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And Trappers, the Acquisition of New Lands, California's Early History, And DOCUMENT RESUME UD 007 707 ED 026 428 By-Greenberg, Morris S.; And Others Adventures in United States History.Unit 3: Americans Move West. Los Angeles City Schools,Calif. Div. of Secondary Education. Repor t No- L ACS -Pub-ESEA 1-3 Pub Date 67 Note-57p. EDRS Price MF-$0.25 HC-$2.95 Descriptors-Activity Units, American History,Enrichment, *High School Curriculum,*Instructional Materials. *United States History, *Units ofStudy (Subject Fields), Urban Schools Identifiers-California, Great Plains Unit Three in an Americanhistory curriculum preparedfor the Los Angeles high schools is concerned with thewestward movement. Discussed arethe early explorers and trappers, the acquisitionof new lands, California'searly history, and the settlement of the GreatPlains. The chapters include a summaryreading, several activities, some enrichmentmaterial, and a review discussion.For other units in this series, see UD 007705,UD 007706, and UD 007708.(NH) ^'«'' U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. ADV URES IN UNITED STATESHISTORY UNIT 3: AMERICANS MOVEWEST FOR PUPILS IN UNITED STATES HISTORY AND GEOGRAPHY1 4)1 LOS ANGELES CITY SCHOOLS DIVISION OF SECONDARY EDUCATION ACA PUBLICATION NO. ESEA 1-3 1967 This publication was developed with funds provided by the federal government under Title I, Elementary andSecondary Education Act of 1965. APPROVED: EVERETT CHAFFEE Associate Superintendent Division ot Instructional Planningand Services ROBERT E. KELLY Associate Superintendent Division of Secondary Education ACKNOWLEDGMENTS members to this publication are The guidance andcontributions of staff gratefully acknowledged. S. GREEN- This booklet waswritten in its presentform by MORRIS and LIONEL BERG, EUGENEPHELPS, ROBERTM. ALMANZO, RILEY, Consultants,Division of SecondaryEducation, Specially-Fund- by R. WHITNEYDRA- ed Programs. Theillustrations were prepared NEY. The cover wasdesigned by MARIONSAMPLER. Valuable guidance andassistance were contributedby the following staff members. Division of SecondaryEducation Helen Burge Supervisor, English /SocialStudies Donald T. Perryman Supervisor, English /SocialStudies Walter J. Lansu Asst. AdministrativeCoordinator, SFP Division of InstructionalPlanning and Services Alfred T. Clark, Jr. Supervisor, SecondarySocial Studies Albert J. Dunkel Supervising Illustrator,Audio-Visual Section the Particular appreciationis expressed to thefollowing members of Teacher AdvisoryCommittee: Joseph Arguello Mark Twain JuniorHigh School John Avakian Lincoln High School Addison Clark Stevenson Junior HighSchool Laverne Deal Virgil Junior HighSchool Oscar Ossorio Griffith Junior HighSchool Virgil Patterson Hollenbeck Junior HighSchool Grateful acknowledgment is made to thefollowing persons for their valuable suggestions and contributions inevaluating and testing the material: Fred Baumeister Berendo Junior High School Addison Clark Stevenson Junior High School George Edwards Edison Junior High School Luis F. Hernandez Emerson Junior High School Lillian Lipton Virgil Junior High School Dan McCarthy Foshay Junior High School Wayne Marshall Drew Junior High School Gordon Wilk Drew Junior High School HARRIETTE F. WILLIAMS Pilot Projects Coordinator Specially-Funded Programs THOMAS 0. LAWSON Administrative Coordinator Specially-Funded Programs iv TABLE OFCONTENTS Page iii ACKNOWLEDGMENTS CHAPTER ONE: EARLYEXPLORERS AND TRAPPERS 1 LEAD THE WAY TOTHE WEST 1 Summary Reading 4 Enrichment 1: The Trapperand the Hunter 6 Enrichment 2: Daniel Boone,Man of the Frontier 9 Enrichment 3: JamesBeckwourth 11 Chapter Review Discussion 13 CHAPTER TWO: AMERICAGAINS NEW LANDS INTHE WEST 13 Summary Reading 17 Enrichment 1: Map of LandAcquired by U.S. After WarWith Mexico 19 Enrichment 2: Tom MeetsSam Houston 22 Enrichment 3: Inheritance FromSpain and Mexico 25 Chapter Review Discussion 27 CHAPTER THREE:CALIFORNIA'S EARLY HISTORY 27 Summary Reading 30 Enrichment 1: Ray DiscoversFather Serra Enrichment 2: The CaliforniaGold Rush 33 35 Enrichment 3: Map of California 37 Chapter Review Discussion 39 CHAPTER FOUR: AMERICANSSETTLE THE GREAT PLAINS 39 Summary Reading 42 Enrichment 1: The AmericanCowboys 45 Enrichment 2: The Cowboys Meet 48 Enrichment 3: The Indians of theGreat Plains 50 Chapter Review Discussion j_0 a ' ; Or' 401*- ..1..- o 0 1 4 ' I 1 '':;.0:fl : q#1 4 , -at ,t` wils.. `,,,, 1, */ - po' .4441 d, Aft. s. .( 111'1 WA .j--.4;";: 4pra,4 1 *Li * T r garly Explorers and Trappes LEAD THE WY to the W re, ' SUMMARYREADING VOCABULARY understand how Watch for these words intoday's reading. They areunderlined in the story. Try to these underlined words areused in the story. 1. pioneer 5. rich soil 2. settle 6. game 3. trapper 7. hostile 4. self-reliant Most of us Are you sometimes afraid to tryto so something youhave never done before? brave are afraid to trysomething new. In today's story, youwill read about people who were enough to do something new. They had to be on the WHO MOVED WESTBEFORE hardships and dangers. lookout for hostile Indians.They had to clear THE SETTLERS? that they could grow settled west of the thir- the trees from their land so Many pioneer families homes; late 1700's and early1800's. crops. Theyhad to build their log cabin teen states in the make their own furniture. However, the settlers owed a greatdeal to the and, often, they had to Sometimes, they used greased paperfor windows hunters and trappers who wentwest before them. and leather straps forhinges. Life was not easy. WHY WERE HUNTERSAND TRAPPERS SO IMPORTANT? WHAT KIND OF PEOPLE The hunters and trappers wereimportant for WERE THE PIONEERS? two reasons. First,their stories made other peo- The pioneer was a specialkind of person. He ple interested in the land tothe west. The hunters was glad toshare things with hisneighbors. He and trappers told excitingstories about what they worked very hard, doing manythings for him- saw there.They said, "There is richsoil, and self. Someone who doesthings for himself is plenty of game outthere!" The second reason self-reliant. Althoughpioneers had to be self- that these men were soimportant was that they reliant, they depended ontheir friends and neigh- made new trails or discoveredold ones; usually, bors at times. Pioneers wereglad to help each old Indian trails. Otherpeople then could follow other in the time ofneed. The pioneer had per- these trails. A hunter or trapperfound the best sonal qualities that weoften admire. Some ex- way to get torich land. Often, he"marked" the amples would be that he wasself-reliant, friendly, trail so that other mencould follow. He might and willing to help others. mark a trail by cuttingnotches in trees or by placing logs in a certain way.As these trails of- WHY DID SETTLERSCHOOSE A ten were along ariver, he found the bestplaces CERTAIN PLACE TOSETTLE? to cross rivers, too. In time, many pioneerschose the same place might be WHAT WERE SOMEHARDSHIPS to settle, usuallyfor a good reason. It land, because it was a THE PIONEERSFACED? because there was rich because it was near a river. Pioneer familiesfollowed the trails of the center for trading, or As more people came to asettlement in the trappers andhunters. These families faced many 1 ilmsrrar. West, it grew into a town.Sometimes, it even west : first, the trappersand hunters who led the grew into a city. way; then,the pioneer settlerswho were not We owe much to the brave menwho moved afraid to start a new life. ACTIVITY 1 VOCABULARY The words below were underlinedin the story. Copy eachword and match it with the meaning it hasin this story. Then, writethe meaning next to the word. 1. pioneer a. able todo things for yourself 2. settle b. animals that can behunted 3. trapper c. a place crops can grow 4. rich soil d. someone who settles aplace first 5. game e. not friendly 6. hostile f. to live in one place 7. self-reliant g. a manwho traps animals ACTIVITY 2 READING FOR MAIN IDEAS Under each topic are two sentences.Copy the one sentence thatis correct for each part of the story. 1. Moving west a. Thesettlers owed much to the government. b. The settlers owedmuch to the hunters and Itrappers. 2. Hunters and trappers a. Huntersand trappers interestedother people in the land to the west. b. Hunters and trappershid the trails to the west. 3. Pioneers a. Pioneersusually refused to share thingswith their neighbors. b. Pioneers wereself-reliant. 4. A place to settle a. Manypioneers chose the same place tosettle. b. The government madepioneers settle in the sameplace. 2 ACTIVITY 3 WHAT WAS SAID FIRST? Next to each number are two sentences.For each number, copy the sen- tence that was said FIRST.Remember, the hunter and the trapper came first; then came the settler. I. a. "Ah! What a finebeaver I trapped!" b. "This looks like a good spotto grow our crops." 2. a. "Say! Some trapperleft a mark on the tree toshow us the trail." b. "Ah! What a finecollection of furs' have." 3. a. "Yep! I just shot anotherdeer. I like it here all alone." b. "We are building ourcabin near the river." ACTIVITY 4 QUESTIONS FOR DISCUSSION I. Do you think the earlypioneers would have beenin favor of the government paying theirdoctor bills? Explain your answer. 2. Would you like toLye in a frontier areatoday, such as some parts of Alaska?Explain your answer. Enrichment 1: THE TRAPPER AND THEHUNTER Today, when someone wants a man for a job, KNOW YOUR WAY he may put an ad in a newspaper. Imagine that "You have to know your business. It's hard someone wanted to place anad for a trapper or to outsmart animals. You have toknow how to skin hunter in the early 1800's. Here are some things follow their trails. You have to know how to them. You'd better be able to handle a knife and he might write in his ad. "Wanted: Boy brave enough to fight off hos- an ax, too.
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