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OKH 5-2 D-F Instructional Resources
Lesson Ideas
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Inquiry Tasks
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Using the document-based inquiry lesson, Greenwood District, provided by the Oklahoma Council for Social Studies, ask students to examine the collection of brief excerpts from primary sources in order to compose a written response to the task, "Asses the validity of the statement, The Greenwood District was a safe haven from discrimination.” Advise students to use evidence from the sources to support or refute the statement.
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Challenge students to consider why we label events from the past and how such labels create a perspective from which we sometimes view events through biased or even inaccurate lenses. Ask students to define on two post it notes, the terms "massacre" and "riot". How are the terms different? Using the lesson, ID Cards and Survivor Accounts, developed by the John Hope Franklin Center, investigate the personal accounts of individuals who contributed to the vitality of the Greenwood District and their experiences June, 1921. Encourage students to dig deeper to explore brief firsthand accounts of the atrocity, using Meet the Survivors (print) (or videoclips).
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Encourage students to read the book Up From Ashes, by Hannibal Johnson. Using the lesson developed by the the Oklahoma History Center, ask students to draw conclusions, answering the question, "How can prejudice be overcome to avoid a repeat of violence against a people?"
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Ask students to consider the words of philosopher and poet George Santayana, “Those who cannot remember the past are condemned to repeat it.” What do students think the quote means? Encourage students to use the collection of primary and secondary sources in the Tulsa Race Riot document-based inquiry assessment task, developed by the Oklahoma State Department of Education, to develop an editorial response to the commemorative events on the anniversary of the Tulsa Race Massacre. Advise students to carefully analyze each source, using suggested analytical strategies in order to reveal what really happened versus rumors surrounding the event.
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Ask students to engage in a examination of the actual events of the massacre, using Lesson Day 3 of a unit of study, developed by the Oklahoma Historical Center. Ask students to compare the events in Tulsa to other racial assaults occurring around the nation, examining online exhibits and reports provided in the lesson. Encourage students to draw conclusions regarding why such attacks happened and why citizens not directly involved could have allowed such assaults.
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Primary Sources
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Secondary Sources
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Interview with Survivor, Olivia Hooker, Oklahoma Historical Society, describes her experience and why the term "riot" is not fitting to the racial assault.
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Greenwood District, The Black Experience in Business, PBS, 8-minute videoclip with original footage.
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Tulsa Race Massacre, Photograph Collection, University of Tulsa, online exhibit and archives, providing student-friendly access for research or reference.
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Tulsa Race Massacre mini-photograph collection, provided by the Oklahoma Council for Social Studies.
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Oklahoma State Statute, establishing the Tulsa Race Riot Memorial of Reconciliation, Oklahoma State Legislature, 2016.
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Meet the Survivors, firsthand accounts collection, John Hope Franklin Center for Reconciliation.
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Red Cross Report, 1921, (full version) courtesy of the John Hope Franklin Center for Reconciliation, for teacher reference or student research.
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Haunting Portrait of Tulsa's History, Digital Prairie Library, featuring primary source documents and photographs for student reference.
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Black Wall Street, by Walter White (1921) provides brief description for student reference.
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Martial Law Declared, news article (1923) Daily Oklahoman, excerpts provided by O.C.S.S.
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Walton Unfit to Champion Worthy Cause (1923) editorial, Daily Oklahoman, excerpt provided by O.C.S.S.
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Tulsa Race Massacre, Oklahoma Encyclopedia, Oklahoma History Center.
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Tulsa Race Massacre, Tulsa Historical Society, online exhibit for student research and reference.
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Commission Report (2001; full version), Oklahoma Commission to Study the Tulsa Race Riot of 1921, provides extensive information for teacher reference.
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Commission Report (2001) Oklahoma Commission to Study the Tulsa Race Riot of 1921, excerpt of conclusions by Danny Gobel, provided by O.C.S.S.
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Tulsa Race Massacre Centennial Commission, online collection of resources for student and teacher reference.
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Riot Remembered for Destruction, by Joyce Peterson, news article, Daily Oklahoman.
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Tulsa Race Riot Unit of Study, by Kim Hagan, Oklahoma History Center, provides ideas and resources for a five-day unit or individual lessons.
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Resource Collection, including numerous newspaper accounts, reports, and full versions of firsthand experiences, provided by the John Hope Franklin Center for Reconciliation; for student research or teacher reference.
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Tulsa Race Massacre, bibliography of suggested resources, provide by Dr. Shanedra Nowell.
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The Tulsa Race Massacre, as told by Senator James Lankford, U.S. Senate, 15-minute videoclip for student reference.
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Black Wall Street Revisited - Hannibal Johnson narrates the story of Black Wall Street.
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OKH 5-2 D-F Instructional Resources
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