Bell work #1 Jan. 7

1. Bell work #1Jan. 7 • Objective- Students will check for any prior knowledge about Kansas’ geography and history.

2. Bell work #2Jan. 9 • What is the capital of Kansas? • What two colleges have a fierce rivalry that dates back about a hundred years? • What makes the economy of Kansas run? (hint: what are the different types of jobs.) • Objective- Students are going to study the five themes of geography as they relate to Kansas. • Chapter 1 test Tuesday, January 15.

3. Bell work #3Jan. 10 • Where can you find the conterminous center of the United States? • What river forms the only natural border in Kansas? • What are the distances; north and south, east and west, of Kansas? What is the total area; in square miles, of Kansas? • Objective- Students will use the five themes of geography to study different aspects of Kansas. • Chapter 1 Test. Tuesday, January 15.

4. Bell work #4Jan. 11 • What does conterminous mean? • How many different types of physiographic regions are there? • Where did Kansas get it’s name from? • Objective-Students will understand that Kansas has many different types of regions based on is geology. • Chapter 1 Test. Tuesday, January 15.

5. Bell work #5Jan. 14 • What is the most numerous type of animal in Kansas? • Why are native grasses important to Kansas? • What is the purpose of prairie fires? • For what did Kansas take legal action against Colorado for? • Students will review chapter one key terms and ideas. • Chapter 1 Test Tomorrow.

6. Jan. 15 • Objective- Students will check for understanding of key ideas and terms from Chapter 1 in their Kansas History Book.

7. Bell work #6Jan. 16 • What are the two different TYPES of Native Americans in Kansas? • Why do we not know much about the Native Americans before the Europeans showed up? • What animal did all Kansas Native Americans hunt? • Objective- Students will understand different Native American terms and facts. • Chapter 2 Test toward the end of next week.

8. Bell work #7Jan. 17 • What does it mean to barter? • What does it mean to have a story passed down orally from generation to generation? • Before the historic period, what helped populations in Kansas grow? • Objective- The student will define sedentary and nomadic. The student will describe how the environment affected the traditional lifestyles of the Osage and the Kiowa. • Chapter 2 Test. Thursday, January 24.

9. Bell work #8Jan. 18 • What were some things that the Osage did, as stated in Mr. Sibley’s report? • Why was Satanta giving a speech at the Medicine Lodge Peace Treaties? • What was the main idea behind Satanta’s speech? • Objective- Students will understand how the Native Americans survived on the plains with the use of reenactments from videos. • Chapter 2 Test Friday, January 25.

10. Bell work #9Jan. 22 • In which parts of Kansas would you find the majority of the nomadic tribes? • What is the difference between relative dating and absolute dating? • Does Native American oral tradition tell us that the Wichita and Pawnee are related? • Objective- Students will be able to compare and contrast the different tribes in Kansas. • Chapter 2 Test, Friday

11. Bell work #10Jan. 23 • Did the Kansa and Osage live in tipis all year long? • Did Kansas Native American tribes conduct trade with other people? • How were tipis moved? • Objective- Students will be able to analyze Native American Historic videos. • Chapter 2 Test, Friday.

12. Bell work #11Jan. 24 • What is one thing that all Native Americans had in common? • Who was Satanta? • Objective- Students will review key terms and ideas. • Test Tomorrow. 3rd hour test on Monday.

13. Bell work #12Jan. 28 • What year did the Europeans show up to Kansas? • Which European made contact with the Wichita? • What were the earliest Europeans looking for? • Objective- Students will discover the major explorers of Kansas.

14. Bell work #13Jan. 29 • What were Tisne and Bourgemont sent to the plains to do? • What specifically was Coronado looking for? • What did Lewis and Clark say about Kansas? • Objective-The Students will explain the connection between the idea of the “Great American Desert” and the Indian relocation policy of the United States government. Students will be able to retell some reasons for Indian relocation. • Enrollment form due February 7.

15. Bell work #14Jan. 30 • What was the Indian Removal Act of 1830? • What are the positives that Andrew Jackson gave in his congress speech about Native American Relocation? • What would happen if you took Native Americans from the East woodlands and put them in the Prairies of Kansas? • Objective-The student will be able to explain at least two ways in which the Indian Removal Act of 1830 impacted the lives of relocated tribes. • Enrollment form due Feb. 7.

16. Bell work #15Jan. 31 • What happened to some of the Indian Tribes when they were relocated? • Who was Zebulon Pike? • What were the two major trails that went through Kansas? • Objective- Students will understand key terms and ideas of Chapter 3. • Enrollment form due Feb. 7.

17. Bell work #16Feb. 1 • Which Tribe did Coronado run into first in Kansas? • What did the description of the “Great American Desert” do for the view on Kansas? • What were mission schools set up to do? • Objective- Students will discover key terms and ideas of Chapter 3. • February 7 Enrollment Forms due. • February 12 Chapter 3 Test.

18. Bell work #17Feb. 4 • What was the Oregon Trail mainly used for? • What was the Santa Fe Trail mainly used for? • Who started the Santa Fe Trail? • Objective- Students will compare and contrast the two trails that run through Kansas. • February 7 Enrollment Forms due. • February 12 Chapter 3 Test.

19. Bell work #18Feb. 5 • When did William Becknell first travel on the Santa Fe Trail? • When did the first settlers start using the Oregon-California Trail? • What are the biggest differences between the Santa Fe and Oregon Trail? • Objective- Students will witness re-enactments of people traveling on the Santa Fe and Oregon Trail. • February 7- Enrollment forms due. • February 12- Chapter 3 Test

20. Bell work #19Feb. 6 • What were some items that they would take on the Oregon Trail? • How did Independence Rock get it’s name? • Why did the trails end? • Objective- Students will be able to recall key terms and ideas from Chapter 3. • February 7- Enrollment Forms due. • February 12- Chapter 3 Test.

21. Bell work #20Feb. 7 • The Europeans brought goods to trade with the Native Americans, however, what else did they bring? • When did the population of the United States start to grow? • What is Manifest Destiny? • Objective- Students are going to review key terms and ideas in Chapter 3. • Enrollment form due today. • February 12- Chapter 3 Test.

22. Bell work #21Feb. 11 • What did the Indian Removal Act do to the Native American tribes moving to Kansas? • What does it mean to ration food? • What was the relationship like between the travelers on the trails and the Native Americans? • Objective- Students will review and understand the key terms and ideas of Chapter 3. • Chapter 3 Test Tomorrow.

23. Bell work #22Feb. 19 • How were the states divided up before the Civil War? • What is the Missouri Compromise? • What does the term “Bleeding Kansas” mean? • Objective- Students will examine how the compromises affected Kansas before it became a state?

24. Bell work #23Feb. 20 • What was the Compromise of 1850? • What did the Fugitive Slave Act say? • Who created the Kansas-Nebraska Act? • Objective- Students will learn about the key figures in Kansas.

25. Bell work #24Feb. 25 • What did the Kansas-Nebraska Act say? • Self-government was subject to what limitations? • Why did Stephen Douglas do the interview with the globe? • Objective- Students will learn about the key people in Kansas during the period of “Bleeding Kansas.”

26. Bell work #25Feb. 28 • Who was the first territorial governor of Kansas? • Who was the first state governor of Kansas? • What was the Underground Railroad? • Objective- The student compares and contrasts the beliefs about slavery between proslavery and antislavery forces during Kansas Territory.

27. Bell work #26March 1 • What were some of the positives that Atchison said about slavery coming to Kansas? • What did Stowe say about slavery coming to Kansas? • Who was Samuel Jones? • Objective- Students will analyze visual reenactments and listen to historians talk about the “Bleeding Kansas” period.

28. Bell work #27March 4 • What helped spark the beginning of the Wakarusa War? • What helped stop the Wakarusa War? • Why did John Brown murder people at Pottawatomie Creek? • Objective-Students will examine primary sources that deal with the key characters of Kansas History. • March 14- Chapter 4 Test.

29. Bell work #28March 5 • Who was Sara Robinson? • What did Clarina Nichols fight for? • Why was John Ritchie arrested? • Objective- Students are going to discover vocabulary terms that deal with “Bleeding Kansas.” • March 14- Chapter 4 Test.

30. Bell work #29March 6 • What does it mean to be an indentured servant? • What did speculators do? • What does transcontinental mean? • Objective- Students will use primary sources to examine John Brown and his legacy. • March 14- Chapter 4 Test

31. Bell work #30March 8 • How many different constitutions were written in Kansas? • Which constitution do we follow today in Kansas? • What are some key points about our constitution? • Objective- Students are going to examine the different types of constitutions that were written in Kansas. • March 14- Chapter 4 Test.

32. Bell work #31March 11 • What happened in response to the Pottawatomie Creek Massacre? • Who was Dred Scott? • What was the “Kansas Emigrant Song”? • Objective- Students will review key terms and ideas pertaining to “Bleeding Kansas.” • March 14- Chapter 4 Test.

33. Bell work #32March 12 • In what city can you find Kansas State University? • What happened to Charles Sumner? • Describe the original boundaries of the Kansas Territory. • Objectives- Students will review key terms and ideas pertaining to “Bleeding Kansas.” • March 14- Chapter 4 Test

34. March 13 • Objective-Students are going to correct any incorrect answers from their study guide. • Chapter 4 Test Tomorrow.

35. Bell work #33March 26 • When did Kansas become a state? • Who was the first state Governor? • Under what constitution did Kansas become a state? • Objective-Students will discover the mean of the different rights granted to Kansas residents.

36. Bell work #34March 27 • After Kansas became a state, what were some issues the state was dealing with? • What did Governor Robinson want the Federal Government to do? • What are the three branches of our government? • Objective- Students will discover the rights given to all citizens of Kansas.

37. Bell work #35March 28 • What does the Governor do under the Executive Branch? • Why was Topeka chosen as the capital of Kansas? • What is one thing that the Local Government does? • Objective- Students will analyze the rest of the rights.

38. Bell work #36March 29 • How many specific rights do you have that are listed in the Kansas State Constitution? • Which right do you cherish the most? • What are you doing if you have committed treason? • Objective- Students will discover key terms and ideas within Chapter 5.

39. Bell work #37April 1 • What does it mean to secede? • Which side did Kansas choose during the Civil War? • What was James Lane’s Frontier Guard? • Objective- Students will discover key terms and ideas from Chapter 5.

40. Bell work #38April 2 • How many Kansans volunteered to fight during the Civil War? • How many Kansans died during the Civil War? • Who was William Quantrill? • Objective-Students are going to read and understand primary sources dealing with Quantrill’s raid on Lawrence.

41. Bell work #39April 3 • How many people died during the raid on Lawrence? • What was Order No. 11? • What happened at the Battle of Mine Creek? • Objective- Students are going to discover what happened at major acts of violence in Kansas during the Civil War.

42. Bell work #40April 8 • Why were forts set up in Kansas? • Which Fort; located in northeast Kansas, is still in operation? • What brought an end to the Frontier? • Objective-Students are going to review key ideas and terms related to Ch. 5 • April 11- Chapter 5 Test.

43. Bell work #41April 9 • What is the name of the African-American military group that was stationed in Kansas? • Who was Julia Louisa Lovejoy? • What happened at the Sand Creek Massacre? • Objective-Students are going to review key ideas and terms related to Ch. 5 • April 11- Chapter 5 Test.

44. Bell work #42April 16 • What is the Homestead Act? • What was the Timber Culture Act? • What do these two have in common? • Objective- Students will analyze the population growth in Kansas and how that is connected to the Homestead Act.

45. Bell work #43April 17 • How much did it cost per acre if you wanted to buy the land without making improvements to it? • What were exodusters? • What state sent the most settlers to Kansas? • Objective-Students are going to find the connection between population growth and the Homestead Act.

46. Bell work #44April 18 • What invention had a major impact on settlers in western Kansas? • When wood was scarce, what did settlers use for survival? • How did settlers pump water out of the ground? • Objective- Students will learn how to trace immigration patterns. • April 25- Chapter 6 Test.

47. Bell work #45April 22 • Why was it important to survey public land? • What were the different modes of transportation that Abbie Bright used to get to her brother’s claim? • What was the largest group of foreign-born immigrants to come to Kansas? • Objective- Students will analyze the impact of the Buffalo on Kansas. • April 25- Chapter 6 Test.

48. Bell work #46April 23 • Why did Germans from Russia immigrate to Kansas? • Why did immigrants from the British Isles leave and come to Kansas? • What was Silkville? • Objective-Students are going to review key terms and ideas related to Chapter 6. • April 25- Chapter 6 Test.

49. Bell work #47April 29 • What was the Chisholm Trail? • How did the Cattle Industry get started? • How much money would a cowboy make on the cattle trail? • Objective- Students will discover key terms and ideas that relate to chapter 7.

50. Bell work #48April 30 • On average how much time did a cowboy spend up on a horse? • Why did towns want to become cowtowns? • What eventually led to the end of the Cattle Drives? • Objective- Students will discover the uses of the Cowboys clothing.