Arabia Curriculum |2
WELCOME!
Thank you for choosing to bring your class to the Arabia Steamboat Museum. It is our mission to provide
students with a memorable experience that will ignite their imaginations, increase their appetite for knowledge,
enhance their school work, and impact their future careers.
The following lesson plans were designed to support state standards and Common Core in social studies, while
preparing students for the visit. There are various lessons designed to accommodate your time allotments.
Together, we can bring history and science to life for our students.
PRE-VISIT LESSON PLAN FOR GRADES 9-12
BACKGROUND INFORMATION
Time: 15-20 minutes
Objectives: Learn vocabulary words that will be used in the tour; become familiar with the story of the
Arabia’s sinking and excavation
Missouri State/Common Core Standards Supported: CCSS.ELA-Literacy.RH.9-10.4:
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Activity: Have students read the story below and use the Glossary at the bottom to discover key vocabulary
words.
Vocabulary
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Packet
Frontier
Side-wheeler
Snag
Hull
Erosion
Cargo
Magnetometer
Excavate
Artifacts
Preservation
Arabia Curriculum |3
The Fall and Rise of the Steamboat Arabia
The Steamboat Arabia was a packet that navigated the Missouri River over 150 years ago, carrying
passengers and supplies to settlements on the Western frontier. On its last journey, the Arabia left from
St. Louis and reached Kansas City on September 5, 1856. This side-wheeler had just left its dock in
Kansas City---headed for Council Bluffs, Iowa---when disaster suddenly struck.
The boat hit a tree snag just outside the town of Parkville, Missouri. The snag tore a big hole in the
Arabia’s hull, causing it to fill with water. Within a few minutes, the boat sank onto the river bed and
started to settle into the soft mud below the river.
Fortunately, all of the human passengers made it off the boat to safety. The crew rowed the passengers
to the shore, except for a mule who was left behind. No one could salvage the cargo because the boat
sank into the Missouri River mud too fast!
All was lost until 1988 when, with the help of an old river map and a magnetometer, the Arabia and all
of her treasures were discovered. The Hawley family and their friends began to excavate the boat from
under a cornfield in Kansas. Since the river’s channel had changed over the years due to erosion, the
Arabia was found a half mile from the current river’s edge.
The Arabia had become quite a legend. Over the years, several groups attempted to uncover the boat’s
freight, but no one was successful until the Hawley family and their friends found the priceless artifacts
and began the challenging process of preservation in the museum. Today, visitors from all over the
world come to see the archaeological treasures of the Steamboat Arabia.
Glossary
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Packet: A boat that carried passengers and goods to planned destinations at specific times
Frontier: Western settlements in the 19th century, where adventurers were traveling to find new
opportunities
Side-wheeler: A steamboat with two paddlewheels, one on each side, instead of just one
paddlewheel on the back of the boat. This style was popular on the Missouri River because it
was easier to steer around snags and bends in the river.
Snag: a tree that was growing beside the river, but fell into the water because of erosion and
became stuck in the river bottom
Hull: the bottom part of the boat that sits underwater, where most of the cargo is held
Erosion: the movement of dirt over time, due to natural forces like wind and water
Cargo: goods carried by steamboat (or any other form of transportation) from one place to
another
Magnetometer: a strong metal detector that can find iron buried deep underground
Excavate: to uncover treasures by digging or removing dirt
Artifacts: treasures from the past
Preservation: cleaning artifacts and ensuring they last for a very long time
Archaeology: the science of discovering and studying artifacts to learn more about history
Arabia Curriculum |4
WRITING/DISCUSSION PROMPTS FOR 9-12 GRADES
Time: Variable (About 1 hour, can be tailored to time available)
Materials: Writing materials
Objectives: Reflect on the importance of Westward Expansion. Examine life in the 1850s through the evidence
of artifacts and literature.
Missouri State/Common Core Standards Supported: SS.3.1.6: Assess the significance of Westward
Expansion; SS.5.1.10, SS.5.1.6: Explain how changes in transportation, communication, and other technologies
affect the movement of people, products, and ideas; CCSS.ELA-Literacy.W.9-12.10: short, discipline-specific
writing); CCSS.ELA-Literacy.SL.9-12.1 (discussions).
Activity:
1. Discuss the importance of steamboats in Westward Expansion.
2. Why is the Arabia’s story important to the study of history? What can we learn from the artifacts?
3. Explore the Corps of Engineers’ Interactive Maps to track the historic changes of the Missouri River:
http://moriverrecovery.usace.army.mil/mrrpgis/
Explain how the Missouri River has changed over the last 200 years and why.
Read more here: http://moriverrecovery.usace.army.mil/mrrp/f?p=136:5:0::NO
Suggested Answers:
1. Before railroads, steamboats were the main means of transporting goods and people to the West. Goods
could be transported directly to towns along the river, or to places like the Westport Landing (in presentday downtown Kansas City) where supplies would then be transferred to wagon trains. When the
Arabia sank, it was carrying 200 tons of supplies that had been ordered by 50 general stores located in
16 frontier settlements. One hundred thirty passengers were also onboard; most were probably moving
west either to live in these towns or to settle farmland.
2. The items found on the Arabia are essentially a giant time capsule of life in 1856. Many of the artifacts
are not the kinds of items that typically get saved: socks, long underwear, food, seeds, matches, nails,
etc. Typically, these items would have been consumed or thrown away once they were used.
Additionally, researchers are able to date items to a specific day, September 5, 1856. For example,
clothing researchers are able to see the exact pattern and construction of a garment and know when it
was created.
3. The Missouri River had a meandering channel in the 19th century. Throughout the 20th century, the Corps
of Engineers has regulated it with a series of trenches and levees to make it narrower, deeper, and more
predictable. Also, dams have created reservoirs of fresh water. This human intervention has made it
possible to find steamboats like the Arabia, now buried under fields, but also impacted local wildlife. The
Missouri River Recovery Program (MRRP) is working to restore habitats and protects species.
Arabia Curriculum |5
The following is a list of towns that were to receive supplies from the Arabia. How many of these towns (in
Missouri, Iowa, and Nebraska) can students find on a map? Mark them on the blank map below.
St. Joseph
Iowa Point
Nebraska City
Hemmes Landing
Omaha
Bellvue
St. Stephens
Savannah
Glenwood
Linden
Florence
Council Bluffs
Logan (This small Nebraska town was expecting a large shipment of goods and winter supplies
from the Arabia. When the shipment was lost, many people deserted the town and moved to
Sioux City, IA. Eventually, the town disappeared totally, so you will have to find a map from
before 1856 to locate Logan.)
Map source: https://www.lib.utexas.edu/maps/
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For a more in-depth activity, consider:
BLEEDING KANSAS: AN INVESTIGATION
Time: 1-4 class periods (1 for research; 1 for writing; 1-2 for presenting information)
Materials: Writing materials; School library for research; Computer lab for creating article or video; optional:
video camera; optional: costumes/props for video
Objectives: Connect the Arabia to larger historical issues of the 1850s; learn more about local history leading
up to the Civil War; engage with primary sources to understand history firsthand.
Missouri State/Common Core Standards Supported: SS.3.1.6, SS.3.1.10: Analyze Missouri History as it
relates to major developments of US History including Mid 1800s (conflict and war); SS.6.1.6: Analyze how
the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects;
SS.7.1.7, SS.7.1.5: Distinguish between and analyze primary sources and secondary sources; SS.7.1.7, SS.7.3.5,
SS.7.3.6: Distinguish between fact and opinion and analyze sources to recognize bias and points of view;
SS.7.1.1, SS.7.1.4: Develop a research plan and identify appropriate resources for investigating social studies
topics; CCSS.ELA-Literacy.W.9-12.7-9: Research; CCSS.ELA-Literacy.W.9-12.6: Technology; CCSS.ELALiteracy.SL.9-12.4-5: Presentation.
Activity:
The 1850s was a time of strife and violence near the Missouri-Kansas border as opposing factions fought for and
against slavery. You will investigate primary and secondary sources documenting the history of “Bleeding
Kansas” and the Arabia’s role in this conflict through the “Arabia Incident” of March 1856. Next, you will
pretend to be a journalist covering these events and produce an article or video news segment about Bleeding
Kansas.
Background:
The Missouri Compromise in 1820 had created a balance of “free states” and
“slave states.” In 1854, the Kansas-Nebraska Act instead allowed voters in each territory to decide whether or
not slavery would be allowed. As a result, passionate supporters and opponents of slavery traveled to Kansas to
affect the vote. This resulted in a series of violent clashes between pro-slavery “Border Ruffians” from Missouri
and abolitionist “Jayhawkers” from the East. Ultimately, Kansas entered the Union as a Free State in 1861.
The “Arabia Incident”:
In March 1856, the Steamboat Arabia was stopped by pro-slavery “Border Ruffians” who searched the boat and
found rifles and cannons hidden in boxes marked “Tools.” Abolitionists from Massachusetts on the boat were
attempting to smuggle weapons to the Kansas Territory. The guns were confiscated.
Arabia Curriculum |7
What to Do:
1. Read the primary source descriptions of the Arabia Incident (below). Ask yourself who is giving each
account and what his/her personal bias is.
2. Do some more research about the Bleeding Kansas era using the checklist below.
3. Write a newspaper article, describing the Arabia Incident. Be sure to give a basic description of the events
that took place. Also include imagined interviews with people on both sides.
4. Publish your article! It could be any of the following, depending on the time and resources allotted:
a. A printed poster or page that is designed to look like a 19th-century newspaper
b. A website or blog post where classmates can comment. (You can use a free site like Wordpress
or Weebly to build this).
c. A video “newscast” created with a group of classmates: Have one student act as the “reporter.”
Others can impersonate key personalities from the Arabia Incident, such as: Mr. Start (aka Mr.
Hoyt), Wm. F. Donaldson, Capt. John S. Shaw, and Gov. Shannon. You can also choose to depict
famous people from the history of Bleeding Kansas, such as: Clarina I. H. Nichols, Sara Robinson,
James Lane, Sheriff Samuel J. Jones, John Brown, William Quantrill, and more.
Share your video with classmates, friends, and family. Consider posting it on an educational
YouTube channel or website/blog.
Research Checklist:
 Use 2-3 primary sources (can use articles/diaries reproduced below)
 Use 2-3 secondary sources to learn more about the time period
 Develop a sequence of events for the Arabia Incident
 Identify who was involved in the Arabia Incident and what their motivations were
 Find out when/where the Arabia Incident took place
 Investigate why it happened by researching the politics of the Bleeding Kansas era
Primary Sources---The Arabia Incident:
Note: The following articles have been reprinted as originally written, including spelling and grammatical errors.
Source:
Diary of Erasmus Hix
Saturday, March 8, 1856
(vol.1, page 79)
(Reprinted from a copy at the Trails Regional Library in Lexington, MO. Original at Southeast Missouri State, Cape Girardeau in the
Mary Howard Hix Collection. Mr. Hix attended Masonic College in Lexington and was 17 in 1856. Note that while the entry is dated
March 8, the Arabia arrived in Lexington on the morning of Sunday, March 9, 1856.)
…I was certain that I was too late for breakfast and sat down to …ite intending to go to church when I heard the bells. But
not hearing …em I went down and heard that some yankee had smuggled arms on board the Arabia and the citizens had
seized them. These caused great excitement in our town, a long Extra from the Express completely set the town on fire.
There were one hundred sharps Rifles boxed up under the name of “Carpenter tools” and two peices of Canon. The Yankey
had written a letter to his mother telling her how well he had succeded in secreting his arms but he fropped it and the captain
read it and when he arrived he sent word up town and a committe united on the gentleman. The Citizens called a meeting
on Monday morning and appointed a comittee and gave them power to examine every boat to see whether they had any
more “Carpenter tools” on board. Nothing of interest happened during the week.
Arabia Curriculum |8
Source:
Unknown
March 1856
(A nearly identical article was reprinted in the Liberty Weekly Tribune on March 14, 1856 and is credited to the Lexington Express.)
ARMS FOR KANSAS CAPTURED AT LEXINGTON
The good steamer Arabia, Capt. John S. Shaw, arrived at our wharf about sunrise Sunday morning. Immediately on landing,
a committee was dispatched up town to inform our citizens that a person from Massachusetts was on board, having in his
possession one hundred Sharp’s rifles, and two cannon, destined for service in Kansas, and sent forward by the
Massachusetts Aid Society. This information brought together many of our most respectable and reliable citizens, when a
conference was had by them with Mr. ‘Start’ with a view of inducing him to leave the ‘dangerous’ weapons with our citizens
for safe keeping. This he assented to, and delivered the ‘goods’ up, subject to the requisition of Gov. Shannon or his
successor in office,
The proceedings were orderly, and although the determination to arrest the arms was decided, no one talked of
violence to the poor tool that could so heartlessly lend himself to such unnatural work.
The arms were boxed up and marked “Carpenters Tools.” The discovery that they were on board was made at or below
Glasgow, from a letter, of which the following is a copy, dropped by Mr. S. in the cabin, and picked up by a boy and handed
to Capt. Shaw, by whom it was read aloud in the social hall. The passengers and officers were highly incensed at the
disclosures, but no indignity was offered to the miserable disorganizer.
We are indebted to Wm. F. Donaldson, of Kansas—a good and true man—for a copy of the letter, for which he has
our thanks. The letter is as follows:
St. Louis, March 2, 1856
Dear Mother:—I arrived Wednesday last, safely, and only tired with travel and loss of sleep. All the party of B.
are well; two have gone on to Kansas by stage, by whom I have sent portions each of rifle. The unexpected and sudden
breaking up of the Missouri has simplified my future operations, and I shall wait for a boat; and then arrive in Kansas earlier
and more safely than I could by land. I hear but little of Kansas here—not much more than in Massachusetts. Five or six
inches of snow fell here yesterday. The weather is very chilly, and the buffalo coat very comfortable, but there is not another
worn in the city. I paid a dollar for being rowed across the Mississippi among the ice in a skiff. Wallack, the tragedian,
offered $100 for a passage for himself and party, across in a skiff at the same time, and I believe paid it. The passengers on
the Ohio and Mississippi Railroad were all detained all day on the east side of Illinoistown. Tuesday last, at noon, teams
crossed on the ice, and at 2 p.m., the ice was moving down in broken masses, crushing and carrying away twenty or thirty
steamboats. The river looked very much like the Deerfield at the time of a flood. St. Louis is cold, dirty, smoky and
disagreeably muddy, &c. The spring trade, it is expected will be very heavy.
Missouri River, 250 miles above St. Louis, Friday morning March 7, 1856.—Weather exceedingly cold and
disagreeable, but fair on the steamboat Arabia, making about 4 miles an hour against the stream— writing in the cabin—
about 70 passengers—some of them ‘Border Ruffians.’ My party consists of four, including self. The Devils do not suspect
they are ‘entertaining angels unawares,’ and talk and swear freely against the Emigrant Aid Society. My goods are so
disguised that they will not be likely to excite any suspicion.
I shall probably land at Kansas City or at Leavenworth city, near the fort, to-morrow night and then be within thirty
miles of Lawrence.—I am perfectly well and confident, with plenty of money in my pocket. Can’t learn anything from
Kansas. The Mississippi above the Missouri, is still closed with smooth, solid ice, and it is a very favorable circumstance
that the Missouri has suddenly and unaccountably opened, as the river is in excellent order, an although we are on the first
boat up, others are on the way behind us, and Kansas is in direct communication, by water, with the Free States, while the
weather is to cold for the Border Devils to leave home on a marauding expedition. I say again the sudden breaking up of
the Missouri is exceedingly favorable to the Free State cause. I suppose the free State Legislature assembled at Topeka this
week Tuesday, but what they did, we may not know until Monday. It is rather probable that they may have continued in
session and determined to ‘fight it out, faith,’ and perhaps that will be the best in the end. It is somewhat probable that I
may go back to St. Louis soon, for another load of goods.
I will write again as soon as I have information to communicate, and get where I can trust the Dog Postmaster.
Write me, to care of F.A. Hunt & Co., City Building, St. Louis, telling me how you are, and who was elected selectmen an
assessors; whether Mr. Warrain is coming and what about all interesting people.—Clarina as well.
Yours, affectionately,
START.
[Editor’s note: this entry continues on the next page]
Arabia Curriculum |9
ARMS FOR KANSAS CAPTURED AT LEXINGTON [Continued]
The carpenters tools are now stored safely in the city.
Great credit justly attaches to Capt. Shaw and his under officers, for the just and manly course pursued by them in
this affair. Three cheers were given the boat as she pushed off.
We suggest that a committee be appointed by our citizens, at a meeting to be held at the Court House to morrow (Monday)
morning, at ten o’clock, whose duty it shall be to examine for, and intercept, all similar shipments.
Source:
Squatter Sovereign (Atchison, KS)
Tuesday, March 18, 1856
(In addition to the article below, this issue of the Squatter Sovereign reprints the article found in the Lexington Express and Liberty
Tribune containing the transcript of the letter written by Start/Hoyt to his mother.)
SHARP’S RIFLES TAKEN
The first shipment of Sharp’s rifles this season, has fallen into the hands of the “Border Ruffians,” and will be turned, in the
event of a difficulty, against the very traitors for whom they were intended. The steamer Arabia, the first boat of the season
arrived at Weston last week. We learn that by some means it was discovered that a lot of Sharp’s rifles and two pieces of
cannon were on board, intended for the traitors in Kansas Territory. When the Arabia arrived at Lexington, she was
quarantined, and a portion of her infectious cargo—the Sharp’s rifles and cannon—were delivered at that point. These
arms, we learn, are held subject to the order of Governor Shannon, who it is to be hoped, will, under no circumstances,
allow them to fall into the hands of the organized traitors at Lawrence. We think Governor Shannon should order them
shipped to Atchison, to arm our military companies lately formed. We pledge the Governor to use them in the maintainance
of law and order in the Territory, and when called upon to bring them to bear on the wretches for whom they were intended.
Source:
The Independent (New York)
March 20, 1856
“Seizure of U.S. Arms at Lexington.—The telegraph informs us that some indiscreet citizens of Lexington have laid violent
hands upon artillery and Sharp’s rifles that were passing up the Missouri river, and refuse to permit them to be forwarded.
This in itself is highly censurable, it is a lawless act, without precedent heretofore, and ne that could only be justified by the
existence of civil war. In those who lay claim to the arrogant title of ‘law and order’ men, it is both wrong and foolish—for
while infringing the sacred right of property, it exposes the duplicity of the colors under which they are arrayed. It was a
high-handed measure, viewed in any light; but when the facts are known we trust the citizens of Lexington will be the first
to repudiate those concerned in the procedure.
“Upon investigation, it turns out that the arms seized at Lexington were United States rifles, shipped to Fort
Leavenworth, and accidentally detained on the way. What then will Uncle Sam say when he learns that he cannot trust the
munitions of war, to garrison the forts on our border through the State of Missouri? Will it precipitate a quarrel with the
Federal Government, and turn the wrath of Col. Sumner against the people of Missouri rather than the Indians of the Platte.
We suppose these arms were sent to replace those taken from Liberty by the valorous gentry who went into Kansas at the
command of Shannon. How the War Department will view the matter, we are at a loss to imagine.”
A r a b i a C u r r i c u l u m | 10
Other Suggested Sources---Bleeding Kansas:
Kansas State Historical Society: www.kshs.org
Historic
Lecompton:
http://www.civilwaronthewesternborder.org/content/lecompton-historical-society;
http://www.lecomptonkansas.com/
PBS: http://www.pbs.org/wgbh/aia/part4/4p2952.html
Other Resources:
Online:
www.1856.com (The official Arabia Steamboat Museum Website)
www.cci-icc.gc.ca (Canadian Conservation Institute)
Book List:
Westward Ho! An Activity Guide to the Wild West by Laurie Carlson
Pioneer Days: Discover the Past with Fun Projects, Games, Activities, and Recipes by David C. King
The Big Book of the Weird Wild West (Factoid Books) by John Whalen
Books Available at the Museum:
Treasures of the Steamboat Arabia by David Hawley
Treasure in a Cornfield by Greg Hawley
Questions or comments?
Please drop us a line at: [email protected]
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KANSAS STATE SOCIAL STUDIES STANDARDS SUPPORTED
Modern World History (Industrial Revolution: development of steam engine, transportation growth), World
Geography (maps and mapping, river systems)