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Grade 3 3-8

Page history last edited by Pam Merrill 2 years, 9 months ago

Oklahoma Academic Standard 3.  The student will analyze the significant events and historic personalities contributing to the development of the state of Oklahoma.

Objective 3.8 Distinguish between the points of view of both American Indians and settlers regarding the opening of territories in Oklahoma for settlement.

In a Nutshell

An important aspect while studying land openings, such as the Land Run of the Unassigned Lands or the Cherokee Strip, is that students should develop a basic understanding of the differences toward land ownership from an Indian and a non-Indian perspective (i.e. individual property rights versus communal property). With this understanding, students should be able to describe how such different perspective might lead to conflict and continued controversies related to tribal sovereignty. 

Teacher Action 

Student Action 

  • Assist students to generate possible reasons for an event or development in the past. 

  • Provide frequent opportunities for students to explain the difference between a primary and secondary source of information and gather basic information from such sources. 

  • Define point of view and give examples relevant to the experiences of individuals and groups regarding the opening of Indian lands to non-Indian settlers. 

  • Compare two or more primary or secondary sources about a particular event in history. 

Key Concepts 

Misconceptions 

  • methods for land openings include runs and lotteries

  • individual land ownership versus communal land ownership

  • motivations for non-Indian settlement 

  • Unassigned Lands, Cherokee Strip 

  • boomers, sooners, role of the federal military

  • Some students may not grasp an understanding that some historic re-enactments, such as the Land Run, are not events to be celebrated by people who were negatively impacted by such events.

  • It is difficult for some students to fully comprehend the idea of communal property and how settlement patterns by non-Indians failed to respect such cultural differences. 

  • Some students may mistakenly assume that some lands, such as the "Unassigned Lands" were not previously granted to Indian nations and therefore, free to non-Indian settlement.

Instructional Resources

Access suggested instructional resources correlated to the learning standard and objective.

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