Chapter 2
What Happened When Explorers “Discovered” the “New” World?
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.
1.2 Summarize the accomplishments of prehistoric cultures including the Spiro Mound Builders.
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.
2.2. Describe the major trading and peacekeeping goals of early military posts including Fort Gibson.
Day 1: Introduce today’s topics by showing PowerPoint slides for this chapter, especially the map about European explorers, or go over the vocabulary in the workbook. Class reads textbook page 32 through the top of page 38.
Discuss questions 1-4 from the end of the chapter, page 42.
Assign workbook page 6 and maps on page 7. Use textbook or PowerPoint to review possible routes.
Day 2: Read pages 38-42.
Discuss questions 5-10 from the end of the chapter, page 42.
Assign workbook pages 7-8. Encourage students to answer all four questions, write complete sentences, and mark any quotes they use.
Day 3: Use Crossword for review, review in class for the chapter test, or assign review for homework.
Day 4: Administer chapter test. Then assign optional activities or begin next chapter.
Optional activities: Crossword (long) or Letter-Jumble. Add to the classroom timeline. Ask students to use other sources (besides the chapter) to answer a question (such as a sub-heading). Spotlight readings are about the Trail of Tears, Will Rogers, and Tom Palmore; see the back of the workbook for assignments.
Internet research
http://nmai.si.edu (Nat’l Museum of the American Indian)
http://www.mariner.org/age/menu.html
http://www.win.tue.nl/~engels/discovery/northam.html
http://www.tshaonline.org
http://www.teachingtexas.org
http://www.lewis-clark.org/content/content-channel.asp?ChannelID=354
http://en.wikipedia.org/wiki/Louisiana_Purchase
http://en.wikipedia.org/wiki/Lewis_and_Clark_Expedition
http://en.wikipedia.org/wiki/Pike_expedition
Related readings
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)
LETTER-JUMBLE:
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 then 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
LETTER-JUMBLE
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:
13. He was a writer who was entertained at Three Forks:
14. He opened trade with Santa Fe:
15. One of the tribes indigenous to Oklahoma:
16. The Quapaws were relatives of this northern warlike tribe:
17. This powerful nation was also related to the same tribe:
18. This was the first fort established in the west (1817):
19. This fort was built between the Arkansas and Grand Rivers:
20. Fort Smith was ________________________ twice before the Civil War.
EXPLORERS
“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.
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.
© 2013 ACP, Inc.
1