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OKH 5-4 Instructional Resources

Page history last edited by Pam Merrill 5 months ago

 

Lesson Ideas

Inquiry Tasks

  • Use the classroom presentation, Black Gold, provided by the Oklahoma Council for Social Studies, to review the significance of the petroleum industry on the economic development of the state. Ask students to investigate the immediate effect of one of the state's earlier oilfield discoveries, using primary and/or secondary sources provided (below). Ask students to create a news broadcast, radio news report, or print news account, assuming the role of eyewitness reporters to the event. Encourage student-reporters to express the excitement of the the investors, fieldworkers, and public upon realizing the importance of the discovery. 

  • Engage students in imagining what life in early oil boomtowns might have been like by using the classroom presentation, Black Gold Boom, provided by O.C.S.S.  Encourage students to examine accounts of those who worked the oilfields, using resources from the lesson, Wildcatters, Roughnecks, and Good Ol' Boys, provided by OERB. Invite student groups to develop a movie film script depicting the boomtown experience.

  • Use the High Stakes: Life and Times of E.W. Marland documentary, developed by the Marland Estate, as an example of the changes oil wealth can make to an individual and a community. (Segments of the documentary can be used independently, using the teacher's guide.) Ask students to consider what they would do with such wealth, using the presentation Make Me A Millionaire, developed by the Marland Foundation and accompanying lesson resources.

  • Reign of Terror: The Osage Murders, a lesson from the K20 Center, asks students to investigate the events of the “Reign of Terror” that occurred during the 1920s in Osage County. Students analyze why laws allowed corruption to thrive. 

  • Ask students to examine a collection of primary source documents and photographs from the inquiry task, Boom and Bust, provided by the Oklahoma Council for Social Studies. Provide time for groups to categorize sources as each relates to the topics of Growth of Business, Individual Prosperity, or Native American Rights. Ask students to use evidence from their analysis to compose a written response to the task, "Evaluate the economic consequences of the boom and bust cycle of the oil industry in early Oklahoma."

  • Encourage student partners to investigate the business practices of oilmen, including Frank Phillips, E.W. Marland, and Robert S. Kerr, using primary and secondary sources recommended below. Ask partners to develop a T-chart, noting aspects of their oilman's life which might have characterized him as a robber baron versus a civic-minded philanthropist. What conclusions can be made regarding the impact of early oil wealth on Oklahoma communities and our state's economy? Extend learning by investigating the example of E.W. Marland, using the classroom presentation Oilman or Oil Baron, developed by the Marland Estate.

  • The Case of the Osage Nation, an extensive unit of study from The Native History Project, challenges students to compare narratives presented in traditional history textbooks and the reality of Native Americans’ experiences, such as the Osage Reign of Terror. Through an analysis of treaties made between the Osage Nation and the government, including an examination of the failure protect the Osage, students will be able to better understand the Osage experience.

 

 

Primary Sources 

Secondary Sources 

 

 

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