to __________________________.
8. A favorite tourist spot in the Oklahoma region was the ____________________________.
9. The two tribes of Indians considered to be indigenous to Oklahoma are the __________________

and the ___________________________.


10. Bean’s Salt Works was established on the ____________________________River.
11. The _______________________and the __________________were relative tribes to the Sioux.

12. Kiowas and Comanches came from the ____________________________and moved into the

western part of the state.

13. The Western Cherokees found themselves at war with the _____________________________.

14. The first fort established was _________________________________ .


15. The first roads were constructed to connect the _____________________________.
III. Give four important facts about the Adams Onis Treaty.

1. _______________________________ 3. _______________________________


2. _______________________________ 4. _______________________________
IV. MATCHING. Match the date to the event; dates may be used more than once.
A. 1817 1. The Adams Onis Treaty was signed. 1. ________

B. 1819 2. The Territory of New Orleans was admitted to the Union as a state. 2. ________

C. 1824 3. A trading post was established near Salina. 3. ________

D. 1820 4. Arkansas Territory was created. 4. ________

E. 1812 5. Missouri Territory was created. 5. ________

6. Ft. Gibson was built. 6. ________

7. Ft. Towson was built. 7. ________

8. Bean’s Salt Works was established. 8. ________


V . MATCHING. Match the name to the description.

A. Washington Irving 1. First settlers in Oklahoma 1. ____

B. William Henry Harrison 2. Member of a famous trading family 2. ____

C. William Clark 3. Man from Indiana Territory who was governor of Upper Louisiana 3. ____

D. Western Cherokees 4. A co founder of St. Louis 4. ____

E. Auguste Chouteau 5. A famous literary visitor to the “log palace” 5. ____

F. traders 6. People who removed themselves from the East 6. ____

G. Pierre Laclede Liguest 7. A famous explorer who became governor of Missouri Territory 7. ____


VI. MAP. On the map of the United States below, using colored pencils and color-coding, outline the Louisiana Purchase and the area effected by the Adams-Onis boundary.


Chapter 5

CULTURAL AND RELIGIOUS CONFLICTS

Lesson Plans for Oklahoma History Teacher_________________ Date__________________
Common Core

Content Standard 1: The student will describe the state’s geography and the historic foundations laid by Native American, European, and American cultures.

1.3 Compare and contrast the goals and significance of early Spanish, French, and American expeditions including the impact of disease, interactions with Native Americans, and the arrival of the horse and new technologies.

1.4 Compare and contrast cultural perspectives of Native Americans and European Americans regarding land ownership and trading practices.

Content Standard 2: The student will evaluate the major political and economic events that transformed the land and its people prior to statehood.

2.3 Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.



ASSIGNMENTS:

Read Cultural and Religious Conflicts, Chapter 5, pages 56-66

Be prepared to participate in class discussion using the questions on page 66.

Complete the following in Student Activity Book:

Vocabulary

Compare and contrast the beliefs and attitudes of the Indians, whites and government officials

Identify dates of important events

Compare the beliefs of New England Puritans, Pennsylvania Quakers and Jeffersonian farmers.

Complete the map assignment on identifying states and the original homelands of the Five Civilized Tribes.

Choose from Activities on next page, Section II. Copy and distribute, or project them for group work.

Read Feature: Cherokee Almanac (pp. 100-102). Complete assigned worksheets.




  1. Discussion Questions

1. How did the government officials justify confiscating Indian lands?


2. How did the purchase of the Louisiana Territory affect the problem of taking Indian lands?
3. How did the European “doctrine of discovery” influence government and Indian relationships?
4. How did whites and Indians view one another?
5. What three ways did governmental policies encourage acculturation and assimilation of Indians?
6. How did the War of 1812 intensify problems between Native Americans and Euro-Americans?
7. Which were the “civilized” Indian tribes of the Southeast?
8. Why were these tribes considered civilized?
9. Consider what you know about the weather and geography of Florida and Oklahoma. What changes did the Seminoles have to adapt to?
10. In the presidential election of 1828, who had voting rights?


  1. Activities:




  1. Time Line –Add information related to War of 1812, King Phillip’s War and William Penn’s treaty with the Indians.




  1. Map states and homelands of the Five Civilized Tribes.




  1. Puzzle Word Maze



  1. Internet Search:


http://en.wikipedia.org/wiki/Indian_Removal_Act
http://www.mtholyoke.edu/acad/intrel/andrew.htm



  1. Suggested Reading:

Virginia Pounds Brown and Laurella Owens, Southern Indian Myths and Legends. (Birmingham, Alabama. Beechwood Books, 1985)

Virginia Hamilton. In the Beginning. (Orlando, Florida: Pennyroyal Press, Inc., 1988)

Mildred D Ladner, O.C. Seltzer, Painter of the Old West. (Norman, Oklahoma: University of Oklahoma Press, 1979.

Name_______________________________________ Date__________________________


MAP WORK
On the map below, identify the states by their current names and draw in the ­homelands of the Five Civilized Tribes.

3. As a writing activity, ask the students to pretend that they are members of the Cherokee tribe living in Georgia in the early 1700s. The tribe has been approached by a representative of the British government about selling part of their land. The students are to explain their beliefs, as Cherokees, about the land and about selling it.

Name_______________________________________ Date__________________________

PUZZLE: WORD MAZE —Doctrine of Discovery
Moving your pencil from box to box in any direction, connect the letters to form the words which correctly complete the statements below. In forming a single word you may not use the same box twice, but one box may be used in several words.

(1) Between 1778 and 1871 the U.S. government negotiated over 400 legal

________________________________ with the Indians.
(2) All of these agreements recognized the Indians as the rightful ________________________________of the land.
(3) One of the main effects of the belief that the Indians had land rights was that the governments could not try to ___________________________the Indians.

(4) The belief that the Indians had certain rights to the land, but that the land belonged to the government of the discovered was called the “________________________________ of Discovery.”

(5) Each of the 400 agreements made between the Indian tribes and the U.S. government was a separate

________________ .



Student Activity Book Chapter 5   CULTURAL AND RELIGIOUS CONFLICTS
I. VOCABULARY. Write a short definition of each word below.
1. assimilation ____________________ 7. coffers ____________________
2. protectorate ____________________ 8. acculturation ____________________
3. acquisition _______________________ 9. expostulate ____________________
4. interdependence ____________________ 10. mollify ____________________
5. desecration ______________________ 11. agrarian ____________________
6. extended family ____________________ 12. cede ____________________
II. Use the following key to identify the beliefs or attitudes listed below.
A= Indians B=White Men C=Government Officials
_____ 1. The land belongs to God or the Great Spirit.
_____ 2. Farming is honorable work for a man.
_____ 3. Land ownership is a sign of success.
_____ 4. Plowing the land is an assault on Mother Earth.
_____ 5. Land ownership is impossible.
_____ 6. Land can be acquired by “right of conquest.”
_____ 7. Land ownership is a sign of industry and hard work.
_____ 8. Services can be exchanged for land.

_____ 9. Plowing and harvesting from the land pleases God or the Great Spirit.

_____ 10. Land can be confiscated as reparations of war.
III. MATCHING. Match the date to the event.
_____ 1. Andrew Jackson was elected President. A. 1638
_____ 2. The Quakers lost control of the Pennsylvania government and the treaty signed by B. 1675 76 William Penn was abolished.

C. 1682


_____ 3. Chief Justice Marshall declared the states’ anti tribal laws unconstitutional.

D. 1726
_____ 4. New Haven Christian Plantation was established. E. 1787


_____ 5. Northwest Ordinance was signed. F. 1796
_____ 6. William Penn signed a treaty recognizing Indian ownership of land. G. 1828
_____ 7. The Government set up the Federal Factory System. H. 1832
_____ 8. King Phillip’s War occurred.

IV. Compare the beliefs of the following people by writing in the spaces below how the people felt about the land and about land ownership.


New England Pennsylvania Jeffersonian

Puritan-1630 Quaker-1690 Farmer-1800


V. MAP: Pre territorial tribal locations. On the map of the Southeastern United States below, identify the states by their current names and then draw in the homelands of the Five Civilized Tribes.






Chapter 6

CHOCTAW AND CREEK REMOVALS

Lesson Plans for Oklahoma History Teacher_________________ Date__________________

Common Core

Content Standard 1: The student will describe the state’s geography and the historic foundations laid by Native American, European, and American cultures.

1.4 Compare and contrast cultural perspectives of Native Americans and European Americans regarding land ownership and trading practices.


Content Standard 2: The student will evaluate the major political and economic events that transformed the land and its people prior to statehood.

2.3 Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of 1830, and tribal resistance to the forced relocations.


Content Standard 4: The student will examine the transformation of Oklahoma during times of boom and bust of the 1920s through the 1940s.

4.1 Compare and contrast the successes and failures of the United States policy of assimilation of the Native Americans in Oklahoma including the passage of the Indian Citizenship Act of 1924 and the effects of the Indian boarding schools (1880s-1940s) upon Native Americans’ identity, culture, traditions, and tribal government and sovereignty.



ASSIGNMENTS:
Read Choctaw and Creek Removals, Chapter 6, pages 67-77.
Be prepared to participate in class discussion using the discussion questions on page 77.
Complete the following in Student Activity Book:

Vocabulary

Matching events and important dates

Matching events with the name of the person involved

Writing: Reporting on causes of death during the removal trips

Map Study-Color coding and tracing the removal routes of the Choctaws and Creeks.
Choose from Activities on next page, Section II. Copy and distribute, or project them for group work.

Read Feature: The Trail of Tears section on Choctaws (pp. 112-115) and/or section on Creeks (pp. 116-120).



Note: This edition has a chapter named Trail of Tears as well as a feature named The Trail of Tears.

Consider assigning each section to half the class and then have them complete worksheets in pairs.




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