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					          The Story of Hot Springs, 1500-1900 AD
                        Lesson Plan by Julie Hill, Conway, Arkansas
                                 2001-2002 Butler Fellow
                              Revised 2007-08 School Year
                        Includes 2006 Social Studies Frameworks
                           And 2007 Library Media Frameworks

In this short lesson students will learn about the geology and hydrology of Arkansas’ “hot
springs” and how the environment of the Ouachita Mountains Natural Division relates to the
development of the city of Hot Springs. They will become aware of the role the U.S.
Government played in the preservation of the hot springs and will work in class to create
their own advertisements for the city and the therapeutic effects of its waters.

Grades:         7th – 8th
                The lesson may be adapted for 9th-12th grade students.

Arkansas Curriculum Frameworks:

Arkansas History Student Learning Expectations:
G.1.AH.7-8.1          Compare and contrast the six geographical land regions of Arkansas:
                      *    Ozark Mountains (plateau)
                      *    Ouachita Mountains
                      *    Arkansas River Valley
                      *    Mississippi Alluvial Plain
                      *    Crowley’s Ridge
                      *    West Gulf Coastal Plain

G.1.AH.7-8.3          Describe factors contributing to the settlement of Arkansas

G.1.AH.7-8.4          Research the origins of key place names in Arkansas

EA.2.AH.7-8.1         Compare and contrast pre-historic cultures in Arkansas:
                      *    Archaic
                      *    Woodland
                      *    Mississippian Traditions

EA.2.AH.7-8.5         Discuss reasons for migration to pre-territorial Arkansas

EA.3.AH.7-8.1         Discuss the impact of the first European explorers in Arkansas:
                      *      Hernando DeSoto
                      *      Robert de LaSalle
                      *      Jacques Marquette and Louis Joliet

W.7.AH.7-8.3          Explore the effects of tourism on the economy:
                      *      Hot Springs
                      *      Ozarks
                      *      Murfreesboro diamond mines
G.1.AH.9-12.1         Investigate the six geographical land regions of Arkansas:
                      *       Ozark Mountains (plateau)
                      *       Ouachita Mountains
                      *       Arkansas River Valley
                      *       Mississippi Alluvial Plain
                      *       Crowley’s Ridge
                      *       West Gulf Coastal Plain

G.1.AH.9-12.3         Analyze factors contributing to the settlement of Arkansas

G.1.AH.9-12.4         Research the origins of key place names in Arkansas

EA.2.AH.9-12.1        Research pre-historic cultures in Arkansas:
                      *     Archaic
                      *     Woodland
                      *     Mississippian Traditions

EA.2.AH.9-12.2        Examine the significant elements in the success of pre-historic cultures in
                      Arkansas:
                      *     location
                      *     food sources

EA.2.AH.9-12.6        Research the reasons for migration to pre-territorial Arkansas

EA.3.AH.9-12.1        Examine the impact of the first European explorers in Arkansas:
                      *     Hernando De Soto
                      *     Robert de LaSalle
                      *     Jacques Marquette and Louis Joliet

W.7.AH.9-12.4         Explore the effects of tourism on the economy:
                      *      Hot Springs
                      *      Ozarks
                      *      Murfreesboro diamond mines

School Library Student Learning Expectations:
A.4.6.1, A.4.7.1, A.4.8.1, A.4.9.1, A.4.10.1, A.4.11.1, A.4.12.1 – Use resources and/or
   technology tools for a predetermined task

Introduction:
The teacher will need to select the appropriate Arkansas History student learning expectations
for his or her students. The key terms and background information will need to be reviewed.
Development of lesson plan activities with the science teacher and art teacher is suggested if
co-curriculum activities are part of the middle school concept at the school. Collaboration with
the school library media specialist is also suggested. Utilization of the online Encyclopedia of
Arkansas History and Culture may provide the teacher with resources for examination for the
student assignment. See the link for this Arkansas History technology resource at
http://www.encyclopediaofarkansas.net.

Related Encyclopedia of Arkansas Entries:
Hunter-Dunbar Expedition; Hot Springs National Park
Key Terms Defined:
percolate: To pass or cause to pass through a porous substance.

chert: A sedimentary rock, composed of small particles of silica.

novaculite: A dense, closely fractured sedimentary rock that is not easily penetrated by
water.

therapeutic: Having healing or curative powers.

spa: A resort area having mineral springs.

Materials:
      A map of Arkansas
      A map of Hot Springs, if available (can be obtained from the Greater Hot Springs
      Chamber of Commerce: 1-800-467-INFO or http://hotsprings.dina.org)
      Access to a computer lab for internet resource utilization

Suggested Timeline:          One to Two Fifty Minute Classes

Background Information:
Why is the water hot?
        Geologists tell us that millions of years ago rocks were deposited into layers on
the seafloor that is now part of Arkansas. Since that time the rocks in the Ouachita
Mountains have been hardened, squeezed, folded, faulted, and eroded into the layers
of shale, sandstone, novaculite, shale, and chert we see today. Precipitation is the
source of the natural hot springs. The rainwater percolates into the chert and novaculite.
As the water travels downward through the openings in the rock layers, the hot rocks
deep within the earth heat it. It travels back to the surface along faults and joints and
reappears as hot springs.
        Scientists estimate the hot water that returns to the surface fell as rainwater over
4,000 years ago. It flows at a rate of 850,000 gallons a day, and the average temperature is
143° F. The water of the hot springs is tasteless, odorless, and contains the following
elements and compounds: silica, calcium, magnesium, sodium, potassium, bicarbonate,
sulfate, chloride, oxygen, and carbon dioxide.

What was the natural environment around the hot springs like from 1500-1900 AD?
        The area of what is now Hot Springs was a valley between mountain ridges. Water
was abundant in streams, creeks, and rivers, as well as from the hot springs. The land was
covered with thick forests of oak, hickory, and pine. Other types of vegetation included
ferns, wildflowers, and shrubs. Large animals such as elk, bear, deer, wolves, and bison
roamed the area. Smaller animals included opossums, rabbits, turkey, fox, squirrels, and
birds. Early explorers wrote in their journals about the blue-green algae that grew in the hot
springs. Today we know this algae is found in only a few other places in the world.
How did the city of Hot Springs develop around the natural hot springs?
The hot water springs have attracted people to the area for centuries. Native Americans
                                                                                 th      th
used the springs for many years before Europeans arrived. During the 17 and 18
centuries, French trappers, hunters, and traders visited the springs. The springs became
part of the U.S. in 1803 with the Louisiana Purchase from France. In 1804 President
Jefferson sent an expedition led by William Dunbar and George Hunter to explore the
natural hot springs. Their report to the president stirred a lot of interest in the springs, and in
the 1820s and 1830s people began to travel regularly to the area for the therapeutic effects
of the hot waters. The springs were used as treatment for rheumatism, arthritis, sexually
transmitted diseases, complexion problems, and a variety of other ills, as well as for simple
rest and relaxation.
        In 1832 the Federal Government set aside four sections of land to protect the
springs; this was the first reservation of its kind in the U.S. At the time there were only
temporary structures, such as tents and shacks. The first permanent structure, the
“Whittington House,” was built in 1839—only three years after Arkansas became a state.
From 1850-1900 many bathhouses and hotels were built. The railroads came in during this
time period, bringing more and more people to Hot Springs, known at the time as “The Spa
City.” According to an 1893 report by the Hot Springs Health Department, the city had
17,000 residents; 70,000 visitors during the year; over 500 bath houses, hotels, and
boarding houses; 22 churches; 10 schools; and 90 doctors.

Procedure:

Day One Activities:
1. Locate Hot Springs on a map of Arkansas, and display a map of Hot Springs, if possible.
Ask students what they know about Hot Springs and list their responses on the board or
overhead projector. Utilization of key terms and maps available in the online encyclopedia
may be used as part of the introduction to the topic.

2. Ask, “Does anyone know why there are hot springs in the city of Hot Springs?” Give
background information about the springs (above).

3. Ask, “What do you know about the natural environment and the development of the city
of Hot Springs from 1500-1900?” Give the rest of the background information (above).

4. Give students the assignment of designing an advertisement to attract people to the city
of Hot Springs during the 1800s, using the background information they have been given.

Distribute or project a rubric on the board for the grades that will be given for their finished
products. The remainder of the class time can be spent working on their projects, and their
finished ads can be turned in the next day.

Day Two Activities:
1. Review the main topics from the previous class discussion.
2. Allow time for students to share their advertisements.
3. Display students’ work on a bulletin board, in the hallway, in the computer lab, or the
library media center.

Extensions:
1. Have a class discussion on how the city of Hot Springs affected the natural environment.
What aspects of the natural environment are no longer there because of the
human/environment interaction?

2. Invite a geologist or hydrologist to your class to discuss the geology of the hot springs in
detail. Discuss the pros and cons of the Federal Government’s protection of the springs.

Sources:
Bedinger, M.S. Valley of the Vapors. Hot Springs National Park, 1974.

United States Department of the Interior, National Park Service, Hot Springs National Park.

Van Cleef, A. “The Hot Springs of Arkansas, 1878.” Harper’s Magazine, 1878; reprinted,
Silverthorne, Colorado: Vistabooks, 1995.

Ye Hot Springs Picture Booke. St. Louis: Woodward & Tierman Printing Company, 1894;
reprinted for the Hot Springs National Park and Monument Association, 1992.

Suggested Websites:
Arkansas Geological Commission: http://www.accessarkansas.org/agc

Greater Hot Springs Chamber of Commerce: http://hotsprings.dina.org

Hot Springs National Park: http://www.hsnp.com




 These lesson plans are made possible in part through the support of the Arkansas Humanities
     Council, the National Endowment for the Humanities, the Arkansas Natural Heritage
          Commission, and the Bridge Fund at the Arkansas Community Foundation.

     The Taylor Foundation (Little Rock, Arkansas) makes Butler Center lesson plans possible.
 Contact the Butler Center for Arkansas Studies, Central Arkansas Library System, 100 Rock St., Little
            Rock, AR, 72201. 501-918-3056 www.butlercenter.org and www.cals.lib.ar.us

				
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