Teaching Strategies for History Scene Investigators

Mystery Locations: Background Information and Lesson Extensions

Brooklyn Bridge
John August Roebling was a successful bridge designer and the owner of a wire cable company before he designed one of the most famous suspension bridges in the world—the Brooklyn Bridge. He invented the steel wire cable spun with multiple strands of steel, which is still used in suspension bridges today. Roebling proposed building a bridge across the river connecting the cities of Brooklyn and New York (Brooklyn did not become a part of New York City until 1898) as an alternative to the ferries that had been the only means of crossing the East River. He received no support at first. In 1866, the New York State Legislature passed a bill allowing for the construction of the bridge. Roebling’s design was approved in 1869. Unfortunately, in the early stages of construction, John Roebling’s foot was injured in an accident and he  died soon after of tetanus. His son Washington Roebling replaced John as chief engineer. Washington Roebling suffered as well while building the bridge. He developed decompression sickness when building the cement piers, and supervised the completion of the Brooklyn Bridge from his Brooklyn apartment. The Brooklyn Bridge opened to the public on May 24, 1883 and at the time was the longest suspension bridge in the world.

Lesson extension:
Have students create a timeline of events surrounding the Brooklyn Bridge from the time that John Roebling first proposed the idea until the present. Ask them to coordinate dates for the bridge's significant milestones with important events in the history of New York City, the history of transportation, or other historical events they have been studying.

Yellowstone National Park
Geysers and other geothermal features of Yellowstone were shaped largely by massive volcanic activity. Almost five hundred species of animals, from wolves and bears, to bald eagles and fish, can be found in the region. Wild and fantastic legends about the Yellowstone area inspired several expeditions in the 19th century. In 1870, Harry Washburn led an expedition of the Yellowstone region and named a geyser “Old Faithful.” The United States Congress then sent an expedition into the area in 1871 led by Ferdinand V. Hayden. His report to Congress encouraged the creation of the first “National Park.” On March 1, 1872, Yellowstone National Park was created. It covers almost 3,500 square miles in Montana, Wyoming, and Idaho. However, the government had difficulty protecting the area until the military was brought in to take control in 1886. In 1916, President Woodrow Wilson created the National Parks Service to protect and care for the parks. Millions of people visit Yellowstone National Park every year.

Lesson extension:
Have students work together to create a map of Yellowstone National Park. The map should indicate state lines, the park’s entrances, hotels and camping sites, roads, geological features, water features, forest area, and so on.

Fort Sumter
In the early days of his presidency, Abraham Lincoln was faced with unavoidable conflict between the Confederate states. Lincoln wanted to force the Confederate troops to fire the first shot, hoping to gain support for the Union from still undecided states. Fort Sumter, located in Confederate territory in North Carolina, was a point of contention for the Confederacy. Fort Sumter sits on an island in Charleston Harbor across from the city of Charleston, North Carolina. Lincoln communicated that he would re-supply the Union troops at Fort Sumter, forcing the hand of the Confederate leaders. Brigadier General Pierre Beauregard of the Confederate Army demanded the surrender of the United States forces at Fort Sumter commanded by Major Robert Anderson on April 10, 1861. The first shots of the Civil War were fired by the Confederates on April 12th. The first battle of the Civil War was short-lived. Undersupplied with ammunition and food, the Union Army surrendered after only one day. There were no casualties from the battle. However, the first casualties of the Civil War occurred after the battle. As a condition of Anderson’s surrender, he was allowed a one hundred gun salute of the Union flag. An accident during the salute caused the deaths of two Union soldiers.

Lesson extension:
Have your class view the telegram from Major Robert Anderson to President Lincoln informing him of the surrender of Fort Sumter at http://www.ourdocuments.gov/doc.php?flash=true&doc=30. Discuss the causes of the Civil War. Discuss how and why President Lincoln forced the hand of the Confederates at Fort Sumter.

Fort Wagner
The 54th Massachusetts Volunteer Infantry, the first major American military unit made up of African Americans, achieved one of the key political victories for the Union Army in the Civil War. Two years after the Battle of Fort Sumter initiated the fighting, the Confederate Army again had to defend the city of Charleston, North Carolina. Two Civil War battles were fought in July of 1863 at Fort Wagner on Morris Island, North Carolina. The first battle took place on July 11th and involved a small Union force that was unsuccessful. The second battle took place on July 18th and involved six battalions led by the 54th Massachusetts. Their infantry assault was preceded by a naval and land bombardment. That bombardment failed to sufficiently weaken the fort’s defenses. The Confederates were strong and the Union suffered many casualties. The Union forces were able to occupy part of the fort and the 54th managed to fly its flag before Union General Quincy Gilmore ordered a withdrawal. More than one third of the Union forces were killed. General Gilmore changed tactics and successfully took the fort by siege. After almost two months, the Confederates abandoned Fort Wagner on September 7, 1863. The African American troops of the 54th were hailed for their bravery in the July 18th battle. William Carney, a soldier in that battalion, was the first African American recipient of the Medal of Honor. Their battle was considered a major political victory and an inspiration for the Union Army. The movie Glory recounts the July 18th battle.

Lesson extension:The Union Army suffered great losses in the second battle at Fort Wagner on July 18, 1863, but the battle was considered a great political win for the Union. Have your students view the following documents at The National Archives: the records of William Carney’s Medal of Honor, and the Emancipation Proclamation. Discuss the causes of the Civil War and how the bravery of an African American battalion had political implications for the Union Army. These documents and more can be found at http://www.archives.gov/education/lessons/civil-war-reconstruction.html.

Library of Congress
The Library of Congress was created in 1800 when the seat of the United States government, under President John Adams, moved from Philadelphia to Washington, D.C. The library was intended as a research facility for members of Congress, and was housed in the Capitol building. In 1814, the library was destroyed by invading British troops. Thomas Jefferson’s personal library would become the replacement. The purchase of his collection in 1815 created a much-changed national library. The range of subjects in Jefferson’s library paved the way for the extensive library we see today. The collection was damaged again in 1851 by a fire. The Library of Congress today is contained in three buildings. It is one of the largest libraries in the world, and has developed its own catalog system. Printed books are not the only holdings of the library. It contains print materials, films, maps and recordings. Only members of Congress and other select members of government may check books out of the Library of Congress, but it is open to the public for academic research and tours.

Lesson extension:
Have students choose a person or event from American history that interests them, or assign a topic that they have recently been studying. Then ask them to search for information about the person or event on the Library of Congress’ website found at http://www.loc.gov/families/.

Harlem, New York
Harlem is one of the oldest neighborhoods in New York City. Founded by Dutch settlers in 1658, it was called New Haarlem after the Dutch city of Haarlem. The name was changed to Harlem after the British took control. Revolutionaries fought The Battle of Harlem Heights against British troops there in 1776. This suburb of New York City was made up mostly of farms and did not become an urban area until elevated trains were extended there in the late 1800s, and after that the area developed very quickly. The area comprised a largely white, Christian, and middle class population, however, rapid overdevelopment caused the real-estate market to become desperate for tenants. In the early twentieth century, many Eastern European Jews settled in Harlem, and the area now known as Spanish Harlem was originally occupied largely by Italian immigrants. African Americans began moving into Harlem in the same time period, and by 1920, Central Harlem was predominantly black. The 1920s saw the Harlem Renaissance, a period of blooming artistic creation in literature, music, theatre, and dance. Harlem, however, was turning into a slum. Some of the most popular jazz clubs of the time, such as the Cotton Club, were reserved for white patrons only, even though it was black performers who made the club famous. Rents in Harlem were higher than other areas of New York City, and high unemployment for Harlem blacks compounded the problem. Several riots occurred in Harlem from 1934 to 1995 over unemployment, high rents and police brutality. Crime rates were higher than anywhere else in New York City until the 1990s. Then, Harlem began a turnaround due to the influence of development activists and an effort by the New York Police Department. Harlem has been home to many famous writers, musicians, politicians, political activists, dancers and actors.

Lesson extension:
Ask students to research the cultural richness of Harlem’s history. Assign groups of students to report on writers (e.g. Langston Hughes), musicians (e.g. Duke Ellington), politicians (e.g. Adam Clayton Powell, Jr.), political activists (e.g. Malcolm X), and dancers (e.g. Bill “Bojangles” Robinson).

Mt. Rushmore
In 1923, historian Doane Robinson proposed the idea of a grand sculpture to commemorate the first 150 years of the United States of America and to increase tourism in the Black Hills of South Dakota. He brought in sculptor Gutzon Borglum, who designed and oversaw the project. The original proposed location was rejected and Borglum settled on the location of Mount Rushmore, which had been named for a New York lawyer in 1885. The Mount Rushmore National Monument was commissioned by Congress in 1925. It took Borglum and 400 workers over 10 years to sculpt the faces of George Washington, Thomas Jefferson, Theodore Roosevelt and Abraham Lincoln. The carving began in 1927. Gutzon Borglum did not live to see the project finished; he died months before the carving ending. His son, Lincoln Borglum, took over the project in its final months, from March to October of 1941. Today, the National Park Service oversees Mount Rushmore which has been updated and repaired many times since 1941. Maintenance of the sculpture includes removal of lichen, which must be done by mountain climbers.

Lesson extension:Congress failed to approve the proposed addition of Susan B. Anthony to Mount Rushmore. Have students research the lives of George Washington, Thomas Jefferson, Theodore Roosevelt and Abraham Lincoln, and discuss why they were chosen as symbols of America for the monument. Discuss why Susan B. Anthony might have been a proposed addition. Have students create a prototype of what the monument might look like with the addition of Susan B. Anthony’s face. http://www.pbs.org/wgbh/amex/rushmore/

Mt. St. Helens
The American Indians in the Washington state area called Mt. St. Helens “fire mountain” or “smoking mountain.” The earthquakes and volcanic activity are legendary in the Cascade Mountains, which Mt. St. Helens is a part of. Picturesque Mt. St. Helens had been known as “Mt. Fuji of America” well before its eruption in 1980. Triggered by earthquakes that began on March 20, 1980, small eruptions started spewing ash, smoke and rock. On May 18th, another earthquake caused a major eruption, in which the north side of the mountain slid away in an avalanche. The avalanche was soon followed by an explosion of steam and magma. Ejected rock material and flooding caused widespread devastation. More than fifty people were killed as a result. Thousands of animals died and hundreds of homes were destroyed. This was the most destructive volcanic eruption in the history of the United States, affecting Washington, Idaho and Montana. The elevation of the mountain was reduced by 1300 feet.

Lesson extension: 
Discuss the legends of the Klickitat and Salish Indians. Identify the symbolism in the stories for earthquakes or volcanic activity. Discuss the roles of these legends in the culture. Have students draw pictures or make posters depicting these legends using photographs or illustrations of the Cascade Mountains.

Mississippi River
Flowing from Lake Itasca in Minnesota to the Gulf of Mexico, the Mississippi River is the largest river in North America. Its name comes from the Native American words for “big river” or “great river.” At its beginning and end, the Mississippi flows through the states of Minnesota and Louisiana. The Mississippi River also partially forms the borders of the states Wisconsin, Iowa, Missouri, Kentucky, Tennessee, and Mississippi. It is 2,350 miles long and drains 1,200,000 square miles at a rate of 600,000 cubic feet per second. The Missouri River and the Ohio River are two of the Mississippi’s largest tributaries. The Missouri flows into the Mississippi near St. Louis, Missouri. Two hundred miles down the river, the Mississippi is joined by the Ohio River. It is here that the Mississippi assumes its legendary grandeur. The lower Mississippi is well known in history and literature for the steamboats that graced her waters. Mark Twain was among the many authors and songwriters inspired by the Mississippi River. The Mississippi has been important geographically and commercially throughout the history of the United States and continues to be to this day.

Lesson extension:
Ask students to explore the importance of the Mississippi River for trade in the United States. They can work together to create a map of the Mississippi River with symbols for the products that are shipped for trade. They may also include tourism, farming and other businesses that the river supports. The map can be done for present day or for any time period in history that they are studying.

The Alamo
The Alamo compound was created as a Spanish mission. In the early 18th century, the Spanish Empire created the Christian mission of San Antonio de Valero in what is now the city of San Antonio, Texas. The mission’s purpose was to educate native Christian converts. A compound was built, including a church. By the end of the 18th century, the mission had been abandoned. The compound was occupied by Spanish military in the early 1800’s and it is believed to have gotten the name “The Alamo” at this time. As Mexico gained independence from Spain, Spanish forces were replaced by the Mexican military. The Alamo was in the hands of Mexican forces in 1835, when Texan volunteers forced the Mexican military out of San Antonio at the beginning of the war for Texan independence. A small group of volunteer Texans remained in San Antonio at the Alamo. On February 23, 1836, General Antonio Lopez de Santa Anna arrived outside San Antonio with troops greatly outnumbering the Texans. Despite their disadvantage, the Texans were committed to defending the Alamo. Commanded by General William Travis, the volunteers held out for thirteen days. General Travis pleaded for help, but was only joined by another small group of volunteers. The Alamo fell to Santa Anna on March 6, 1836 and all of the brave Texans were killed. Although the Mexican forces succeeded in taking San Antonio in this battle, Texas won its fight for independence. The battle of the Alamo was believed to have been of great importance in weakening the Mexican army. The bravery and sacrifice of the Texan soldiers at the Alamo were an inspiration to the Texas fight for independence. Today, the Alamo symbolizes courage in the face of overwhelming opposition. What was once the church building now stands as a museum.

Lesson extension:Have students explore the lives of those who played major roles in the battle at the Alamo, including William Travis, James Bowie, David Crockett, Sam Houston and General Santa Anna.

Las Vegas, NV
Known today as “Sin City,” Las Vegas, NV was once a stop along the “Mormon Corridor.” Las Vegas gets its name from the Spanish word “vega” which means “meadow.” It became a stopping place due to the artesian springs that created meadows in the valley. Brigham Young attempted to convert the Paiute Indians in the area to Mormonism. He sent missionaries but they were ultimately unsuccessful. In 1879, a young Las Vegas became a stop on the Santa Fe railroad. In 1905, the Los Angeles and Salt Lake City Railroad made Las Vegas a railroad town. The city of Las Vegas was incorporated in 1911. Las Vegas took on a very different role after gangster Bugsy Siegel opened the famous Flamingo Hotel in 1946. Gambling had been legalized in the state of Nevada in 1931. The Flamingo Hotel was the beginning of the Las Vegas Strip. Today, Las Vegas has a reputation as gambling hotspot but is also known for its entertainment, shopping and magnificent resort hotels. The Las Vegas Strip is largely outside the city of Las Vegas.

Lesson extension:Have students work together to make posters that would entice people to travel or move to Las Vegas before gambling was legalized in 1931.

Golden Gate Bridge
The Golden Gate Bridge connects the city of San Francisco, CA with Marin County near the town of Sausalito, CA. It crosses the opening of the San Francisco Bay from the Pacific Ocean. At the time it was built, the Golden Gate Bridge was the longest suspension bridge in the world in total length and in the length of its span. It also had the tallest towers of any suspension bridge in the world. Today, these records are all held by other bridges. Engineer Joseph Strauss was responsible for the concept and construction of the bridge, and supervised building from 1933 to 1937. During construction, a safety net was set up which saved the lives of 19 workers. The Golden Gate Bridge opened to pedestrians and vehicles in May of 1937. Today, the bridge carries vehicles, pedestrians and bicycles in and out of San Francisco. The bridge, recognized worldwide as a symbol of San Francisco, is a tourist attraction, along with Golden Gate Park and the former prison at Alcatraz, which it overlooks.

Lesson extension:
Have students compare the city of San Francisco with the town of Sausalito both historically and in the present. Ask them to research the population, trade and business, size, and history of each.

The Hoover Dam
The Hoover Dam was built to control and utilize the waters of the Colorado River. A growing need to increase the water supply in the western United States, and to control flooding of the Colorado River Basin led to the dam's proposal. In 1922, a commission was formed to discuss allocating water from the proposed dam to the states of Arizona, California, Nevada, New Mexico, Utah and Wyoming. As Secretary of Commerce, Herbert Hoover represented the United States government in this commission. The members of the commission came to an agreement in the Colorado River Compact. It took until 1928 for Congress and then President Calvin Coolidge to sign the bill approving what was then called the Boulder Canyon Project. The original proposed site of Boulder Canyon was changed to Black Canyon. By the time the money was appropriated for construction in 1930, Herbert Hoover was President. The Boulder Dam was built between 1931 and 1936 in the Black Canyon of the Colorado River on the border of Arizona and Nevada. The resulting reservoir behind the dam, Lake Mead, is a popular tourist attraction about 30 miles from Las Vegas, NV. It is named for Elwood Mead, the engineer who supervised the dam’s construction. The dam’s name was changed to “Hoover Dam” to commemorate Herbert Hoover. Today, the Hoover Dam provides irrigation, electric power, water supply and flood control.

Lesson extension:
Have students research Herbert Hoover. Ask them to work together to create a timeline of the events of historical significance in his life and political career.

Pearl Harbor, HI

Pearl Harbor is the home of the United States Navy Pacific Fleet and Pacific Air Forces. The harbor is located on the southern coast of the island of Oahu in Hawaii. Ford Island is found in the center of the harbor. The city of Honolulu is nearby to the east. Pearl Harbor was a shallow bay called Wai Momi or “water of pearl” by the Hawaiians because of the abundance of pearl-producing oysters found there. In 1908, the United States established Pearl Harbor Naval Shipyard, and the harbor was modified to accommodate ships and commerce. In 1940, the United States increased the naval presence in the harbor due to the Japanese presence in the Pacific. On the morning of December 7, 1941, Japanese planes and submarines launched a surprise attack on Pearl Harbor. The USS Arizona was sunk with over 1,100 men on board. Hickam Air Force Base, adjacent to the shipyard, was bombed to prevent United States air opposition to the attack. This provocation launched the United States into World War II. The following day, President Franklin D. Roosevelt gave his famous speech declaring December 7, 1941 as “a date that will live in infamy.” Pearl Harbor was an active base of operations during the Korean and Vietnam wars. Today, a memorial stands at the site of the sunken USS Arizona.

Lesson extension:
Ask students to research the political situation before and after the attack at Pearl Harbor. Discuss the reasons why the United States had not yet entered World War II and how the attitudes of United States citizens and politicians changed after December 7, 1941. Afterward, have your students assume the role of a sailor stationed at Pearl Harbor. Have them write letters to a friend or family member before and after the attack that reflect the political mood.

Johnny Appleseed Trail

The fictional Johnny Appleseed is a carefree eccentric, scattering apple seeds wherever he goes. The Johnny Appleseed Trail memorializes the birthplace of a real man, John Chapman, on whom the legend of Johnny Appleseed is based. Along the Johnny Appleseed Trail lies Leominster, Massachusetts, where John Chapman was born on September 26, 1774. The trail runs along Route 2 in North Central Massachusetts between the Freedom Trail and the Mohawk Trail. Chapman’s parents were Nathaniel Chapman and Elizabeth Symond Chapman. Nathaniel was a Minuteman and later fought in the Revolutionary War. Near the end of the eighteenth century, John started toward the West. He brought apple seeds that he had gathered from cider mills in Pennsylvania. Instead of the fabled seeds, Chapman sold seedlings to settlers in the Midwest. He developed a business by starting apple orchards, then leaving their management to a nearby settler, and moving on in his wanderings. He started nurseries and cultivated orchards in Ohio and Indiana. Although the fictional character is best known for his generosity with apple seeds, John Chapman spread religion along with apples. He preached the beliefs of the Church of New Jerusalem. After a life of drifting, John Chapman died on March 18, 1845 in Fort Wayne, Indiana. He was almost 75 years old.

Lesson extension:
Have your students follow John Chapman’s path with a map-based Webquest. Photocopy a reproducible outline map of the United States to distribute to your students. The starting point will be the Johnny Appleseed Trail. Create a Webquest for students to map out his path through the Midwest. They can find other John Chapman memorials throughout the Midwest and locate his apple orchards. You may also wish to have them research life for settlers in the Midwest and answer the question, “Why did John Chapman plant apple trees in his orchards?”

OK Corral

On October 26, 1881, a famous shootout occurred at the OK Corral in Tombstone, Arizona. Many of the details of the short gunfight are still a mystery. The town of Tombstone, Arizona grew quickly around several silver strikes. The “Wild West” town was full of outlaws, gamblers and horse rustlers, and gun fights were typical. Wyatt Earp and his brother Virgil were both deputy lawmen as well as owners of silver stakes in Tombstone. They were joined by their brother Morgan and John “Doc” Holiday in a face-off against the Clanton gang. After a night of threats and arguments, Ike and Billy Clanton and Tom and Frank McLaury met up with the Earps. The shooting lasted for only thirty seconds. Billy Clanton and Tom and Frank McLaury were killed. Wyatt Earp was the only one not injured. Conflicting stories have been told ever since. Did the Earps uphold the law or murder three men over personal dealings? A preliminary hearing was held to determine if the Earps and Holliday should be tried for murder. Justice of the Peace Wells W. Spicer concluded that there was insufficient evidence to hold a trial and released them. The truth is still debated today.

Lesson extension:
The gunfight at the OK Corral received much publicity in Tombstone. The event and following trial were covered in the Tombstone Nugget and Epitaph. The two papers had different opinions on Judge Spicer’s decision. Ask your students to investigate the gunfight on October 26, 1881, including the events leading up to the shootout and the subsequent trial. Then have students write a newspaper editorial telling their opinion on Judge Spicer’s decision.

Trail of Tears

Motivated in part by the discovery of gold, Georgia began to make claims to land held by the Cherokee Nation in the early 1800s. In 1830, the Indian Removal Act was passed with the support of President Andrew Jackson. The law called for the removal of Native Americans east of the Mississippi to lands further west. The Cherokee Nation challenged the constitutionality of the law in two Supreme Court cases: Cherokee Nation vs. Georgia in 1831, and Worcester vs. Georgia in 1832. The Supreme Court upheld the Cherokee Nation’s sovereignty over their lands, but President Jackson did not put the support of the federal government behind the decisions. Instead, the government entered into the Treaty of New Echota in 1935 with a small group of Cherokee who did not represent the majority of the Cherokee Nation. The Treaty was used as the basis of the removal of the Cherokee from eastern United States. They were gathered into camps before being forced to relocate in the west. Beginning in fall and winter of 1838 and lasting through 1839, over 10,000 Cherokee suffered from illness, starvation, and exhaustion. Over 4,000 Cherokee died. This journey became known as “Nunna daul Isunyi” or “the trail where we cried” in Cherokee.

Lesson extension:
In the 1820s, the Cherokee Nation formed a constitutional form of government and attempted to work within the framework the United States government to protect their people's rights. With your class, compare and contrast the organization of the Cherokee Republic government with the organization of the United States government.

The Great Chicago Fire

A fire started late on October 8, 1871, on DeKoven Street on the west side of Chicago. The flames spread quickly through the night. Not only wooden buildings, but wooden sidewalks and roads were easy fuel for the fire after weeks without rain. A steady wind also contributed to the swift spread of the fire. The fire even crossed the Chicago River. Homes, warehouses, factories, rail yards and lumberyards were destroyed. People and animals fled for their lives. The fire was everywhere. For many, the only refuge was Lake Michigan. Chicago residents from all walks of life found themselves wading into the lake in fear of their lives. The fire burned for two days, destroying more than 2,000 acres. On the morning of October 10, rain began to fall and the fire slowly died. By the end of the fire, approximately 300 people lost their lives, over 70,000 buildings were destroyed and more than 100,000 people were left homeless. The fire was rumored to have started behind the O’Leary home on DeKoven street. A newspaper article at the time attributed the start of the fire to a lantern kicked over by Catherine O’Leary’s cow in the barn. A newspaper reporter later admitted to having made up the cow story.

Lesson extension:
Obtain pictures of several buildings in present day Chicago, some that existed before the great fire and some that did not. With your class, study the architecture of Chicago in the 1800s. Have your students use what they have learned to determine if the buildings are from before or after the great fire.

San Francisco Earthquake

The city of San Francisco, California lies on the San Andrea Fault, one of the major fault lines in the United States. In 1906, San Francisco was the largest city on the West Coast, a hub of business, culture, and trade. In the early morning of April 18, 1906, almost 300 miles along the San Andreas fault ruptured, causing a catastrophic earthquake. The quake was felt as far north as Oregon, as far south as Los Angeles and as far east as Nevada. In San Francisco, the earthquake and resulting fire were devastating. Much of the city was destroyed. Although an accurate number is unknown, thousands of people were killed in San Francisco. The business district suffered severe damage. Close to 300,000 San Francisco residents were left homeless, and many of them set up improvised tents along beaches. The earthquake was significant in its magnitude and ruin, but also in the knowledge that was gained from it. The idea of plate tectonics had not yet been proposed and the behavior of the earthquake raised many questions. As a result of studying this earthquake, Reid proposed his theory of elastic rebound of strained faults to explain the shaking that occurs during earthquakes.

Lesson extension:
Use the earthquake data from the United States Geologic Survey at http://earthquake.usgs.gov/regional/states/historical_state_mag.php to prepare a list for your students to map major earthquakes in the United States. You can decide to use the entire list or include only earthquakes above a particular magnitude. Photocopy a reproducible outline map of the United States and have your students plot the locations of the earthquakes on the list. After your students have plotted the earthquakes, have them come up with a color-coded classification of earthquakes zones. Give your students guidelines that are appropriate for your grade level and students’ abilities. After your students have color-coded their plotted earthquakes into zones, compare their maps to the National Seismic Hazard Map at http://earthquake.usgs.gov/research/hazmaps/
products_data/48_States/index.php.

Oregon Trail

Western-bound pioneers used several trails to get across the quickly expanding United States. The Oregon trail was widely used by fur traders and missionaries between 1841 and 1869. The wagon trail wound through what would later become the states of Missouri, Kansas, Nebraska, Wyoming, Idaho, and Oregon. The usual starting point was either the town of Independence or Westport, both on the Missouri River. Pioneers on the trail traveled through the Great Plains and the Rocky Mountains on their way to Oregon City. Not all settlers followed the trail all the way to Oregon City. Some ended their journey and settled along the trail. The survival of settlements along the trail was due in large part to the continual traffic of others coming along and continuing west. Several branches off of the main route, called “cutoffs” were established. The cutoffs were sometimes shortcuts, alternate routes around difficult terrain or routes to new destinations. The Salt Lake cutoff became the Mormon Trail. Along the way, wagoneers used landmarks such as Chimney Rock, Independence Rock, and Ayres Natural Bridge. At some of these landmarks, the evidence of pioneers traveling along the Oregon Trail can still be seen. The back of the 2006 Nebraska State quarter pictures a wagon passing Chimney Rock. Many emigrants sought shelter and supplies at Fort Vancouver instead of ending their journey in Oregon City. There, John McLoughlin, the head of the British fort, was their saving grace. He was eventually fired from his position for not discouraging the American settlers. He is known as “The Father of Oregon.” In 1869, the transcontinental railroad was completed, marking the end of long-distance wagon travel. Today, much of U.S. Highway 26 follows the Oregon Trail. 

Lesson extension:
Ask students to imagine that they are pioneer children traveling on the Oregon Trail in the mid 1800s. Have them begin by reviewing the map of the trail found at http://www.pbs.org/weta/thewest/places/trails_ter/oregon.htm and researching descriptions of the significant people http://www.pbs.org/weta/thewest/people/, places, http://www.pbs.org/weta/thewest/places/, and events http://www.pbs.org/weta/thewest/events/ along the trail. Then ask them to write a series of fictional journal entries written from a child’s perspective that describe the journey and life on the trail.