These are the ideas generated from the Arkansas History PD activites that were within the video presentation.

ACTIVITY 1

H.6.4.21 

WRITING ASSIGNMENTS

1.  Explain relationship between Lewis, Clark, and Sacagawea.

2.  How did Sacagawea influence Lewis and Clark? Identify 3 specific examples to support your answer.

3.  Create a letter to Lewis and Clark stating your various talents that you may contribute to the success of 

     the mission just like Sacagawea.

4.  Describe and illustrate the relationship between Lewis and Clark with Sacagawea.

5.  Explain contributions of Sacagawea, Lewis and Clark to Western Expansion.

6.  Have students discuss forms of travel - how would they travel now and how they traveled then and

    what differences this would have made for the mission.

7.  Essay - detail Lousiana Purchase   who, why, how  grapic organizer - use 4 square for writing showing

    main ideas and supporting details.

8.  Analyze how Lewis and Clark might have felt about Sacagawea's ability to guide since she was

    expecting a baby - what questions would they have - create at least 3 areas of concern.

9.  Explain the survival techniques that might have been used during the mission such as:  plants, animals,

     and the landscape. 

10. Define how Sacagawea was a link between Native Americans and Lewis and Clark.

11. Pretend to be Sacagawea and write a letter home about the mission.

12. Pretend to be Lewis and Clark and write a journal entry about the mission. 

13. Discuss how Sacagawea and Lewis and Clark were like a family.

14.  Discuss how Sacagawea's knowledge of various Native American languages helped Lewis and Clark.

15. Students discuss based on what they know about Sacagawea why she was willing to help Lewis and

      Clark.

16.  Have the girls discuss:  Would you have trusted Lewis and Clark?

      Have the boys discuss:  Would you have trusted Sacagawea to guide you and not leave you?

17.  Discuss what the expedition of Lewis and Clark might have been like if Sacagawea had not

      gone with them?

18.  Use a Venn diagram demonstrating the relationships of Sacagawea and Lewis and Clark.  Compare

      and contrast Lewis and Clark with Sacagawea.

ACTIVITIY 2

H.2.5.26 

1.  Various newspaper headlines to represent cause and effect of the Indian Removal Act of 1830 -

     through the eyes of the Indians and the eyes of local white men.  Examples:

Indian Removal Act of 1830 forces first Arkansans off of Ancestral Lands

Indian Removal Act of 1830 opens up a Land of Opportunity.

Paleface do it to us again!

White People:  Peace of the Horizon

Land for the Redmen!

The Successful Evacuation of the Indians

Oppression of the Indigenous people's continues

The Fear is Gone!  Indian Removal Act if a Success!

Indians headed for the Wide Open Spaces!

Robbed of Homeland!

Indians Forceable Removed

Creates Farmland for Settlers

Head for the Hills the Whitemen are Stealing our Land!

We Need More Land!  Pack Em Up!  Move Em Out!

Cherokees Cry While Settlers Celebrate!

Good Intentions Backfire!

Not White, Not Welcome!

These are various headlines generated for Activity 2.  You could use these and have the students create more or have the students put them in categories.  Which apply to the point of view of Indians and which to the White man.  Have the students create the first paragraph that would go with the headline that they choose.

ACTIVITY 3

H.6.3.14

Write a letter home as a Knickerbocker describing the territory of Arkansas

Journal Entries - What was the day like from the Cherokee and Knickerbockers view point and also illustrate through drawings.

Students create a picture individually or in a group showing the interaction of the "rodeo" events where Indians were selling and Knickerbockers were buying.

Journal Entry discussing the selling and trading of items - what items were available?

Draw the interaction in a cartoon style.  Include captions.

Write a journal entry comparing the rodeo experienced by the Indians and Knickerbockers to the rodeo that takes place in Fort Smith today.

Draw a picture to illustrate how you think the Knickerbockers and the Indians might have looked during the time period and how they interacted.

Create a political cartoon with captions.

Create two cartoons - one describing what the Knickerbockers thought and one describing what the Indians thought of their meeting in Arkansas.

Let students choose one of the following to describe the interaction between Knickerbockers and Indians:

                Picture, Journal Entry, Letter, Cartoon with caption, or graphic organizer.

Create a picture book - flip book - to illustrate the meeting between Knickerbockers and Indians.

Create a 5 frame cartoon.

Reader's Theatre

Create a drama

Use Photo Story to create a movie of a Knickerbocker and an Indian discusing their different cultures.

ACTIVITY 4

H.6.2.3

Have students work in a group to create a script for person commiting a crime and facing Judge Parker.

Student work individually, in pairs, or in groups to create the script.

Criminal stole a horse:  have students create various scenarioes such as stole the horse because just a

   thief stole the horse because he believes is his horse, stole the horse to commit a crime, stole the horse 

   to get to town to get medicine, food, etc for his family.  How would Judge Parker view these various

   charges in his courtroom.

Reader's Theatre

Create a 5 frame cartoon illustrating Judge Parker's courtroom

Upper grades do a script/drama to present to lower grades.

Lower grades will infer from drama as to what kind of judge Parker was and create a drawing to illustrate.

Have students create a play within groups that will be presented to the class.

Research various outlaws from Arkansas and bring them to trial before Judge Parker

10 pane cartoon to be published within the newspaper criticizing Judge Parker's courtroom.

THE ABOVE ACTIVITIES WERE GENERATED BY FORT SMITH TEACHERS TO SHARE AS WAYS TO ADDRESS ARKANSAS HISTORY WITHIN THE CLASSROOM.  THESE ACTIVITIES CORRELATE WITH THE ARKANSAS HISTORY VIDEO ON DEMAND FOUND ON THE DISTRICT WEB SITE.