Bell work #1
Jan. 7
• Objective- Students will check for any prior
knowledge about Kansas’ geography and
history.
Bell work #2
Jan. 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.
Bell work #3
Jan. 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.
Bell work #4
Jan. 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.
Bell work #5
Jan. 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.
Jan. 15
• Objective- Students will check for
understanding of key ideas and terms from
Chapter 1 in their Kansas History Book.
Bell work #6
Jan. 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.
Bell work #7
Jan. 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.
Bell work #8
Jan. 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.
Bell work #9
Jan. 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
Bell work #10
Jan. 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.
Bell work #11
Jan. 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.
Bell work #12
Jan. 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.
Bell work #13
Jan. 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.
Bell work #14
Jan. 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.
Bell work #15
Jan. 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.
Bell work #16
Feb. 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.
Bell work #17
Feb. 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.
Bell work #18
Feb. 5
• When did William Becknell first travel on the
Santa Fe Trail?
• When did the first settlers start using the OregonCalifornia 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
Bell work #19
Feb. 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.
Bell work #20
Feb. 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.
Bell work #21
Feb. 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.
Bell work #22
Feb. 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?
Bell work #23
Feb. 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.
Bell work #24
Feb. 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.”
Bell work #25
Feb. 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.
Bell work #26
March 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.
Bell work #27
March 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.
Bell work #28
March 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.
Bell work #29
March 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
Bell work #30
March 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.
Bell work #31
March 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.
Bell work #32
March 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
March 13
• Objective-Students are going to correct any
incorrect answers from their study guide.
• Chapter 4 Test Tomorrow.
Bell work #33
March 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.
Bell work #34
March 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.
Bell work #35
March 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.
Bell work #36
March 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.
Bell work #37
April 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.
Bell work #38
April 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.
Bell work #39
April 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.
Bell work #40
April 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.
Bell work #41
April 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.
Bell work #42
April 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.
Bell work #43
April 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.
Bell work #44
April 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.
Bell work #45
April 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.
Bell work #46
April 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.
Bell work #47
April 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.
Bell work #48
April 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.
Bell work #49
May 1
• Who was Cyrus K. Holliday?
• Why was it important to have the railroad
come through your town?
• What is a monopoly?
– Objective-Students will understand the
importance of the railroad through Kansas.
Bell work #50
May 2
• Who was Fred Harvey?
• What did the term, “Rain Follows the Plow”
mean?
• What was the Grange?
– Objective- Students are going to discover the
reasons behind the Populist movement?
Bell work #51
May 3
• Who was Senator Pomeroy?
• What are some ideas under the populist
movement?
• Who was Sockless Jerry?
– Objective- How did the Populist Party effect
politics in Kansas?