Social Studies - OERB | Homeroom

SocialStudies

A High School Social Studies CurriculumDeveloped for the

500 NE 4th St., Suite 100, Oklahoma City, OK 73104

Oklahoma Energy Resources Board

Mindy StittExecutive Director


Carla SchaeperkoetterEducation Director


www.oerbhomeroom.comSecond Edition - 2013

© Oklahoma Energy Resources Board, an agency of the State of Oklahoma. All rights reserved.

The Oklahoma Energy Resources Board is the nation’s first energy check off program. Created by the Oklahoma Legislature in 1993, the OERB is funded voluntarily by Oklahoma oil and natural gas producers and royalty owners through a one-tenth of one percent assessment on the sale of oil and natural gas. The OERB’s mission is to restore orphaned and abandoned well sites and to educate Oklahomans about the vitality, contributions and environmental responsibility of the Oklahoma petroleum industry.

One of our most important missions is Energy Education! Our program serves two primary goals:

1. To develop and design oil and natural gas education activities for K-12 teachers and students in Oklahoma.

2. To provide teachers with:- Workshops statewide that provide free training and resources in energy education- Educational field trips for students and teachers- Professional development hours- Petroleum Professionals in the Classroom (Petro Pros)- Support in teaching the Oklahoma Academic Standards- Information about well site safety

For more information about our programs, please contact [email protected] or 1-800-664-1301.

Petro Pros -Introducing students to the real world of oil and natural gas.Who better to teach students about earth science than the people who make knowing what’s underground their business? Our Petro Pros visit classrooms from kindergarten through twelfth grade and show students the science and business side of the oil and natural gas industry.

OERBHOMEROOM.com- OERB’s Newest Teacher Resource!The OERB is excited to introduce www.OERBHOMEROOM.com to educators around the state. Homeroom is a hub for all of the OERB curricula and supplements. On Homeroom you can find curriculum resources, field trip forms, NEW video labs, NEW virtual field trips, a teachers lounge, industry information and so much more. Be sure to register for this exciting new resource!

This curriculum represents a collaborative effort between the Oklahoma Energy Resources Board and the Oklahoma Department of Education. This material was developed by a team of high school educators, university curriculum specialists, petroleum industry representatives and OERB representatives. This teacher’s guide was illustrated by Cameron Eagle.

The original Core Energy Social Studies curriculum was developed in 2003 by Larry Brown, Rhonda Johnson, Dallas Koehn, Tim Munson, Steve Slawson and Judy Rowell.

Core Energy Social Studies was revised by a committee of teachers in the summer of 2013 and was aligned to the Oklahoma Academic Standards. The following teachers contributed to that committee:

Deana Huff, Educational Consultant/Writer, Memorial High School, EdmondGreg Oppel, Educational Consultant/Writer, Memorial High School, EdmondJane Purcell, Educational Consultant/Writer, Norman Public Schools, NormanJudy Rowell, Educational Consultant/Writer, Former EducatorDr. Gayla Wright, Curricula Coordinator, Oklahoma Energy Resources Board

Acknowledgments

JoDee Adney, Clinton High School, ClintonKendra Armer, Panama Public Schools, PanamaHerbert Belter, Eisenhower High School, LawtonMeribeth Belter, Lawton High School, LawtonKendra Culp, Edison Preparatory High School, TulsaCarrie Fryar, Western Heights High School, Oklahoma CityDixie Kellogg, Yukon High School, YukonVirginia Ann Kennedy, Southeast High School, Oklahoma CityJaime Lee, Bixby High School, BixbyMargie McElhany, Puterbaugh Middle School, McAlesterCaroline Miller, McAlester High School, McAlesterJulie Price, New Lima Public Schools, WewokaKelley Raby, Owasso Mid-High School, OwassoJoe Rohr, Noble High School, NobleNicole Serner, Oilton High School, OiltonRylee Whitsett, Yale High School, Yale

The revised Core Energy Social Studies curriculum was field tested in the fall of 2013 by a group of educators from across Oklahoma. The field test participants were:

Field Test

Frequently Asked QuestionsWHAT IS ENERGY?The world is full of movement. Birds fly in the air, trees move in the wind, and ships sail on the sea. People, animals, and machinery move around, but not without a source of energy.

Living things and machines need energy to work. For example, the energy that turns the blade of a windmill comes from the wind. The sun provides the energy needed to produce the food you eat. Food provides the energy your muscles need to ride your bike. The energy to make a car, plane or motorboat move comes from the gasoline inside the engine. FROM WHERE DOES ENERGY COME?All energy originates from the sun. Without the sun, there would be no life on earth. The energy from the sun is transformed into many other types of energy that we use every day. Important forms of energy are oil, natural gas and coal, also known as fossil fuels.

HOW ARE OIL, NATURAL GAS AND COAL FORMED?Millions of years ago, the seas were filled with billions of tiny plants and animals. As these plants and animals died, their remains sank to the ocean floor and were buried in layers of sand and sediment. As more and more time passed, heat and pressure worked on the buried remains until they became fossil fuels. These fossil fuels were then trapped in underground rock formations. If rock is porous (containing holes or void spaces), it can accumulate oil, natural gas and coal.

For more than 150 years, man has been exploring and extracting fossil fuels. Today, when we use the estimated 6,000 products made from fossil fuels, we are releasing the energy that first came to earth from the sun millions of years ago.

HOW DO WE FIND OIL AND NATURAL GAS?Edwin L. Drake was the first person to drill specifically for oil. In 1859, near Titusville, Pennsylvania, Drake struck oil. Drake’s discovery helped make the finding of oil a big business. By 1900, prospectors had found oil fields all over the country, especially in Oklahoma and Texas.

Today, prospecting for oil and natural gas is highly skilled detective work as scientists use computers, satellites, sound waves and high-tech equipment to search both underground and under the ocean floor. Long before drilling can begin, geologists and geophysicists (scientists who explore for oil and gas) gather clues to locate possible sites for drilling. These clues come in many forms . . . from maps to locating fossils to studying sound waves from deep beneath the surface. The scientists make their best predictions, locate the spot and then the exploration begins. However, this process does not proceed without concern for the environment.

For many years, oil and gas companies have devoted considerable time and resources to finding ways of reducing their impact on the environment. In fact, U.S. companies are spending more dollars protecting the environment than drilling new wells. The effects that drilling, as well as any eventual production operations, will have on an offshore environment or a sensitive onshore tract must be anticipated and thoroughly spelled out. Blowout preventers used during the drilling process insure against the potential release of oil or natural gas into the atmosphere making oil “gushers” a relic of the distant past. Steel casing is set and cemented to protect the water table from contamination. Oil companies routinely take all necessary steps to prevent harmful interaction with wildlife and crop production.

HOW IS OIL AND NATURAL GAS TRANSPORTED AND USED?Once oil and natural gas are produced and collected, they must be safely transported for their many uses. Oil can be transported by truck, pipeline or ships to factories called refineries. Natural gas can only be transported in large quantities through high pressure pipelines. Consequently, natural gas produced in the U.S. can only be used on this continent, or it can be shipped as compressed and liquefied natural gas. Crude oil can be shipped all over the world where it is made into the thousands of products that we use every day. You don’t need to leave home to find oil in some of its many forms.

By processing fossil fuels at power stations, stored energy can be converted to electricity. The carpet on your floor and the paint on your walls probably have oil in them. You brush your teeth with a plastic tooth brush which is made from petroleum (oil is the key ingredient of plastic). It is estimated that we have found more than 500,000 uses for oil.

Table of Contents

No Uncertain Terms..................................................................................... 1

Scavenger Hunt............................................................................................

The Glenn Pool Story..................................................................................

Wildcatters, Roughnecks and Good Ol’ Boys...........................................

Baron Fruit...................................................................................................

The More Things Change...........................................................................

Running on Empty......................................................................................

That Was When..........................................................................................

Student Pages

24

39

61

79

99

122

155

1Social Studies | No Uncertain Terms Teacher

Oklahoma History Process and Literacy Standards

1: Reading Skills. The student will develop and demonstrate social studies Common Core reading literacy skills.

B. Craft and Structure4. 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.

Oklahoma History Content Standards

4: The student will examine the transformation of Oklahoma during times of boom and bust of the 1920s through the 1940s.

4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.

5: The student will investigate how post-war social, political, and economic events continued to transform the state of Oklahoma during the 1950s through the present.

2. Analyze the impact of economic growth in various sectors including theD. Discovery of new fossil fuel resources, Tulsa’s designation as Oil Capital of the World, and the opening of the Anadarko Basin

United States History Content Standards

6: The student will analyze the foreign and domestic policies in the contemporary era, 1977 to the present.

1. Cite specific textual and visual evidence to evaluate President Carter’s foreign policy in the Middle East including the Camp David Accords, the OPEC oil embargo, and the response to the 1979 Iranian hostage crisis.

World History Content Standards

6: The student will evaluate contemporary global issues and challenges.

1. Describe the ongoing impact of interdependence on the world’s economies resulting in the creation and growth of multinational organizations including the challenges faced by the European Economic Community, the cooperative efforts of OPEC, the emergence of the Pacific Rim economy, and the roles of the World Bank and World Trade Organization.

No Uncertain TermsOklahoma Academic Standards


No Uncertain TermsPretest

Name: ______________________________ Class: _______________

Place the letter of the best answer in the blank to the left.

1. Using one’s wealth to benefit society is called:A. WildcattingB. PhilanthropyC. Social DarwinismD. Conspicuous Consumption

2. Andrew Carnegie’s “gospel of wealth” basically said that:A. People should be free to make as much money as they can, then they should give it away.B. The best educated and most capable will rise to the top and survive; the less-educated and less-capable will sink to the bottom and failC. Wealth is a sign of God’s approval and thus grants the freedom to do as you wishD. Money is the easiest and best answer to society’s ills

3. Which of the following would a philanthropist like Carnegie NOT be likely to support with his wealth?

A. Giving money to scholarship programs for higher educationB. Building a new public library in an underprivileged communityC. Museums, symphony orchestras, and theater groupsD. Direct assistance to poor families or deserving individuals to help make their lives easier

4. Someone who risks his money and reputation trying to find oil in an unproven area is called a...?

A. RoughneckB. Slick DiggerC. PhilanthropistD. Wildcatter

5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”?A. TulsaB. GlenpoolC. BartlesvilleD. Oklahoma City


6. A standard “barrel” of oil (as discussed on the evening news) is approximately...?A. 12 U.S. GallonsB. 42 U.S. GallonsC. 60 U.S. GallonsD. 76 U.S. Gallons

7. The term “roughneck” originally referred to...?A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gasB. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a livingC. A member of the crew on an drilling rig other than the head drillerD. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil

8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil. He’s now walking around holding the branch in front of him, eyes closed, waiting for it to twitch and tell him where more oil is hiding underground. Stanley is what was com-monly referred to as a...?

A. Black DogB. Branch ManagerC. DoodlebuggerD. Oil-a-Plant

9. The towns that suddenly sprang up when oil was discovered were called...?

A. OilvillesB. BoomtownsC. T-TownsD. Gushers

10. Because it was already obvious that petroleum was going to be a critical part of Oklahoma’s economy, this organization was established at statehood to regulate oil & natural gas exploration and production and the actions of public utilities in general.

A. The Oklahoma Corporation CommissionB. The Oklahoma Energy Resources BoardC. The Organization of Petroleum Exporting CountriesD. The American Petroleum Institute


No Uncertain TermsA Glossary of Oil and Natural Gas TermsClass-time needed: 30-60 minutes/One class period

Materials:• Vocabulary List• Reference Materials: Dictionary, Oklahoma History Textbook, or allow students to use

their smartphones• Student Handout “Frayer Model” OR• Student Handout “Word Wall Match Up Template”, OR• Student Handout “Plain white copy paper” (8.5” x 11” for Graffiti Vocabulary or it can

be used for any of the 3 options)

Introduction:

Explain to students the purpose of this lesson. Students are allowed to use a variety of resources to help them access the information needed to complete any of the three (3) options below because this lesson is not designed to test what students already know, but to help them learn and practice using new terms.

Purpose/Objective:• To familiarize students with common terms related to the

oil and natural gas industry to which they will be exposed in the subsequent lessons.

Essential Question:• What are the common terms associated with the oil and

natural gas industry?

Teacher Note: You can use each of the three options separately from the others, or you can have different class periods complete different options. Or, to allow for differentiation, use all three in one class and allow your students to choose which option they complete.

Students could also use vocabulary websites such as Study Stack (www.studystack.com) or Quizlet (http://quizlet.com) to create electronic flashcards and use the online games to learn the terms.

Each students product (from any of the three options) may serve as formative assessment of the academic vocabulary.


OPTION 1: Frayer Model (Four Square)Procedure:

1. Share unit vocabulary list for CORE Energy Social Studies with students.

2. Introduce the Frayer model by modeling the strategy going through what the students are to create for each square of the model. On the board, overhead, or using a document camera, write a sample term in the top left corner. Second, brainstorm examples of the term and write those in the top right corner. Next, brainstorm examples of non-examples/antonyms/what is not in the bottom right corner. Finally, have the class help you create a definition of the term and write it in the bottom left corner. Establish expectations for student learning product using a rubric or checklist.

3. Assign each student one term. Instruct students to use the whole group model for their term and give them 15-20 minutes to work. Allow students to use textbooks, dictionaries, or Smartphones to access definitions of terms. Students can illustrate the term if you, or they wish. Students will share their terms at the end through a vocabulary “speed dating” event.

4. Distribute template worksheet for the Frayer Model, or students can create their own by taking plain, white copy paper and folding it in half lengthwise, then folding it in half again width-wise.

5. While students are working, walk around to each student and conference with them using probing questions to help students think through their reasoning.

6. Pair students up for the “speed dating” portion of the activity. It does not matter how they are paired up because pairs will change. Inform students they will have two or three minutes to share their term.

7. Have each student in a pair identify their terms and discuss the different parts of their model with their partner. Then switch roles. They should ask questions until they understand the other person’s term. Call time and have students switch partners, repeat process until students have spoken to all of the other students in class.

8. Choose some of the best examples to display in class. Keep words in one location on a wall of the classroom. And you have an instant word wall! As you use the other CORE Energy Social Studies lessons, choose the terms that are pertinent to that lesson and post them in a prominent place in your classroom and review them with the class.

Sample Frayer ModelTerm What it is (example, synonym)

What it is NOT! (non-example, antonym)Definition (in your own words)

Christmas Tree Valves, conduit, used to control flow

An assembly of valves, spools and other stuff used to control the flow

of something out of a well.

It is not a wellhead.


Sample Rubic: Frayer Model Vocabulary Scoring Rubric

Criteria:

1. Term is written in the top left portion of the paper.2. Examples/Characteristics/Synonyms are written in top right portion of the paper and are

accurate.3. Non-examples/Antonyms are written in the bottom right portion of the paper and are

accurate.4. A definition, written in the student’s words, is found in the bottom left portion of the

paper and is accurate.5. Each section is neatly written.6. Color/Illustrations are included. (Optional)

Name: ______________________________ Class: _______________

Grading Criteria Full Credit – 10 points Half Credit – 5 points

Social Studies Content

Score: ________

Artistic Representation

Score: ________

Literacy Skill

Score: ________

• Word is appropriately defined• At least 2 facts/features that

show understanding of what the term is

• At least 2 facts/features that show understanding of what the term is NOT

• Historcal relevance

• Definition is incomplete• Lacks facts/features that

show understanding

• The entire page is neatly written and large enough to see from several feet away

• Additional information is illustrated

• Little attention to legibility• Messy or wrinkled• No additional information

illustrated (optional)

• Poster contains no grammatical errors

• Grammatical errors

Total Score: ________


Term

Defi

nitio

n (in

you

r ow

n w

ords

)W

hat i

t is N

OT

! (no

n-ex

ampl

e, a

nton

ym)

Wha

t it i

s (ex

ampl

e, sy

nony

ms)

Option 1: Frayer Model


Voca

bula

ry L

ist

Am

eric

an P

etro

leum

Inst

itute

Bar

onB

arre

lB

arre

ls P

er D

ayB

itB

lack

Dog

Bla

ck G

old

Blo

w O

utB

oard

ing

Hou

seB

oom

tow

nC

rude

Oil

Der

rick

Dis

cove

ry W

ell

Doo

dleb

ugge

rD

rille

rD

ry H

ole

Gus

her

Nat

ural

Gas

Oil

field

O

il Pa

tch

OER

BO

il C

apito

l of t

he W

orld

OPE

CO

klah

oma

Cor

pora

tion

Com

mis

sion

Phila

nthr

opis

tPu

mp

jack

Rou

ghne

ckSh

oote

rSh

otgu

n H

ouse

Spec

ulat

orTo

olpu

sher

Wild

catte

r


OPTION 2: Word Wall Match UpProcedure:


2. Introduce the strategy by modeling it using the board, white board, or document camera, etc. Write a sample term in the space allotted, then the definition for the term; finally have the student create a symbolic representation of the term (it can be a literal illustration or more symbolic).

3. Assign each student one term. Instruct students to use the whole group model for their term and give them 15-20 minutes to work. Allow students to use textbooks, dictionaries, or Smartphones to access definitions of terms.

4. Students will learn each other’s terms by putting the pieces together at the end. When students are finished have them cut the three sections of their worksheet apart and give the term section to you. Mix up the remaining (definition and symbol) portions of the worksheet.

5. Post the terms on the walls of the classroom (spread them out for flow of movement).

6. Have the students work in pairs to match the symbols and definitions to the correct term.

7. MIX IT UP! For review, post the symbol, or definition, and repeat the above process for match the three parts together.

8. Use the best examples from each class and place those in one location on a wall of the classroom. And you have an instant word wall! As you use the other CORE Energy Social Studies lessons, choose the terms that are pertinent to that lesson and post them in a prominent place in your classroom and review them with the class.

Am

eric

an P

etro

leum

Inst

itute

Bar

onB

arre

lB

arre

ls P

er D

ayB

itB

lack

Dog

Bla

ck G

old

Blo

w O

utB

oard

ing

Hou

seB

oom

tow

nC

rude

Oil

Der

rick

Dis

cove

ry W

ell

Doo

dleb

ugge

rD

rille

rD

ry H

ole


Criteria:

1. Illustration is neatly drawn and colored, accurately symbolizes the term, and fills the entire space devoted to the graphic representation.

2. Term is neatly written and in large enough print to read from a distance.3. Definition is accurate and written in the student’s own words.

Sample Rubic: Word Wall Match Up Criteria & Rubric

Name: ______________________________ Class: _______________




Score: ________


Score: ________

Literacy Skill

Score: ________






show understanding

• The entire page is neatly written and large enough to see from several feet away


• Little attention to legibility• Messy or wrinkled• No additional information

illustrated (optional)




Sym

bolic

Rep

rese

ntat

ion/

Illu

stra

tion

Defi

nitio

n

Term

Option 2: Word Wall Match Up Template


OPTION 3: Graffiti Vocabulary Procedure:


2. Share template with class and discuss the characteristics: term is written graffiti style (i.e., bubble letters); includes a description of the term using the students’ own words, there are at least three (3) images representing the term, all white space on the paper is colored in. Students will teach their term to the rest of class via a speed dating activity.

3. Assign each student one term. Instruct students to use the whole group model for their term and give them 30 minutes to work. Allow students to use textbooks, dictionaries, or Smartphones to access definitions of terms.

4. While students are working, walk around to each student and conference with them using probing questions to help students think through their reasoning

5. Pair students up for the “speed dating” portion of the activity. It doesn’t matter how they are paired up because pairs will change. Inform students they will have two to three minutes to share their term.

6. Have each student in a pair identify their terms and discuss the different parts of their model with their partner. Then switch roles. They should ask questions until they understand the other person’s term. Call time and have students switch partners, repeat process until students have spoken to all of the other students in class.

7. Choose some of the best examples to display in class. Keep words in one location on a wall of the classroom. Voila! Instant word wall! As you use the other CORE Energy Social Studies lessons, choose the terms that are pertinent to that lesson and post them in a prominent place in your classroom and review them with the class.


Sample Rubic: Graffiti Vocabulary

Name: ______________________________ Class: _______________



Score: ________


Score: ________

Literacy Skill

Score: ________






show understanding

• The entire page has visual interest


• Little artistic representation of the word

• No additional information illustrated




Criteria:

1. Term is drawn using bubble letters, or some other legible graffiti font. It should be large enough to be read from across the classroom.

2. Description of term using own words is written in a complete sentence and is accurate.3. At least 3 images representing the term are present and correspond to the term.4. All white space must be colored in.5. Work is neatly completed and colorful.


Sample of Graffiti Vocabulary


Observations/Conclusions:

Students should become more familiar with common terms related to the oil and natural gas industry. This should make subsequent lessons easier to understand.

Teacher Information:You may wish to check out dictionaries and other reference materials from the school library

to assist students successfully identifying each terms meaning.

Assessment:

You may wish to take a grade on the completed vocabulary activities using a simple rubric/checklist that identify the main components of the exercise. See samples at the end of the lesson.

If you want a more formal assessment, use the vocabulary quiz found at the end of the lesson.


No Uncertain Terms Vocabulary Test

Directions: Complete each sentence with the term that matches best from the Word Bank.

Oil Capitol of the WorldOPEC

Oklahoma Corporation CommissionPhilanthropist

RoughneckShooter

Shotgun HouseSpeculatorToolpusherWildcatter

American Petroleum InstituteBaronBarrel

Barrels Per DayBit

Black DogBlack Gold

Boarding HouseBoomtownCrude Oil

DerrickDiscovery WellDoodlebugger

DrillerDry HoleGusher

Natural GasOil FieldOil Patch

OERB

WORD BANK

is a slang term for petroleum.1.

A person who drills a well in an area where no oil or natural gas production previously

existed is called a .

2.

3. A is a well that has come in with such pressure that oil spews out of

the well like a geyser.

Unrefined, liquid petroleum is called .4.

The acronym of the name of the organization whose purpose is to negotiate and regulate oil

prices is .

5.

is a measure of the rate of flow of a well; it is the total amount of oil 6.

produced per day.

Also called the rig foreman or superintendent, , is the person in

charge of the entire drilling rig.

7.

Founded in 1920, the sets the standards for all types of oilfield

equipment.

8.

is the employee directly in charge of a drilling rig and crew.9.

Another name for a well that does not produce oil or natural gas in commercial quantities is

called a .

10.

11. is a highly compressible, highly expandable mixture of

hydrocarbons occurring natural in a gaseous form.


has great power in a particular field.12.

13. A promotes the happiness and social elevation of mankind by

making donations to worthy causes.

A person who takes a financial risk in hope of a substantial gain is called a .14.

15. was established at statehood to regulate the exploration and production

of oil and natural gas and to regulate public utilities.

The surface overlying an oil reservoir is called an . 16.

The first well drilled, or in a new field that reveals the presence of oil or gas is called a17.

18. A is formed by the rapid influx of people, money, or materials due

to the discovery of oil or other valuable natural resource.

19. is a slang term for oil field.

20. The is the person who shoots nitroglycerin into a well to promote

the flow of oil.

Equivalent to 42 U.S. gallons, is the unit of measure for petroleum

products.

21.

22. The is an organization of oil and natural gas producers and royalty

owners that is dedicated to restoring abandoned well sites and educating the public on the

contributions of the oil and natural gas industry. Hint: It stands for the Oklahoma Energy

Resources Board.

On the drilling rig, a is subordinate to the driller.23.

The large, load-bearing framework over the mouth of the oil well is called a .24.

25. A is the cutting or boring element used in drilling oil or natural gas

wells.

A


No Uncertain TermsPost Test

Name: ______________________________ Class: _______________











7. The term “roughneck” originally referred to...?A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gas.B. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a livingC. A member of the crew on an drilling rig other than the head drillerD. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil




10. Because it was already obvious that petroleum was going to be a critical part of Oklahoma’s economy, this organization was established at statehood to regulate oil & gas exploration and production and the actions of public utilities in general.

A. The Oklahoma Corporation CommissionB. The Oklahoma Energy Resources BoardC. The Organization fo Petroleum Exporting CountriesD. The American Petroleum Institute



Founded in 1920, the sets the standards for all types of

oilfield equipment.

8.




2.





prices is .

5.


produced per day.

Also called the rig foreman or superintendent, , is the person in

charge of the entire drilling rig.

7.

No Uncertain Terms Vocabulary Test-ANSWER KEY


Black Gold

Wildcatter



RoughneckShooter



Barrels Per DayBit

Black DogBlack Gold





OERB

WORD BANK

Gusher

Crude Oil

OPEC

Barrels per day

Toolpusher

American Petroleum Institute

Driller

Dry Hole

Natural Gas



called a .

10.




Baron

Philanthropist13. A promotes the happiness and social elevation of mankind by



15. was established at statehood to regulate the exploration and

production of oil and gas and to regulate public utilities.







the flow of oil.

Equivalent to 42 U.S. gallons, a is the unit of measure for petroleum

products.

21.




Resources Board.




wells.

Speculator

OK Corporation Commission

Oil field

Discovery well

Boomtown

Oil patch

Shooter

Barrel

OERB

Roughneck

Derrick

Bit

has great power in a particular field.12. A


No Uncertain TermsPretest/Post Test Answer Key

Name: ______________________________ Class: _______________









B

A

D

D

A


B

C

C

B

A


7. The term “roughneck” originally referred to...?A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gas.B. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a livingC. A member of the crew on an drilling rig other than the head drillerD. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil




10. Because it was already obvious that petroleum was going to be a critical part of Oklahoma’s economy, this organization was established at statehood to regulate oil & gas exploration and production and the actions of public utilities in general.

A. The Oklahoma Corporation CommissionB. The Oklahoma Energy Resources BoardC. The Organization fo Petroleum Exporting CountriesD. The American Petroleum Institute


24Social Studies | Scavenger Hunt Teacher



C. Integration of Knowledge and Ideas7. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.






6. Cite specific textual and visual evidence to analyze the oil and gas boom of the 1970s and the subsequent bust of the energy industry during the 1980s including the impact of the Penn Square Bank Collapse on the state’s economy, employment, and banking.

World Human Geography Content Standards

6: The student will evaluate specific textual and visual evidence to analyze the impact of industrialization on economic development.

1. Examine the changing roles of natual resources, energy, and technology that resulted in the Industrial Revolution.

2. Evaluate the impact of industrialization and government policies of both market and command economic systems on the availability and use of natural resources, environmental concerns, and sustainable development.

Scavenger HuntOklahoma’s C3 Standards

Oklahoma Academic Standards









Scavenger HuntClass-time needed: 50 minutes/One class period

Materials:• Laminated and keyed maps of the U.S., the Americas, and Eastern Hemisphere• Computer lab, personal devices such as tablets or smartphones• Student Handout “Scavenger Hunt Assignment Sheets”

Introduction:

Briefly review materials covered during this unit. Explain that, of course, oil and natural gas are still major parts of not only Oklahoma’s economy and history, but of much of the modern world. Students could devote an entire school year to studying the past and present state and impact of these industries and still have plenty to learn. In this activity, students will identify Oklahoma’s role in the contemporary world of oil and natural gas.

Purpose/Objective:• To hone research skills, including using indexes and reference materials to locate specific

facts and to find valid information on the Internet. • To connect historical oil and natural gas information learned throughout this unit with

current statistics and information. • To familiarize students with the United States and world geography.

Essential Question:• What places produce and consume the most oil and

natural gas in the United States and World?

NOTE TO TEACHER: Information will change due to new discoveries and technologies. Please check the OERB teacher website, OERBHOMEROOM.com for updated student handouts/keys.

Procedure:*To save time, you may want to create groups the day before taking the class to the library.

1. Divide students into groups of four.

2. Explain to students that the goal is to get as many correct answers as possible, although it is unlikely that any team will get all of the correct answers in the time provided. Answer any procedural questions students have regarding the instructions.

3. Students can use a computer lab, tablets, smartphones or any other internet devices.


Assessment

Using the provided answer key, tally each group’s answer sheets for the total number of correct answers.

Teacher Note

The specifics of this assignment may vary according to your school’s resources. Check with your school librarian ahead of time for the best way to conduct the search. You may tailor the assignment to your particular situation

The “correct” answer for current information may change from time to time. For instance, the top five oil-producers may change from year-to-year. The answer key includes anticipated variations, but is not unchangeable.

This may be a good opportunity to work with your school librarian in teaching students how to determine the credibility of web resources, and how to best locate specific information in print resources, etc. You can adjust the parameters of the assignment to fit your school’s resources and your class objectives.

Download fact sheet to share the current statistics and impacts Oklahoma’s oil and natural gas industry is having on the state’s economy, jobs and more.


28So

cial

Stu

dies

| Sc

aven

ger H

unt

Teac

her

Cor

e E

nerg

y Sc

aven

ger

Hun

t

Nam

es: _

____

____

____

____

____

____

____

____

____

____

Per

iod:

___

_

Oil

& N

atur

al G

as S

cave

nger

Hun

t

Wha

t are

the

top

five

oil-p

rodu

cing

cou

ntrie

s in

the

wor

ld ri

ght n

ow?

Whe

n yo

u ha

ve li

sted

all

five,

find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

1. _

____

____

____

____

____

____

_ 6.

Map

Loc

atio

n: _

____

2. _

____

____

____

____

____

____

_ 7.

Map

Loc

atio

n: _

____

3. _

____

____

____

____

____

____

_ 8.

Map

Loc

atio

n: _

____

4. _

____

____

____

____

____

____

_ 9.

Map

Loc

atio

n: _

____

5. _

____

____

____

____

____

____

_

10

. Map

Loc

atio

n: _

____

Wha

t are

the

top

five

oil-p

rodu

cing

stat

es in

the

U.S

. rig

ht n

ow?

Whe

n yo

u ha

ve li

sted

all

five,

fin

d th

em o

n th

e pr

ovid

ed U

.S. M

ap a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

11. _

____

____

____

____

____

____

_

16. M

ap L

ocat

ion:

___

__

12. _

____

____

____

____

____

____

_

17. M

ap L

ocat

ion:

___

__

13. _

____

____

____

____

____

____

_ 18

. Map

Loc

atio

n: _

____

14. _

____

____

____

____

____

____

_ 19

. Map

Loc

atio

n: _

____

15. _

____

____

____

____

____

____

_ 20

. Map

Loc

atio

n: _

____

Wha

t are

the

top

thre

e oi

l-con

sum

ing

coun

tries

in th

e w

orld

righ

t now

? W

hen

you

have

list

ed

all t

hree

, find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

Th

en li

st th

e ap

prox

imat

e pe

rcen

tage

eac

h on

e us

es o

f wor

ld o

il su

pplie

s.

21. _

____

____

____

____

____

__ 2

4. M

ap: _

____

27.

Per

cent

age:

___

__

22. _

____

____

____

____

____

__ 2

5. M

ap: _

____

28.

Per

cent

age:

___

__

23. _

____

____

____

____

____

__ 2

6. M

ap: _

____

29.

Per

cent

age:

___

__

30. W

hat i

s the

mai

n go

al /

purp

ose

of O

PEC

? __

____

____

____

____

____

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

List

10

of th

e 12

cur

rent

mem

bers

of O

PEC

:

31. _

____

____

____

____

____

____

36

. ___

____

____

____

____

____

32. _

____

____

____

____

____

____

37

. ___

____

____

____

____

____

33. _

____

____

____

____

____

____

38

. ___

____

____

____

____

____

34. _

____

____

____

____

____

____

39

. ___

____

____

____

____

____

35. _

____

____

____

____

____

____

40

. ___

____

____

____

____

____

41. O

PEC

’s 1

2 m

embe

rs c

urre

ntly

supp

ly a

bout

___

___

perc

ent o

f the

wor

ld’s

o

il ou

tput

.

42. O

PEC

’s 1

2 m

embe

rs p

osse

ss a

bout

___

___

perc

ent o

f the

wor

ld’s

tota

l

pr

oven

oil

rese

rves

.

Wha

t abo

ut n

atur

al g

as?

Wha

t are

the

top

five

natu

ral g

as-p

rodu

cing

cou

ntrie

s in

the

wor

ld ri

ght

now

? W

hen

you

have

list

ed a

ll fiv

e, fi

nd th

em o

n th

e pr

ovid

ed W

orld

Map

s and

indi

cate

by

lette

r w

here

eac

h on

e is

loca

ted.

43. _

____

____

____

____

____

____

_

48. M

ap L

ocat

ion:

___

__

44. _

____

____

____

____

____

____

_

49. M

ap L

ocat

ion:

___

__

45. _

____

____

____

____

____

____

_ 50

. Map

Loc

atio

n: _

____

46. _

____

____

____

____

____

____

_ 51

. Map

Loc

atio

n: _

____

47. _

____

____

____

____

____

____

_ 52

. Map

Loc

atio

n: _

____

Wha

t are

the

top

five

natu

ral g

as-p

rodu

cing

stat

es in

the

U.S

. rig

ht n

ow?

Whe

n yo

u ha

ve li

sted

al

l five

, find

them

on

the

prov

ided

U.S

. Map

and

indi

cate

by

lette

r whe

re e

ach

one

is lo

cate

d.

53. _

____

____

____

____

____

____

_

58. M

ap L

ocat

ion:

___

__

54. _

____

____

____

____

____

____

_

59. M

ap L

ocat

ion:

___

__

55. _

____

____

____

____

____

____

_ 60

. Map

Loc

atio

n: _

____

56. _

____

____

____

____

____

____

_ 61

. Map

Loc

atio

n: _

____

57. _

____

____

____

____

____

____

_ 62

. Map

Loc

atio

n: _

____


29So

cial

Stu

dies

| Sc

aven

ger H

unt

Teac

her

Wha

t are

the

top

thre

e na

tura

l gas

-con

sum

ing

coun

tries

in th

e w

orld

righ

t now

? W

hen

you

have

lis

ted

all t

hree

, find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

lo

cate

d. T

hen

list t

he a

ppro

xim

ate

perc

enta

ge e

ach

one

uses

of w

orld

nat

ural

gas

supp

lies.

63. _

____

____

____

____

____

__ 6

6. M

ap: _

____

69.

Per

cent

age:

___

__

64. _

____

____

____

____

____

__ 6

7. M

ap: _

____

70.

Per

cent

age:

___

__

65. _

____

____

____

____

____

__ 6

8. M

ap: _

____

71.

Per

cent

age:

___

__

The

Okl

ahom

a C

orpo

ratio

n C

omm

issi

on h

as a

four

-fol

d m

issi

on st

atem

ent.

Wha

t are

the

four

pu

rpos

es o

f the

OC

C, a

ccor

ding

to it

s ow

n m

issi

on st

atem

ent?

72. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

73. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

74. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

75. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

76. I

n w

hat y

ear w

as th

e O

CC

form

ed?

____

____

____

The

Okl

ahom

a C

orpo

ratio

n C

omm

issi

on sa

ys in

its m

issi

on st

atem

ent t

hat i

t will

do

four

spec

ific

thin

gs “

in th

e in

tere

sts o

f the

pub

lic.”

Wha

t are

thos

e fo

ur th

ings

?

77. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

78. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

79. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

80. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

81.

Wha

t was

the

first

com

mer

cial

ly v

iabl

e oi

l wel

l in

Okl

ahom

a?

(A

) The

Sue

Bla

nd N

o. 1

(C) T

he N

ellie

John

ston

e N

o. 1

(B) T

he W

ild M

ary

Sudd

ick

(D) T

he Id

a G

lenn

No.

1

____

82.

Thi

s wel

l (re

ferr

ing

to p

revi

ous q

uest

ion)

was

loca

ted

in...

?

(A

) Tul

sa

(C

) Okl

ahom

a C

ity

(B

) Bar

tlesv

ille

(D

) Gut

hrie

____

83.

The

find

that

laun

ched

Okl

ahom

a to

the

top

of th

e w

orld

in te

rms

of o

il pr

oduc

tion

was

the.

..?

(A

) Okl

ahom

a C

ity F

ield

(C

) The

101

Ran

ch

(B

) The

Gle

nn P

ool

(D) T

he K

iefe

r Dug

out

____

84.

Whi

ch O

klah

oma

tow

n w

as k

now

n as

the

Oil

Cap

itol o

f the

Wor

ld?

(A) T

ulsa

(C) O

klah

oma

City

(B) B

artle

svill

e

(D) G

uthr

ie

____

85.

The

“M

illio

n D

olla

r Elm

” is

loca

ted

in...

?

(A

) Kie

fer

(C

) Paw

husk

a

(B

) Gle

npoo

l

(D) P

onca

City

____

86.

Whi

ch tr

ibe

in O

klah

oma

beca

me

the

riche

st p

eopl

e in

the

wor

ld

(p

er c

apita

) dur

ing

the

oil b

oom

of t

he 1

920s

?

(A

) The

Kaw

(C) T

he O

sage

(B) T

he C

hero

kee

(D) T

he S

emin

ole

____

87.

Woo

laro

c R

anch

, Mus

eum

, and

Wild

life

Pres

erve

is lo

cate

d ne

ar...

?

(A

) Bar

tlesv

ille

(C

) Tul

sa

(B

) Okl

ahom

a C

ity

(D) P

onca

City

____

88.

Woo

laro

c is

the

cont

ribut

ion

of o

il in

dust

ry g

iant

...?

(A) E

.W. M

arla

nd

(C) T

om S

lick

(B) G

.B. W

ools

wor

th

(D) F

rank

Phi

llips

____

89.

Wha

t was

use

d to

“sh

oot”

the

Unc

le B

ill N

o. 1

, the

“di

scov

ery

wel

l” o

f

the

Cle

vela

nd p

ool?

(A) G

unpo

wde

r

(C) T

NT

(B) N

itrog

lyce

rin

(D) T

he fi

rst h

and-

held

Kod

ak c

amer

a

____

90.

Thi

s was

the

“dis

cove

ry w

ell”

of t

he R

ed F

ork

pool

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Su

ddick

(D

) The

Ida

Gle

nn N

o. 1

____

91.

The

“K

eyst

one

Trai

l” w

as p

rimar

ily u

sed

to...

?

(A

) Brin

g oi

l equ

ipm

ent i

nto

Okl

ahom

a fr

om T

exas

(B) B

ring

illeg

al li

quor

into

Tul

sa

(C

) Fol

low

kno

wn

oil p

ools

into

un-

drill

ed a

reas

(D) T

rap

thos

e w

ith c

ash

so th

ey c

ould

be

robb

ed

30Social Studies | Scavenger Hunt Teacher____

92.

Who

hel

ped

to o

pen

the

Exch

ange

Nat

iona

l Ban

k (w

hich

late

r bec

ame

the

Ban

k of

Okl

ahom

a) st

rictly

for t

he o

il in

dust

ry?

(

A) E

. W. M

arla

nd

(C) F

rank

Phi

llips

(

B) T

om S

lick

(D

) Har

ry S

incl

air

____

93.

Phi

llips

66

open

ed it

s ver

y fir

st g

as st

atio

n in

...?

(

A) B

artle

svill

e, O

K

(C) W

ichi

ta, K

S

(B

) Row

ling,

TX

(D) T

ulsa

, OK

____

94.

The

Phi

llips

66e

rs w

ere.

..?

(A

) A b

aske

tbal

l tea

m

(C) A

n em

ploy

ees’

unio

n

(B

) A c

harit

y or

gani

zatio

n (D

) Win

ners

of g

asol

ine

for l

ife

____

95.

Will

iam

G. S

kelly

ear

ned

the

nick

nam

e...?

(

A) “

The

Unc

row

ned

Kin

g of

the

Sena

te”

(

B) “

Kin

g of

the

Wild

catte

rs”

(

C) “

Mr.

Tuls

a”

(D

) “D

ry-H

ole

Skel

ly”

____

96.

Tho

mas

Gilc

reas

e’s fi

rst p

urch

ase

(whi

ch is

still

on

disp

lay

at th

e

Gilc

reas

e M

useu

m) w

as...

?

(A

) ‘R

ural

Cou

rtshi

p’

(C) ‘

The

Buf

falo

Hun

t’

(B

) ‘Zu

ni M

othe

r’

(D) ‘

The

Gra

nd C

anyo

n’

____

97.

Whe

n th

is o

ilman

stru

ck o

il on

the

Whe

eler

farm

in C

ushi

ng, h

e no

t

onl

y di

d no

t sho

ut a

bout

it, b

ut c

over

ed it

up

with

dirt

, ren

ted

ever

y

hor

se a

nd e

very

bug

gy in

tow

n, h

ired

out e

very

not

ary

publ

ic, a

nd

su

rrou

nded

his

fiel

d w

ith a

rmed

gua

rds u

ntil

he c

ould

secu

re le

ases

on

all o

f the

surr

ound

ing

land

.

(A

) Tom

Slic

k

(C) H

arry

Sin

clai

r

(B

) Wai

te P

hilli

ps

(D) T

hom

as G

ilcre

ase

____

98.

Thi

s wel

l nea

r Okl

ahom

a C

ity b

lew

out

of c

ontro

l so

high

and

so lo

ng

t

hat o

ffici

als h

ad to

take

em

erge

ncy

mea

sure

s to

prev

ent p

eopl

e

fro

m li

ghtin

g an

ythi

ng—

even

to c

ook—

for m

iles a

way

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Sud

dick

(D

) The

Ida

Gle

nn N

o. 1

____

99.

The

Wes

t Edm

ond

Fiel

d w

as d

isco

vere

d in

194

3 by

:

(A

) Roy

J. T

urne

r (C

) Llo

yd N

oble

(B) A

ce G

utow

sky

(D) J

.A. L

aFor

tune

____

100

. In

1959

, the

nat

ion

follo

wed

the

drill

ing

prog

ress

of «

The

Big

Dav

e

N

o. 1

» ev

ery

mor

ning

on

wha

t tel

evis

ion

prog

ram

?

(A

) FO

X N

ews

(C

) The

Tod

ay S

how

(B) C

NN

(D) G

ood

Mor

ning

Am

eric

a

____

101

. Lea

d Fr

ee g

asol

ine

was

intro

duce

d to

con

sum

ers i

n w

hich

dec

ade?

(A) T

he 1

950s

(C) T

he 1

970s

(B) T

he 1

960s

(D) T

he 1

980s

____

102

. In

July

, 198

2, w

hat O

klah

oma

City

ban

k w

ent «

bust

» ca

usin

g a

sho

ck to

the

finan

cial

mar

ket?

(A) B

ank

of O

klah

oma

(C) P

enn

Squa

re B

ank

(B) F

irst N

atio

nal B

ank

(D) F

irst U

nite

d B

ank

103.

Wha

t doe

s OER

B st

and

for?

___

____

____

____

____

____

____

____

_

Wha

t are

the

OER

B’s

two

mai

n go

als /

func

tions

?

104.

___

____

____

____

____

____

____

____

____

____

____

____

____

___

105.

___

____

____

____

____

____

____

____

____

____

____

____

____

___

30So

cial

Stu

dies

| Sc

aven

ger H

unt

Teac

her


92.

Who

hel

ped

to o

pen

the

Exch

ange

Nat

iona

l Ban

k (w

hich

late

r bec

ame

the

Ban

k of

Okl

ahom

a) st

rictly

for t

he o

il in

dust

ry?

(

A) E

. W. M

arla

nd

(C) F

rank

Phi

llips

(

B) T

om S

lick

(D

) Har

ry S

incl

air

____

93.

Phi

llips

66

open

ed it

s ver

y fir

st g

as st

atio

n in

...?

(

A) B

artle

svill

e, O

K

(C) W

ichi

ta, K

S

(B

) Row

ling,

TX

(D) T

ulsa

, OK

____

94.

The

Phi

llips

66e

rs w

ere.

..?

(A

) A b

aske

tbal

l tea

m

(C) A

n em

ploy

ees’

unio

n

(B

) A c

harit

y or

gani

zatio

n (D

) Win

ners

of g

asol

ine

for l

ife

____

95.

Will

iam

G. S

kelly

ear

ned

the

nick

nam

e...?

(

A) “

The

Unc

row

ned

Kin

g of

the

Sena

te”

(

B) “

Kin

g of

the

Wild

catte

rs”

(

C) “

Mr.

Tuls

a”

(D

) “D

ry-H

ole

Skel

ly”

____

96.

Tho

mas

Gilc

reas

e’s fi

rst p

urch

ase

(whi

ch is

still

on

disp

lay

at th

e

Gilc

reas

e M

useu

m) w

as...

?

(A

) ‘R

ural

Cou

rtshi

p’

(C) ‘

The

Buf

falo

Hun

t’

(B

) ‘Zu

ni M

othe

r’

(D) ‘

The

Gra

nd C

anyo

n’

____

97.

Whe

n th

is o

ilman

stru

ck o

il on

the

Whe

eler

farm

in C

ushi

ng, h

e no

t

onl

y di

d no

t sho

ut a

bout

it, b

ut c

over

ed it

up

with

dirt

, ren

ted

ever

y

hor

se a

nd e

very

bug

gy in

tow

n, h

ired

out e

very

not

ary

publ

ic, a

nd

su

rrou

nded

his

fiel

d w

ith a

rmed

gua

rds u

ntil

he c

ould

secu

re le

ases

on

all o

f the

surr

ound

ing

land

.

(A

) Tom

Slic

k

(C) H

arry

Sin

clai

r

(B

) Wai

te P

hilli

ps

(D) T

hom

as G

ilcre

ase

____

98.

Thi

s wel

l nea

r Okl

ahom

a C

ity b

lew

out

of c

ontro

l so

high

and

so lo

ng

t

hat o

ffici

als h

ad to

take

em

erge

ncy

mea

sure

s to

prev

ent p

eopl

e

fro

m li

ghtin

g an

ythi

ng—

even

to c

ook—

for m

iles a

way

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Sud

dick

(D

) The

Ida

Gle

nn N

o. 1

ink

hear

t val

ves

cr

ayon

s

para

chut

es

ar

tifica

l tur

f

spea

kers

hand

lotio

n

sham

poo

sh

avin

g cr

eam

sa

lad

bow

ls

ba

ndag

es

de

ntur

es

tele

phon

es

tra

nspa

rent

tape

an

tisep

tics

pu

rses

mov

ie fi

lms

fis

hing

boo

ts

cold

cre

am

ru

bber

cem

ent

nylo

n ro

pe

fa

n be

lts

m

aps

ballp

oint

pen

s

deod

oran

t

rubb

ing

alco

hol

pant

y ho

se

um

brel

las

na

il po

lish

ca

ndle

s

pain

t rol

lers

lugg

age

an

tifre

eze

ep

oxy

pain

t

artifi

cal l

imbs

PV

C p

ipes

paja

mas

upho

lste

ry

fo

otba

ll

pa

int

aspi

rin

sh

ower

cur

tain

s

brus

hes

ba

lloon

s

Am

eric

an fl

ags

hear

ing

aids

golf

balls

caul

king

pillo

ws

soap

dis

hes

co

mbs

toot

hpas

te

sk

is

vita

min

cap

sule

s

tent

s

ha

ir cu

rlers

shoe

s

m

odel

car

s

sung

lass

es

gl

ue

floor

wax

lipst

ick

mot

orcy

cle

helm

ets

swea

ters

fishi

ng ro

ds

in

sect

icid

es

elec

trica

l tap

e

ice

cube

tray

s

tenn

is ra

cket

s

spor

ts c

ars

fis

hing

lure

s

perf

umes

tires

el

ectri

c bl

anke

ts

drin

king

cup

s

hous

e pa

int

an

tihis

tam

ines

co

ntac

t len

ses

guita

r stri

ngs

am

mon

ia

to

othb

rush

es

lif

e ja

cket

oil fi

lters

floor

ing

TV c

abin

ets

ca

r bat

terie

s

eyeg

lass

es

ic

e co

oler

s

dice

tra

sh b

ags

com

pact

dis

cs

cam

eras

ferti

lizer

inse

ct

corti

sone

viny

l

repe

llant

hair

colo

r

toile

t sea

ts

an

esth

etic

s

food

pre

serv

ativ

es

dish

det

erge

nt

31So

cial

Stu

dies

| Sc

aven

ger H

unt

Teac

her

CO

RE

Ene

rgy

Soci

al S

tudi

esSc

aven

ger

Hun

t

Circ

le O

NLY

the

item

s tha

t are

mad

e w

ith/fr

om p

etro

leum

:


Teac

her

Alg

eria

Ang

ola

Ecu

ador

Iran

Iraq

Liby

a

Nig

eria

Qat

ar

Saud

i Ara

bia

Uni

ted

Ara

b E

mir

ates

(*K

uwai

t and

Ven

ezue

la)

40%

81%

Uni

ted

Stat

es

Rus

sia

Can

ada

Iran

Qat

ar

AA M BB I Q

Texa

s

Loui

sian

a

Wyo

min

g

Okl

ahom

a

Col

orad

o

K R F L H

Cor

e E

nerg

y Sc

aven

ger

Hun

t-A

NSW

ER

KE

Y

Nam

es: _

____

____

____

____

____

____

____

____

____

____

Per

iod:

___

_

Oil

& N

atur

al G

as S

cave

nger

Hun

t She

et

Wha

t are

the

top

five

oil-p

rodu

cing

cou

ntrie

s in

the

wor

ld ri

ght n

ow?

Whe

n yo

u ha

ve li

sted

all

five,

find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

1. _

____

____

____

____

____

____

_ 6.

Map

Loc

atio

n: _

____

2. _

____

____

____

____

____

____

_ 7.

Map

Loc

atio

n: _

____

3. _

____

____

____

____

____

____

_ 8.

Map

Loc

atio

n: _

____

4. _

____

____

____

____

____

____

_ 9.

Map

Loc

atio

n: _

____

5. _

____

____

____

____

____

____

_

10

. Map

Loc

atio

n: _

____

Wha

t are

the

top

five

oil-p

rodu

cing

stat

es in

the

U.S

. rig

ht n

ow?

Whe

n yo

u ha

ve li

sted

all

five,

fin

d th

em o

n th

e pr

ovid

ed U

.S. M

ap a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

11. _

____

____

____

____

____

____

_

16. M

ap L

ocat

ion:

___

__

12. _

____

____

____

____

____

____

_

17. M

ap L

ocat

ion:

___

__

13. _

____

____

____

____

____

____

_ 18

. Map

Loc

atio

n: _

____

14. _

____

____

____

____

____

____

_ 19

. Map

Loc

atio

n: _

____

15. _

____

____

____

____

____

____

_ 20

. Map

Loc

atio

n: _

____

Wha

t are

the

top

thre

e oi

l-con

sum

ing

coun

tries

in th

e w

orld

righ

t now

? W

hen

you

have

list

ed

all t

hree

, find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

Th

en li

st th

e ap

prox

imat

e pe

rcen

tage

eac

h on

e us

es o

f wor

ld o

il su

pplie

s.

21. _

____

____

____

____

____

__ 2

4. M

ap: _

____

27.

Per

cent

age:

___

__

22. _

____

____

____

____

____

__ 2

5. M

ap: _

____

28.

Per

cent

age:

___

__

23. _

____

____

____

____

____

__ 2

6. M

ap: _

____

29.

Per

cent

age:

___

__

30. W

hat i

s the

mai

n go

al /

purp

ose

of O

PEC

? __

____

____

____

____

____

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

List

10

of th

e 12

cur

rent

mem

bers

of O

PEC

:

31. _

____

____

____

____

____

____

36

. ___

____

____

____

____

____

32. _

____

____

____

____

____

____

37

. ___

____

____

____

____

____

33. _

____

____

____

____

____

____

38

. ___

____

____

____

____

____

34. _

____

____

____

____

____

____

39

. ___

____

____

____

____

____

35. _

____

____

____

____

____

____

40

. ___

____

____

____

____

____

41. O

PEC

’s 1

2 m

embe

rs c

urre

ntly

supp

ly a

bout

___

___

perc

ent o

f the

wor

ld’s

o

il ou

tput

.

42. O

PEC

’s 1

2 m

embe

rs p

osse

ss a

bout

___

___

perc

ent o

f the

wor

ld’s

tota

l

pr

oven

oil

rese

rves

.

Wha

t abo

ut n

atur

al g

as?

Wha

t are

the

top

five

natu

ral g

as-p

rodu

cing

cou

ntrie

s in

the

wor

ld ri

ght

now

? W

hen

you

have

list

ed a

ll fiv

e, fi

nd th

em o

n th

e pr

ovid

ed W

orld

Map

s and

indi

cate

by

lette

r w

here

eac

h on

e is

loca

ted.

43. _

____

____

____

____

____

____

_

48. M

ap L

ocat

ion:

___

__

44. _

____

____

____

____

____

____

_

49. M

ap L

ocat

ion:

___

__

45. _

____

____

____

____

____

____

_ 50

. Map

Loc

atio

n: _

____

46. _

____

____

____

____

____

____

_ 51

. Map

Loc

atio

n: _

____

47. _

____

____

____

____

____

____

_ 52

. Map

Loc

atio

n: _

____

Wha

t are

the

top

five

natu

ral g

as-p

rodu

cing

stat

es in

the

U.S

. rig

ht n

ow?

Whe

n yo

u ha

ve li

sted

al

l five

, find

them

on

the

prov

ided

U.S

. Map

and

indi

cate

by

lette

r whe

re e

ach

one

is lo

cate

d.

53. _

____

____

____

____

____

____

_

58. M

ap L

ocat

ion:

___

__

54. _

____

____

____

____

____

____

_

59. M

ap L

ocat

ion:

___

__

55. _

____

____

____

____

____

____

_ 60

. Map

Loc

atio

n: _

____

56. _

____

____

____

____

____

____

_ 61

. Map

Loc

atio

n: _

____

57. _

____

____

____

____

____

____

_ 62

. Map

Loc

atio

n: _

____

32So

cial

Stu

dies

| Sc

aven

ger H

unt

Saud

i Ara

bia

Rus

sia

Uni

ted

Stat

es

Iran

Chi

na

D M AA I P

Texa

s

Nor

th D

akot

a

Cal

iforn

ia

Ala

ska

Okl

ahom

a

K Z D A L

Uni

ted

Stat

es

Chi

na

Japa

n

AA P R

22%

11%

5%

To a

djus

t sup

ply/

dem

and

in

the

oil i

ndus

try

and

mai

ntai

n st

able

eco

nom

y fo

r mem

ber n

atio

ns.


33So

cial

Stu

dies

| Sc

aven

ger H

unt

Teac

her

Wha

t are

the

top

thre

e ga

s-co

nsum

ing

coun

tries

in th

e w

orld

righ

t now

? W

hen

you

have

list

ed

all t

hree

, find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

Th

en li

st th

e ap

prox

imat

e pe

rcen

tage

eac

h on

e us

es o

f wor

ld n

atur

al g

as su

pplie

s.

63. _

____

____

____

____

____

__ 6

6. M

ap: _

____

69.

Per

cent

age:

___

__

64. _

____

____

____

____

____

__ 6

7. M

ap: _

____

70.

Per

cent

age:

___

__

65. _

____

____

____

____

____

__ 6

8. M

ap: _

____

71.

Per

cent

age:

___

__

The

Okl

ahom

a C

orpo

ratio

n C

omm

issi

on h

as a

four

-fol

d m

issi

on st

atem

ent.

Wha

t are

the

four

pu

rpos

es o

f the

OC

C, a

ccor

ding

to it

s ow

n m

issi

on st

atem

ent?

72. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

73. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

74. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

75. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

76. I

n w

hat y

ear w

as th

e O

CC

form

ed?

____

____

____

The

Okl

ahom

a C

orpo

ratio

n C

omm

issi

on sa

ys in

its m

issi

on st

atem

ent t

hat i

t will

do

four

spec

ific

thin

gs “

in th

e in

tere

sts o

f the

pub

lic.”

Wha

t are

thos

e fo

ur th

ings

?

77. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

78. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

79. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

80. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

81.

Wha

t was

the

first

com

mer

cial

ly v

iabl

e oi

l wel

l in

Okl

ahom

a?

(A

) The

Sue

Bla

nd N

o. 1

(C) T

he N

ellie

Joh

nsto

ne N

o. 1

(B) T

he W

ild M

ary

Sudd

ick

(D) T

he Id

a G

lenn

No.

1

____

82.

Thi

s wel

l (re

ferr

ing

to p

revi

ous q

uest

ion)

was

loca

ted

in...

?

(A

) Tul

sa

(C

) Okl

ahom

a C

ity

(B

) Bar

tlesv

ille

(D

) Gut

hrie

____

83.

The

find

that

laun

ched

Okl

ahom

a to

the

top

of th

e w

orld

in te

rms

of o

il pr

oduc

tion

was

the.

..?

(A

) Okl

ahom

a C

ity F

ield

(C

) The

101

Ran

ch

(B

) The

Gle

nn P

ool

(D) T

he K

iefe

r Dug

out

____

84.

Whi

ch O

klah

oma

tow

n w

as k

now

n as

the

Oil

Cap

itol o

f the

Wor

ld?

(A) T

ulsa

(C) O

klah

oma

City

(B) B

artle

svill

e

(D) G

uthr

ie

____

85.

The

“M

illio

n D

olla

r Elm

” is

loca

ted

in...

?

(A

) Kie

fer

(C

) Paw

husk

a

(B

) Gle

npoo

l

(D) P

onca

City

____

86.

Whi

ch tr

ibe

in O

klah

oma

beca

me

the

riche

st p

eopl

e in

the

wor

ld

(p

er c

apita

) dur

ing

the

oil b

oom

of t

he 1

920s

?

(A

) The

Kaw

(C) T

he O

sage

(B) T

he C

hero

kee

(D) T

he S

emin

ole

____

87.

Woo

laro

c R

anch

, Mus

eum

, and

Wild

life

Pres

erve

is lo

cate

d ne

ar...

?

(A

) Bar

tlesv

ille

(C

) Tul

sa

(B

) Okl

ahom

a C

ity

(D) P

onca

City

____

88.

Woo

laro

c is

the

cont

ribut

ion

of o

il in

dust

ry g

iant

...?

(A) E

.W. M

arla

nd

(C) T

om S

lick

(B) G

.B. W

ools

wor

th

(D) F

rank

Phi

llips

____

89.

Wha

t was

use

d to

“sh

oot”

the

Unc

le B

ill N

o. 1

, the

“di

scov

ery

wel

l” o

f

the

Cle

vela

nd p

ool?

(A) G

unpo

wde

r

(C) T

NT

(B) N

itrog

lyce

rin

(D) T

he fi

rst h

and-

held

Kod

ak c

amer

a

____

90.

Thi

s was

the

“dis

cove

ry w

ell”

of t

he R

ed F

ork

pool

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Su

ddick

(D

) The

Ida

Gle

nn N

o. 1

____

91.

The

“K

eyst

one

Trai

l” w

as p

rimar

ily u

sed

to...

?

(A

) Brin

g oi

l equ

ipm

ent i

nto

Okl

ahom

a fr

om T

exas

(B) B

ring

ille

gal l

iquo

r in

to T

ulsa

(C) F

ollo

w k

now

n oi

l poo

ls in

to u

n-dr

illed

are

as

(D

) Tra

p th

ose

with

cas

h so

they

cou

ld b

e ro

bbed

Rus

sia

Uni

ted

Stat

es

Iran

AA M I

25%

16%

4%

To re

gula

te/e

nfor

ce la

ws c

once

rnin

g oi

l and

nat

ural

gas

Stor

age

and

disp

ensi

ng o

f pet

role

um fu

els

Rat

es a

nd se

rvic

es-p

ublic

util

ities

Intr

asta

te c

omm

erce

1907

Ove

rsee

con

serv

atio

n of

nat

ural

reso

uces

Avoi

d w

aste

Aba

te p

ollu

tion

of th

e en

viro

nmen

t

Bal

ance

righ

ts a

nd n

eeds

of t

he p

ublic

with

thos

e of

bus

ines

s

C B

B A C C A D B A B


92.

Who

hel

ped

to o

pen

the

Exch

ange

Nat

iona

l Ban

k (w

hich

late

r bec

ame

the

Ban

k of

Okl

ahom

a) st

rictly

for t

he o

il in

dust

ry?

(

A) E

. W. M

arla

nd

(C) F

rank

Phi

llips

(

B) T

om S

lick

(D

) Har

ry S

incl

air

____

93.

Phi

llips

66

open

ed it

s ver

y fir

st g

as st

atio

n in

...?

(

A) B

artle

svill

e, O

K

(C) W

ichi

ta, K

S

(B

) Row

ling,

TX

(D) T

ulsa

, OK

____

94.

The

Phi

llips

66e

rs w

ere.

..?

(A

) A b

aske

tbal

l tea

m

(C) A

n em

ploy

ees’

unio

n

(B

) A c

harit

y or

gani

zatio

n (D

) Win

ners

of g

asol

ine

for l

ife

____

95.

Will

iam

G. S

kelly

ear

ned

the

nick

nam

e...?

(

A) “

The

Unc

row

ned

Kin

g of

the

Sena

te”

(

B) “

Kin

g of

the

Wild

catte

rs”

(

C) “

Mr.

Tuls

a”

(D

) “D

ry-H

ole

Skel

ly”

____

96.

Tho

mas

Gilc

reas

e’s fi

rst p

urch

ase

(whi

ch is

still

on

disp

lay

at th

e

Gilc

reas

e M

useu

m) w

as...

?

(A

) ‘R

ural

Cou

rtsh

ip’

(C) ‘

The

Buf

falo

Hun

t’

(B

) ‘Zu

ni M

othe

r’

(D) ‘

The

Gra

nd C

anyo

n’

____

97.

Whe

n th

is o

ilman

stru

ck o

il on

the

Whe

eler

farm

in C

ushi

ng, h

e no

t

onl

y di

d no

t sho

ut a

bout

it, b

ut c

over

ed it

up

with

dirt

, ren

ted

ever

y

hor

se a

nd e

very

bug

gy in

tow

n, h

ired

out e

very

not

ary

publ

ic, a

nd

su

rrou

nded

his

fiel

d w

ith a

rmed

gua

rds u

ntil

he c

ould

secu

re le

ases

on

all o

f the

surr

ound

ing

land

.

(A

) Tom

Slic

k

(C) H

arry

Sin

clai

r

(B

) Wai

te P

hilli

ps

(D) T

hom

as G

ilcre

ase

____

98.

Thi

s wel

l nea

r Okl

ahom

a C

ity b

lew

out

of c

ontro

l so

high

and

so lo

ng

t

hat o

ffici

als h

ad to

take

em

erge

ncy

mea

sure

s to

prev

ent p

eopl

e

fro

m li

ghtin

g an

ythi

ng—

even

to c

ook—

for m

iles a

way

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Sud

dick

(D

) The

Ida

Gle

nn N

o. 1

____

99.

The

Wes

t Edm

ond

Fiel

d w

as d

isco

vere

d in

194

3 by

:

(A

) Roy

J. T

urne

r (C

) Llo

yd N

oble

(B) A

ce G

utow

sky

(D) J

.A. L

aFor

tune

____

100

. In

1959

, the

nat

ion

follo

wed

the

drill

ing

prog

ress

of “

The

Big

Dav

e

N

o. 1

” ev

ery

mor

ning

on

wha

t tel

evis

ion

prog

ram

?

(A

) FO

X N

ews

(C

) The

Tod

ay S

how

(B) C

NN

(D) G

ood

Mor

ning

Am

eric

a

____

101

. Lea

d Fr

ee g

asol

ine

was

intro

duce

d to

con

sum

ers i

n w

hich

dec

ade?

(A) T

he 1

950s

(C) T

he 1

970s

(B) T

he 1

960s

(D) T

he 1

980s

____

102

. In

July

, 198

2, w

hat O

klah

oma

City

ban

k w

ent “

bust

” ca

usin

g a

sho

ck to

the

finan

cial

mar

ket?

(A) B

ank

of O

klah

oma

(C) P

enn

Squa

re B

ank

(B) F

irst N

atio

nal B

ank

(D) F

irst U

nite

d B

ank

103.

Wha

t doe

s OER

B st

and

for?

___

____

____

____

____

____

____

____

_

Wha

t are

the

OER

B’s

two

mai

n go

als /

func

tions

?

104.

___

____

____

____

____

____

____

____

____

____

____

____

____

___

105.

___

____

____

____

____

____

____

____

____

____

____

____

____

___

34So

cial

Stu

dies

| Sc

aven

ger H

unt

Teac

her

B C A C A A B

B C C C

Okl

ahom

a E

nerg

y R

esou

rces

Boa

rd

Cle

an u

p ab

ando

ned

wel

l site

s

Edu

cate

the

pubi

c ab

out O

klah

oma’

s oil

and

natu

ral g

as in

dust

ry.


92.

Who

hel

ped

to o

pen

the

Exch

ange

Nat

iona

l Ban

k (w

hich

late

r bec

ame

the

Ban

k of

Okl

ahom

a) st

rictly

for t

he o

il in

dust

ry?

(

A) E

. W. M

arla

nd

(C) F

rank

Phi

llips

(

B) T

om S

lick

(D

) Har

ry S

incl

air

____

93.

Phi

llips

66

open

ed it

s ver

y fir

st g

as st

atio

n in

...?

(

A) B

artle

svill

e, O

K

(C) W

ichi

ta, K

S

(B

) Row

ling,

TX

(D) T

ulsa

, OK

____

94.

The

Phi

llips

66e

rs w

ere.

..?

(A

) A b

aske

tbal

l tea

m

(C) A

n em

ploy

ees’

unio

n

(B

) A c

harit

y or

gani

zatio

n (D

) Win

ners

of g

asol

ine

for l

ife

____

95.

Will

iam

G. S

kelly

ear

ned

the

nick

nam

e...?

(

A) “

The

Unc

row

ned

Kin

g of

the

Sena

te”

(

B) “

Kin

g of

the

Wild

catte

rs”

(

C) “

Mr.

Tuls

a”

(D

) “D

ry-H

ole

Skel

ly”

____

96.

Tho

mas

Gilc

reas

e’s fi

rst p

urch

ase

(whi

ch is

still

on

disp

lay

at th

e

Gilc

reas

e M

useu

m) w

as...

?

(A

) ‘R

ural

Cou

rtsh

ip’

(C) ‘

The

Buf

falo

Hun

t’

(B

) ‘Zu

ni M

othe

r’

(D) ‘

The

Gra

nd C

anyo

n’

____

97.

Whe

n th

is o

ilman

stru

ck o

il on

the

Whe

eler

farm

in C

ushi

ng, h

e no

t

onl

y di

d no

t sho

ut a

bout

it, b

ut c

over

ed it

up

with

dirt

, ren

ted

ever

y

hor

se a

nd e

very

bug

gy in

tow

n, h

ired

out e

very

not

ary

publ

ic, a

nd

su

rrou

nded

his

fiel

d w

ith a

rmed

gua

rds u

ntil

he c

ould

secu

re le

ases

on

all o

f the

surr

ound

ing

land

.

(A

) Tom

Slic

k

(C) H

arry

Sin

clai

r

(B

) Wai

te P

hilli

ps

(D) T

hom

as G

ilcre

ase

____

98.

Thi

s wel

l nea

r Okl

ahom

a C

ity b

lew

out

of c

ontro

l so

high

and

so lo

ng

t

hat o

ffici

als h

ad to

take

em

erge

ncy

mea

sure

s to

prev

ent p

eopl

e

fro

m li

ghtin

g an

ythi

ng—

even

to c

ook—

for m

iles a

way

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Sud

dick

(D

) The

Ida

Gle

nn N

o. 1

ink

hear

t val

ves

cr

ayon

s

para

chut

es

ar

tifica

l tur

f

spea

kers

hand

lotio

n

sham

poo

sh

avin

g cr

eam

sa

lad

bow

ls

ba

ndag

es

de

ntur

es

tele

phon

es

tra

nspa

rent

tape

an

tisep

tics

pu

rses

mov

ie fi

lms

fis

hing

boo

ts

cold

cre

am

ru

bber

cem

ent

nylo

n ro

pe

fa

n be

lts

m

aps

ballp

oint

pen

s

deod

oran

t

rubb

ing

alco

hol

pant

y ho

se

um

brel

las

na

il po

lish

ca

ndle

s

pain

t rol

lers

lugg

age

an

tifre

eze

ep

oxy

pain

t

artifi

cal l

imbs

PV

C p

ipes

paja

mas

upho

lste

ry

fo

otba

ll

pa

int

aspi

rin

sh

ower

cur

tain

s

brus

hes

ba

lloon

s

Am

eric

an fl

ags

hear

ing

aids

golf

balls

caul

king

pillo

ws

soap

dis

hes

co

mbs

toot

hpas

te

sk

is

vita

min

cap

sule

s

tent

s

ha

ir cu

rlers

shoe

s

m

odel

car

s

sung

lass

es

gl

ue

floor

wax

lipst

ick

mot

orcy

cle

helm

ets

swea

ters

fishi

ng ro

ds

in

sect

icid

es

elec

trica

l tap

e

ice

cube

tray

s

tenn

is ra

cket

s

spor

ts c

ars

fis

hing

lure

s

perf

umes

tires

el

ectri

c bl

anke

ts

drin

king

cup

s

hous

e pa

int

an

tihis

tam

ines

co

ntac

t len

ses

guita

r stri

ngs

am

mon

ia

to

othb

rush

es

lif

e ja

cket

oil fi

lters

floor

ing

TV c

abin

ets

ca

r bat

terie

s

eyeg

lass

es

ic

e co

oler

s

dice

tra

sh b

ags

com

pact

dis

cs

cam

eras

ferti

lizer

inse

ct

corti

sone

viny

l

repe

llant

hair

colo

r

toile

t sea

ts

an

esth

etic

s

food

pre

serv

ativ

es

dish

det

erge

nt

35So

cial

Stu

dies

| Sc

aven

ger H

unt

Teac

her

CO

RE

Ene

rgy

Soci

al S

tudi

esSc

aven

ger

Hun

t-A

NSW

ER

KE

Y

Circ

le O

NLY

the

item

s tha

t are

mad

e w

ith/fr

om p

etro

leum

: A

LL IT

EM

S SH

OU

LD B

E C

IRC

LED




39Social Studies | The Glenn Pool Story Teacher



A. Key Ideas and Details2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

2: Writing Skills. The student will develop and demonstrate Common Core social studies writing literacy skills.

A. Text Types and Purposes2. Write informative/explanatory texts, including the narration of historic events, scientific procedures/experiments, or technical processes.

B. Production and Distribution of Writing

C. Research to Build and Present Knowledge





2. Analyze the impact of economic growth in various sectors including theA. Impact of rural to urban migrationD. Anaylze the impact of economic growth in various sectors including the discovery of new fossils fuel resources and Tulsa’s designation as Oil Capital of the World.E. Improvement of the state’s transportation infrastructures.

The Glenn Pool StoryOklahoma Academic Standards



6: The student will evaluate specific textual and visual evidence to analyze the impact of industrialization on economic development.

1. Examine the changing roles of natural resources, energy, and technology that resulted in the Industrial Revolution.

2. Evaluate the impact of industrialization and government policies of both market and command economic systems on the availability and use of natural resources, environmental concerns, and sustainable development.


3: The student will analyze the cycles of boom and bust of the 1920s and 1930s on the transformation of American government, the economy and society.

1. Examine the economic, political, and social transformations between the World Wars.D. Describe the booming economy based upon access to and easy credit through installment buying of appliances and inventions of modern conveniences including the automobile.

4: The student will analyze the United States role in international affairs by examining the major causes, events, and effects of the nation’s involvement in World War II, 1933 to 1946.

1. Cite specific textual and visual evidence to examine the transformations in American society and government policy as the nation mobilized for entry into World War II.

Economics Content Standards

1. The student will develop and apply economic reasoning and decision-making skills.

1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of economic situations.

2. The student will evaluate how societies answer the three basic economic questions: what goods and services to produce, how to produce them, and for whom are they produced.

2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and technology in economic systems.


The Glenn Pool StoryPretest

Name: ______________________________ Class: _______________


1. In 1905, the first major long-producing commercial oil well was drilled in Oklahoma at A. BarnsdallB. GlennpoolC. Nellie JohnstoneD. Red Fork

2. In the early 1900s, which of the following was the most cost effective and efficient method of transporting oil?

A. Horse and buggyB. PipelineC. StreamD. Train

3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital of the World”?

A. BartlesvilleB. GlennpoolC. Oklahoma CityD. Tulsa

4. Which of the following does not characterize early Oklahoma boomtowns?

A. FiresB. Restaurants where plates are nailed to the tableC. Overcrowding that led men to sleep in chicken coops and corn cribsD. City services like busses, sewer systems, and trolleys

5. Which of the following sentences best characterizes Tulsa in the first half of the twentieth century?

A. The most significant site for oil wells and oil and natural gas production and storage.B. A major junction of oil production, transportation, and distribution to the Mississippi River.C. The home of oil bankers, oil company headquarters, and oil philanthropists.D. The location of the first significant commercial oil well in the United States.


The Glenn Pool StoryClass-time needed: One to four days

Materials:• The Glenn Pool Story DVD• Boomtown DVD• Tulsa DVD• Student Handout “Vocabulary Review Sheet”• Student Handout “Glenn Pool Story Viewing Guide”• Student Handout “Oklahoma Oil Timeline”• Student Handout “Venn Diagram”• Student Handout “Historical Marker”

Introduction:

Explain to students that the DVD at the center of the lesson is a case study of the early oil discovery at Glenpool. Although not the earliest, it is one of the most important discoveries and serves as a good example of how oil was discovered and how oil boom towns developed. The film and the supplemental activities and optional lessons help demonstrate the further development of oil and boom towns in the rest of the state. When the lesson is complete students should have an understanding of how the oil industry developed in Oklahoma and the role entrepreneurs played in not only that process but in town development, too.

Purpose/Objective:• To be able to trace the early history of oil discovery in Oklahoma• To understand the role of the Glenn Pool in the early oil history of Oklahoma

Essential Questions:• How do geographic factors affect location of and access to

petroleum resources?• Would you want to live in an oil boomtown?• What would Oklahoma look like without oil entrepreneurs?

Teacher Note: You can use each of the three options separately from the others, or you can have different class periods complete different options. Or, to allow for differentiation, use all three in one class and allow your students to choose which option they complete.


OPTION 1:Procedure:

1. Write the essential question: What would Oklahoma look like without oil entrepreneurs?

2. Distribute vocabulary review to every student and discuss appropriate terminology from the introductory unit. Suggestions include boomtown and supply and demand.

3. Distribute viewing guides and timeslines and begin The Glenn Pool Story DVD. Consider stopping the film at each chapter entry to allow students to ask questions, fill in missing notes, and to allow the teacher to debrief key elements of that chapter of the film. This is a good opportunity to fill in the viewing guide and timeline.

4. After viewing the film, provide one more opportunity for students to ask questions about the viewing guide.

5. Discuss the essential question “What would Oklahoma look like without oil entrepreneurs?” and ask for specific feedback from the film.


The Glenn Pool Story Vocabulary Review

Review the following vocabulary words from “No Uncertain Terms”

• Boomtown

• Entrepreneur

• Gusher

• Lease

• Philanthropists

• Roughneck

• Roustabout

• Wildcatter


45Te

ache

rSo

cial

Stu

dies

| Th

e G

lenn

Poo

l Sto

ry

The

Gle

nn P

ool S

tory

Vie

win

g G

uide

Oil

in In

dian

Lan

d (1

:49-

8:20

)

Okl

ahom

a Ec

onom

y

Nat

iona

l Eco

nom

y

Labo

r

Gle

nn P

ool F

uels

Am

eric

a(8

:21-

11:1

5)

Okl

ahom

a Ec

onom

y

Nat

iona

l Eco

nom

y

OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

the

disc

over

y of

new

foss

il fu

el re

sour

ces a

nd T

ulsa

’s d

esig

natio

n as

Oil

Cap

ital o

f the

Wor

ld.

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Oil

Cre

ates

Job

s(1

1:16

-17:

08)

Okl

ahom

a Ec

onom

y

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Dire

ctio

ns: W

hile

vie

win

g th

e D

VD

, tak

e no

tes o

n th

e su

bjec

ts li

sted

bel

ow d

urin

g th

e tim

es/p

arts

indi

cate

d.


46Te

ache

rSo

cial

Stu

dies

| Th

e G

lenn

Poo

l Sto

ry

Nat

iona

l Eco

nom

y

Labo

r

Tuls

a

Labo

r

Entre

pren

eurs

/Phi

lant

hrop

ists

Boo

mto

wns

(17:

09-2

2:24

)

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Okl

ahom

a To

wns


Gle

nn P

ool L

egac

y(2

2:24

-27:

00)

Lega

cy o

f Gle

nn P

ool

Oil

and

Nat

ural

Gas

Okl

ahom

a Ec

onom

y

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

47Te

ache

rSo

cial

Stu

dies

| Th

e G

lenn

Poo

l Sto

ry


48Te

ache

rSo

cial

Stu

dies

| Th

e G

lenn

Poo

l Sto

ry

Oil

in In

dian

Lan

d (1

:49-

8:20

)

Okl

ahom

a Ec

onom

y

Nat

iona

l Eco

nom

y

Labo

r

Gle

nn P

ool F

uels

Am

eric

a(8

:21-

11:1

5)

Okl

ahom

a Ec

onom

y

Nat

iona

l Eco

nom

y

OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

the

disc

over

y of

new

foss

il fu

el re

sour

ces a

nd T

ulsa

’s d

esig

natio

n as

Oil

Cap

ital o

f the

Wor

ld.

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors

incl

udin

g th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Use

d w

ater

dri

lling

rigs

look

ing

for o

il19

01 R

ed F

ork

disc

over

y ne

ar T

ulsa

and

bro

ught

new

peo

ple

1905

Rob

ert G

albr

aith

dri

lled

Ida

Gle

nn #

1 on

the

Gle

nn’s

farm

and

bec

omes

wea

lthy

from

mul

tiple

wel

lsG

lenp

ool a

ttrac

ted

men

seek

ing

fort

unes

Larg

er p

rodu

ctio

n at

Gle

npoo

l tha

n an

ywhe

re p

revi

ousl

y in

Okl

ahom

aC

ould

n’t t

rans

port

it o

ut o

f Gle

npoo

l fas

t eno

ugh

so d

amne

d up

cru

de o

il in

lake

sG

lenp

ool o

il w

as lo

wer

in su

lfur,

light

er, r

ich

in k

eros

ene

and

gaso

line

so e

asie

r to

refin

e th

an T

exas

oil

Red

For

k di

scov

ery

spre

ad th

e ne

ws q

uick

lyM

ore

crud

e ou

t of G

lenp

ool t

han

any

plac

e in

the

wor

ld

PHO

TO m

en w

ith ti

es/d

irty

/cle

anR

ig b

uild

ers c

ould

n’t c

ome

dow

n th

e ri

g to

uri

nate

, wor

ked

16-1

8 ho

urs a

day

, sle

ep 3

-4 h

ours

a d

ayTi

me

was

mon

ey so

dri

lled

as m

uch

as y

ou c

ould

Pipe

lines

bro

ught

big

mon

ey to

the

Gle

nnpo

olM

ore

oil i

n U

S th

an a

nyw

here

in th

e w

orld

, “oi

l cap

ital o

f the

wor

ld”

“Fir

st g

iant

oil

field

in O

klah

oma”

Aut

omob

ile re

plac

ing

hors

e an

d bu

ggy

as o

il w

as b

eing

dis

cove

red

Dem

and

for g

as a

nd o

il fo

r car

s and

pla

nes

Oil

was

the

“life

bloo

d of

the

natio

n”G

ulf a

nd T

exac

o bu

ilt p

ipel

ines

to ta

ke o

il fr

om O

klah

oma

to th

e Te

xas G

ulf C

oast

, lon

gest

pip

elin

es in

the

US

$1/b

arre

l by

rail

vers

us 1

0.c/

pipe

line

1907

larg

est s

ingl

e so

urce

of o

il fo

r US

Foc

used

nat

iona

l atte

ntio

n on

Okl

ahom

a oi

l

Oil

Cre

ates

Job

s(1

1:16

-17:

08)

Okl

ahom

a Ec

onom

y

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors

incl

udin

g th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Peop

le se

ttled

in T

ulsa

, clo

se to

oil

patc

h bu

t cle

anF

ines

t hot

els a

nd g

ood

RR

serv

ice

with

trai

ns ru

nnin

g bo

th to

oil

patc

h an

d ba

ck E

ast

Com

pani

es H

Qed

in T

ulsa

(ban

ks a

nd d

rille

rs)

Tom

Slic

k hi

t a g

ushe

r in

Cus

hing

, OK

’s se

cond

big

oil

field

1/3

US

oil b

y la

te 1

920s

The

Gle

nn P

ool S

tory

Vie

win

g G

uide

-AN

SWE

R K

EY

Dire

ctio

ns: W

hile

vie

win

g th

e D

VD

, tak

e no

tes o

n th

e su

bjec

ts li

sted

bel

ow d

urin

g th

e tim

es/p

arts

indi

cate

d.


Nat

iona

l Eco

nom

y

Labo

r

Peop

le m

oved

to O

K fo

r job

sTr

ains

arr

ived

with

wor

kers

on

trai

ns fr

om K

C a

nd S

t Lou

isC

ame

here

to st

rike

it ri

chTr

ains

cam

e fo

r yea

rsW

WI b

roug

ht d

eman

d fo

r fue

l for

fact

orie

s and

veh

icle

sC

ushi

ng p

rodu

ced

1/5

of U

S oi

l

Tuls

a

Labo

r

Entre

pren

eurs

/Phi

lant

hrop

ists

Der

rick

bui

lder

s, ro

usta

bout

s, ro

ughn

ecks

, “te

amst

ers”

, pip

e la

yers

, dig

ging

ditc

hes,

trai

ned

labo

r for

ce, m

anuf

actu

rers

of p

ipel

ine,

pum

ps,

tank

s and

val

ves,

tank

bui

lder

s, w

elde

rs, b

anke

rs, e

quip

men

t sup

plie

rs, l

abor

ers,

wild

catte

rsPH

OTO

men

with

ties

/dir

ty/c

lean

BA

RTL

ETT

Tul

sa M

ayor

and

son

of G

ov

Boo

mto

wns

(17:

09-2

2:24

)

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Okl

ahom

a To

wns

Kie

fer,

Oilt

on, C

rom

wel

l kno

w th

ese

tow

ns to

day?

Sing

le m

en o

r lef

t fam

ilies

beh

ind

Few

pla

ces t

o sl

eep

– un

der a

nd o

n po

ol ta

bles

, chi

cken

coo

ps, c

orn

crib

s, th

eate

r sea

tsG

roce

ries

har

d to

get

Res

taur

ants

ove

rcro

wde

dF

ires

des

troy

ed to

wns

Cal

mer

, dri

lling

not

per

mitt

edB

usin

ess a

nd fi

nanc

ial c

ente

r19

20s o

ne o

f the

mos

t pro

sper

ous U

S ci

ties a

nd g

row

ing

fast

Oil

“Cap

ital o

f the

Wor

ld”

Visi

tors

not

iced

arc

hite

ctur

e, e

xpen

sive

shop

ping

, art

dec

o ar

chite

ctur

e, m

illio

nair

e, N

YC o

f the

Pra

irie

75

0 H

Q b

y 19

50s

Inte

rnat

iona

l Pet

role

um E

xpos

ition

TU S

choo

l of G

eolo

gyM

AYO

R L

A F

OR

UTU

NE

Side

bus

ines

s – w

hisk

ey, h

ot m

eals

, lod

ging

, rea

l est

ate,

roug

hnec

ks, r

oust

abou

tsD

irty

har

d w

ork

wor

th d

ecen

t pay

Thom

as G

ilcre

ase,

Wai

te P

hilli

ps, B

ill S

kelly

, Jam

es C

hapm

an, R

ober

t McF

arla

neM

useu

ms,

arts

, sch

ools

, hos

pita

ls


Gle

nn P

ool L

egac

y(2

2:24

-27:

00)

Lega

cy o

f Gle

nn P

ool

Oil

and

Nat

ural

Gas

Okl

ahom

a Ec

onom

y

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors

incl

udin

g th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Gal

brai

th lo

st h

is fo

rtun

e fr

om th

e G

lenn

pool

Gle

npoo

l fad

ed o

ver

time

NO

TIC

E c

hang

e in

land

scap

eN

ot b

igge

st b

ut m

ost i

mpo

rtan

t bec

ause

it g

ot p

eopl

e re

ady

or th

e fu

ture

dis

cove

ries

Peop

le w

ere

the

lega

cy o

f the

Gle

npoo

l as t

hey

lear

ned

on th

e jo

b, tr

aini

ng g

roun

d, T

ulsa

bec

ame

oil c

apita

l of t

he w

orld

bec

ause

of t

he

Gle

nnpo

olA

ttra

cted

peo

ple

and

built

citi

es“D

on’t

forg

et w

ho b

rung

you

to th

e da

nce”

Cru

de st

ill v

ital b

ut n

atur

al g

as n

ow, t

oo3x

wea

lth fr

om n

atur

al g

as th

an o

il to

day

2nd

prod

ucer

of n

atur

al g

as a

s of fi

lm70

% n

atur

al g

as e

xpor

ted

Pay

for r

oads

, sch

ools

, mus

eum

s50

,000

em

ploy

ed- h

igh

tech

not

just

on

rigs

, new

jobs

con

tinue

to b

e bu

iltPr

ojec

ts m

uch

larg

er to

day

than

wild

catte

rs a

nd n

ot “

one

man

jobs

”

50Te

ache

rSo

cial

Stu

dies

| Th

e G

lenn

Poo

l Sto

ry


51Te

ache

rSo

cial

Stu

dies

| Th

e G

lenn

Poo

l Sto

ry

Okl

ahom

a H

isto

ry

1900

+19

05+

1910

+19

15+

1920

+

1901

: The

odor

e R

oose

velt

beco

mes

Pre

side

nt o

f th

e U

S af

ter W

illia

m

McK

inle

y is

ass

assi

nate

d.

1907

: Okl

ahom

a jo

ins t

he

Uni

on a

s the

46t

h st

ate.

1908

: For

d M

otor

C

ompa

ny in

trodu

ces t

he

Mod

el T

1913

: For

d M

otor

C

ompa

ny im

plem

ents

as

sem

bly

line.

1917

-191

8: U

S in

volv

emen

t in

WW

I

1920

s: H

ardi

ng, C

oolid

ge

and

Hoo

ver a

dmin

stra

tions

pr

omot

e Am

eric

an b

usin

ess

grow

th.

Okl

ahom

a O

il Ti

mel

ine

Uni

ted

Stat

es H

isto

ry

Dire

ctio

ns: A

fter v

iew

ing

the

Gle

nn P

ool S

tory

DV

D, fi

ll in

the

timel

ine

with

the

Okl

ahom

a oi

l his

tory

that

goe

s alo

ng w

ith th

e tim

e pe

riod

indi

cate

d.


52Te

ache

rSo

cial

Stu

dies

| Th

e G

lenn

Poo

l Sto

ry

Okl

ahom

a H

isto

ry

1900

+19

05+

1910

+19

15+

1920

+

1901

: The

odor

e R

oose

velt

beco

mes

Pre

side

nt o

f th

e U

S af

ter W

illia

m

McK

inle

y is

ass

assi

nate

d.

1907

: Okl

ahom

a jo

ins t

he

Uni

on a

s the

46t

h st

ate.

1908

: For

d M

otor

C

ompa

ny in

trodu

ces t

he

Mod

el T

1913

: For

d M

otor

C

ompa

ny im

plem

ents

as

sem

bly

line.

1917

-191

8: U

S in

volv

emen

t in

WW

I

1920

s: H

ardi

ng, C

oolid

ge

and

Hoo

ver a

dmin

stra

tions

pr

omot

e Am

eric

an b

usin

ess

grow

th.

Okl

ahom

a O

il Ti

mel

ine-

AN

SWE

R K

EY

Uni

ted

Stat

es H

isto

ry

1901

: Red

For

k19

10: T

ulsa

“O

il C

apita

l of

the

Wor

ld”

1905

: Gle

nn P

ool

1907

: Okl

ahom

a is

the

larg

est s

ourc

e of

oil

in th

e w

orld

1912

: Cus

hing

is th

e la

rges

t and

rich

est fi

eld

Okl

ahom

a pr

oduc

ed 1

/3 o

f al

l US

oil

Dire

ctio

ns: A

fter v

iew

ing

the

Gle

nn P

ool S

tory

DV

D, fi

ll in

the

timel

ine

with

the

Okl

ahom

a oi

l his

tory

that

goe

s alo

ng w

ith th

e tim

e pe

riod

indi

cate

d.


OPTION 2:Procedure:

1. Show the Oklahoma News Report “Oklahoma’s Oldest Oil Well” (on OERBHOMEROOM.com) 6:24 minute segments as a precursor to the film or after the Red Fork segment of The Glenn Pool Story. A discussion on sourcing and point of view could shed light on why the filmmakers might have chosen to leave the Nellie Johnstone out of their production.

2. Students could use a Venn Diagram to compare and contrast the Nellie Johnstone and the Ida Glenn. You or your students can research Chelsea and Red Fork as other early sites some might consider earlier wells.

3. Watch a clip from the beginning of the film Tulsa to compare how the gushers on film are portrayed to the actual gushers seen in The Glenn Pool Story DVD.

Teacher Note: For a multi-day version of this lesson, you can stop the DVD inbetween chapters of the DVD and debrief using specific relevant activities.


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OPTION 3:Procedure:

1. Work on Option 1 of this lesson.

2. Ask students to write an historical marker. The purpose of the historical marker is to require students to identify the relevant information necessary to succinctly explain why the topic is worthy of commemoration. Students should use their notes from “The Glenn Pool Story” to construct their historical marker. The explanation must be four separate sentences. A space for a rough draft and a rubric is included for students on the handout.

3. Suggested fields/wells from the film could include: Cushing and Ida Glenn No. 1. The Nellie Johnstone and Oklahoma City are fields that would be easy to research, too. Students need to select only one specific oil field/well to write about.

4. Work on Option 2 of this lesson.

Teacher Note: Links for suggestions on the historical marker can be found on OERBHOMEROOM.com.

Observations/Conclusions:• By this point in the lesson students should have an understanding of the development of

the early oil industry. • The reading excerpt should reinforce their understanding of how well sites are developed

and provide a textual narrative for the visual they should have formulated watching the film and seeing diagrams.

• Students should be developing their skills to analyze nonfiction writing using Common Core strategies.

Extension activities can be found on OERBHOMEROOM.com.


Oil Boomtown Historical Marker

Use your knowledge and class resources to create an historical marker for an historical oil boomtown.• No clip art or illustrations• Include basic information like who, where, when, what and why it’s important enough to

commemorate.

Rough Draft:

Rubric

/10 Create a title for the top line and write in all capital letters /80 Use at least four pieces of evidence in four different sentences (20/evidence) /10 Use standard English grammar and spelling

/100



The Glenn Pool StoryPost Test

Name: ______________________________ Class: _______________


1. In 1905 the first major long-producing commercial oil well was drilled in Oklahoma at A. BarnsdallB. GlennpoolC. Nellie JohnstoneD. Red Fork





4. Which of the following does notWW characterize early Oklahoma boomtowns?





The Glenn Pool StoryPost Test-ANSWER KEY

Name: ______________________________ Class: _______________



B

C

B

D

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61Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys Teacher



A. Key Ideas and Details2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.


A. Text Types and Purposes2. Write informative/explanatory texts, including the narration of historic events, scientific procedures/experiments, or technical processes.

B. Production and Distribution of Writing

C. Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation9. Draw evidence from informational texts to support analysis, reflection, and research.





2. Analyze the impact of economic growth in various sectors including theA. Impact of rural to urban migrationD. Anaylze the impact of economic growth in various sectors including the discovery of new fossils fuel resources and Tulsa’s designation as Oil Capital of the World.

Wildcatters, Roughnecks, and Good Ol’ BoysOklahoma Academic Standards



7: The student will evaluate specific textual and visual evidence to analyze cities and urban land use.

1. Examine the origin, development, and character of cities including the impact of the environment on location; the political, economic, and cultural functions of cities; historical distribution of cities; and the types of transportation, communication, and trade linkages among cities.






5. The student will describe the role of economic institutions including banks, labor unions, corporations, governments, and not-for-profits in a market economy.

3. Identify how labor unions, corporations, and not-for-profits influence a market economy.

8. The student will analyze the role of entrepreneurs in a market economy.

1. Analyze the potential risks and potential gains of entrepreneurs opening new businesses or inventing a new product, and determine the financial and nonfinancial incentives that motivate them.

2. Identify an entrepreneur and describe how his/her decisions affect job opportunities for others.


Wildcatters, Roughnecks, & Good Ol’ BoysPretest

Name: ______________________________ Class: _______________


1. Common challenges facing small towns suddenly made large by an oil boom included: A. Legal restrictions on the number of homesteads or businesses allowed in the communityB. Insufficient roads, public services, or just plain room to deal with all of the people and activity.C. Lack of actual currency with which to purchase goods and servicesD. All of the above

2. Which of the following were common ways businessmen often profited indirectly from an oil strike?

A. Merchants and restaurants would stay open 24 hours a day to serve the suddenly crowded townB. Gamblers and saloon-owners offered recreation and whiskey to rowdy oilfield workersC. Suppliers would sell drilling equipment and other materials to anxious oilmen and wildcattersD. All of the above.

3. Which of the following were common ways townspeople often profited indirectly from an oil strike?

A. Homeowners leased out floor or bed space to exhausted workers to sleep in 8-hour shiftsB. Women would sell sandwiches or hot meals along the side of the road to hungry workersC. Property owners would charge drivers money to shortcut through their yard or across their landD. All of the above

4. What were some common dangers facing townspeople near an oil field?A. Crime rates tended to go up and robbery, prostitution and even murder became commonB. The fumes from the chemicals and equipment often led to pneumonia or even cancerC. The distruption of the oil pools deep within the earth could lead to minor tremors or “oil-quakes:D. All of the above

5. Once the chaos of the initial rush subsided, some boomtowns were left largely empty and forgotten, or became “ghost towns.” Many others, though, were left with...?

A. A whole lot of oil and nothing to do with itB. Better schools, churches, public facilities and community activitiesC. Government programs coming in almost immediately to clean up the mess left behindD. Crowded jails and slum-like cities as the money moved on but the criminals remained


Wildcatters, Roughnecks, & Good Ol’ BoysClass-time needed: One to four class periods

Materials:

• Tablet, computer, or smartphone• Boomtown DVD• 10 sets of excerpts from:

Oil in Oklahoma by Robert Gregory and James C. LeakeThe Oklahoma Petroleum Industry (Cushing) by Kenny A. FranksThe Rush Begins: A History of the Redfork, Cleveland, and Glenn Pool by Kenny A. Franks The Oklahoma Petroleum Industry (Seminole) by Kenny A. FranksGambling with Mother Earth by William G. Shephard

• Student Handout “Map of Oklahoma”• Student Handout “Boomtown Checklist”

Introduction:

Teachers can use this lesson to review the concept of boomtowns that might have been already introduced with trading posts, military forts, cattle trails or coal mining in their Oklahoma history classes. In the case of this lesson, students will practice literacy skills to learn about the characteristics of oil boomtowns. The lesson will demonstrate to students how boomtowns developed and although they started out as rough places but many thrived and still exist today.

Purpose/Objective:• To research and understand the economic and cultural changes in a town in which oil was

discovered• To become familiar with the different types of people who brought about change, both

positive and negative, in boomtowns• To examine how Oklahomans in the early 20th century handled unexpected and somewhat

uncontrollable circumstances with both creativity and perseverance• To question how wealth (or the pursuit thereof) can affect not only individuals, but

communities

Essential Questions:• Would you want to live in an oil boomtown?

Materials to download from OERBHOMEROOM.com• Digital copies of excerpts• Bartlesville Boomtown clip from Oklahoma Horizons


Activity 1 Procedure:

1. Write the essential question: Would you want to live in an oil boomtown?

2. Discuss what a boomtown is, examples of boomtowns and the effects of oil discovery.

3. Distribute the Map of Oklahoma and have students identify boomtowns (Kiefer, Cushing, Seminole and Wewoka) on the map.

4. Create groups of three. Assign each group of student one of the boomtown readings and distribute Boomtown Checklist handout. (Some groups will have the same document.)

5. Each student in the group is responsible for reading their excerpt and making a checklist inventory of their assigned town characteristics.

6. When groups have finished they will take turns sharing their results with classmates. All students should have their own completed inventory and completed map of Oklahoma when sharing is finished.

7. Review how the excerpt descriptions resemble the introductory boomtown discussion and how they differ. Do this as a discussion or as a ticket out of the door writing.

8. If you have time, consider using Poll Everywhere to ask the students which boomtown they would like to live in or which one they would like to avoid.

Observations/Conclusion:

• Students should be able to distinguish the characteristics of the towns that were due to the oil boom. If possible, consider using the closure discussion or ticket out the door writing as an opportunity for the students to group the evidence as economic, political, and social or categories of your own or your students’ choosing.

Teacher Note: For a multi-day procedure, pick activities from the multi-period plan below and extension activities to construct a lesson plan that meets your time constraints.



• By this point in the lesson students should have an understanding of the nature of boomtowns. The reading excerpt should challenge their understanding of the consequences of boomtowns. The reading discusses Cushing after its boom and then a brief recovery. Students need to recognize that boom bust process. Also, students should be developing their skills to analyze nonfiction writing using Common Core strategies like CLOSE Reading.

Activity 2 Procedure:1. Show the first 15-17 minutes of the movie Boomtown.

2. Review what a boomtown is, examples of boomtowns and the effects of oil discovery.

3. Review the CLOSE Reading strategy with students. (See handout at end of lesson). Choose the strategy that best fits your students needs for this article and their skill level at this point of the school year.

4.. Hand out copies of the article “Gambling with Mother Earth” to the students.

5. Use the CLOSE reading strategy to analyze the document.

6. Have the students read the article independently and guide them through textual analysis. Examples include:

• Text-dependent questions and tasks• Re-writing and summarizing each paragraph

7. Compare and contrast student findings with the discussion from the previous days about boomtowns.

Enrichment:

• Have students will create a multimedia project answering the essential question. Teachers and or students choose which application to use to create products like a graphic organizer, map, movie, narrative, podcast, or a storyboard. Teachers can save time by assigning products or allowing students to choose before class so instructional time is spent on students creating. (Students without experience may need more than one class period to finish their project.) Students should save their project on their school network, online, or on a storage device. Send your best examples to the OERB!

Additional Enrichments can be found on OERBHOMEROOM.com!


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Boomtown ChecklistStudent Handout

Place a checkmark in the appropriate column for the

following boomtowns

Population growth

Long hours/hard work/high wages

Unsafe work sites and wells

Poorly constructed homes

Unclean streets/water/sanitation

Poor roads

Poor medical services

Few options for affordable housing

Crowded services like banks and restaurants

Poor reputation

Corrupt law enforcement

Violence and fighting

Crime/con men

Street gangs

Gambling

Saloons/alcohol/bootleggers

Pool halls

Brothels/prostitutes

Dance halls

Missionaries and churches

Schools

Keifer1906

Cushing1912

Seminole1924

Wewoka1923


Boomtown ChecklistStudent Handout-ANSWER KEY


following boomtowns

Population growth





Poor roads




Poor reputation



Crime/con men

Street gangs

Gambling


Pool halls


Dance halls


Schools

Keifer1906

Cushing1912

Seminole1924

Wewoka1923

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Oil in Oklahoma (Wewoka)Excerpt from Oil In Oklahoma by Robert Gregory and James C. Leake

(published by Leake Industries in 1976) In 1923, oil was struck in Wewoka in Seminole county. This excerpt gives a glimpse of how this could affect a town: It was not so much a boom as an explosion. Over night, a village of 500 turned into a chaotic community of more than 20,000. There was no way to handle that many people, and that includ-ed nearly every social service. There weren’t enough doctors; not a street in the entire town was paved; water was insufficient; in fact, people had to get in line for drinking water from shallow wells. None of the stores could manage the rush. And the bank had to stay open 6 days a week. One teller said... that he had to bring a mattress to the bank and sleep on it overnight. He said he was so tired at the end of the day, he couldn’t make it home, and he didn’t want to fight that mud to get back the next day. For women, it wasn’t easy, not only because of the sudden toughness that seemed to slap the town, but because it was so difficult just to get around. It was not uncommon for a woman to be dressed formally and wearing boots. In her purse would be the matching slippers into which she would later change. The most critical problem, however, was where all of these people were going to sleep. The answer was simple: anywhere shelter could be found. They slept in cars, in trucks, in railroad cars, in tents. Whole fields were nothing but tents. Workers paid five dollars a week, often more, for a room in a house. Just one room with one bed oftentimes was rented to six men; three shifts of eight hours, two men to the bed... There was one instance of a man who even rented his roof to an oilfield employee. It was the only place he could find, so he slept on the top of a house for three nights. Charge: three dollars. Another way to make a quick buck was to have a horse or mule, which would pull out stuck, mud-drenched autos for five or ten dollars. Because the road was many times impassable, cars were allowed to cut through front yards for “only” five dollars. That was done time and time again, and ultimately of course, the yard was as bad as the road. All of these things were socially inconvenient, but people could and did live with them; what was a bigger concern... was crime.


The Oklahoma Petroleum Industry (Cushing)The Oklahoma Petroleum Industry by Kenny A. Franks

(published in 1980 by the University of Oklahoma and the Oklahoma Heritage Association) Cushing experienced similar circumstances a decade earlier, as recounted here. During the first three decades of the twentieth century, the impact of “black gold” or oil on Oklahoma’s economy proved to be a determining factor in the development of our state. With the exception of Oklahoma City and Tulsa, most oil boomtowns sprang out of sparsely populated, rural settings. The opportunity to earn high wages brought large numbers of young, healthy men into an area, and without the stabilizing influence of their families, these men were often plunged into an interesting cross section of humanity.

Millionaires, laborers, gamblers, prostitutes, speculators and men of modest means flocked to the boomtowns of Oklahoma with the hope of sharing in the proverbial pot of gold. With the discov-ery of the Cushing Field in 1912, men descended on the town of Cushing, overflowing the hotels, boarding houses, shanties, and tents. A large percentage of these men were men who followed the booms throughout the United States, flowing with the crude from one oil field to another. Hours on the job were long and demanding for roughnecks and roustabouts. Time was money in the oil business, and time wasted was money lost. One rig builder who traveled from field to field said, “We had to hit a hard lick every time we raised our hands and keep it up all day long. I worked until my shoes would squish every step I took with the sweat that had run down in them. And, at night I would take one hand and bend down the fingers on the other hand ‘cause my hands were so cramped from holding the rig hatchet all day.”

Oil Field work was extremely hazardous, and the rig builder recalled a serious accident that involved the machinery used on the rigs. “Me and another fella were standing by an exhaust pipe near the steam engine. The guy working the steam didn’t realize that we were there and he ‘fed it to her.’ That live steam blew outa there and scalded me from my waist to my heels. I couldn’t do a darn thing. I couldn’t even holler. I just dropped to the ground and laid there. By the time the doctor got there, I had big blisters raised up under my thighs, and the calves of my legs looked like footballs, only bigger. The doctor gave me a shot to relieve the pain and then he took out his knife and ripped the blisters open. A half gallon of old blister water poured outa each one of them blisters.”

The lives of the oil field crew were in constant jeopardy, and they courted disaster. One tool pusher recalled that the crew worked after dark by the light of black dogs kerosene drilling lamps that looked something like bombs suspended from the derrick. On one occasion a bit penetrated a pocket of gas and extinguished one of the lamps. The tool pusher said, “I climbed up on the der-rick and struck a match to light the lamp when ‘whoosh’ the whole rig went up like a blowtorch. The rig was completely destroyed.”

One surveyor in the Cromwell Field recalled that he drove twenty or thirty miles to Wewoka to sleep every night because of the impending danger of escaping gas. It made for very long days and short nights, but the surveyor realized that the danger of explosion was too great, and he didn’t want to take that chance.


Some men with families were fortunate to have the luxury of food and shelter, but for the majority of workers these were hard to obtain. Every room in most boomtowns was taken, and many farm couples would open their homes to the oil field workers. Sam Barkley, an early day parts salesman was sent to Cushing to manage a store. He said, “The place was a heck of boom. Everybody was hog wild. Every room in town was taken; there was a line in front of every restaurant all day, and the drilling was spread out in every direction. I had to pitch a tent to sleep at the edge of town. I ate in a tent that an old farm couple had thrown up nearby. They had come from the country with lots of canned vegetables and fruit and home cured meat. They spread a better meal than you could get for two dollars in a restaurant downtown, but they only charged thirty five cents. One operator of an “eating house” in the Oklahoma City Field recalled, “Why, I’ve seen the time when this place wouldn’t hold the men that wanted to eat with me, and this is big enough to feed a hunnered men.” She declared, “They’d drive for miles and miles to get here, and some come crowding in, shoving and pushing, and all of em hollerin at Lovie, the waitress, to give them some personal attention. That kind of stuff would keep up for hours with the cash register dinging like a patrol wagon bell. I never saw anybody that could eat like those men. They would set down and eat a half dozen eggs, a side of bacon apiece, four cups of coffee, and push all of that down with a loaf of bread and a couple of pieces of pie.” Most early arrivals in a boom secured lodging in local farm homes. However, the accommodations were far from luxurious. The beds were nothing more than tick stuffed with prairie grass and propped up on store boxes. The meals, which were prepared by the farmer’s wife, were often just bread without butter, some hash, and some fat pork and cow’s liver. The going rate for such accommodations was $5.00 a week. Opportunistic businessmen reacted quickly to the news of an oil strike, and constructed cheaply built dwellings near all of the oil activity. Many buildings served a dual purpose. During the height of the Cushing boom, pool halls were converted to hotels after midnight so that workers could sleep on or under pool tables at a price ranging from 50 cents to a dollar a night. Cots were rented out by the night or by the week. A worker often climbed into a bed still warm from the previous occupant and, when linen supplies were exhausted, a single blanket was all the bedding available. Carpenters from surrounding areas swarmed to the site of a new boom to construct shelters, often called “shotgun houses” because a shot fired from the front door exited the back door without obstruction. These dwellings were often so haphazardly constructed it usually required only three men working a single day to complete a small dwelling. As needed, rooms were added directly to the back of the building. Those who found work in the oil field were paid between $6.00 and $15.00 per day, but they often spent their money freely to relieve the monotony of the work and the living conditions. Dance halls abounded, and every known method was utilized to separate a man from his money. Alcohol and gambling flourished and many areas of the boomtowns were breeding grounds for crime and violence.


Crime was a major issue in most boomtowns, such as that of Kiefer, circa 1906. The following excerpt highlights some of the challenges and lawlessness of the times.

Because of the frantic pace of drilling in the field, there was no time to store incoming supplies at Kiefer before shipping them to the wells. Equipment thus was unloaded from the trains directly onto wagons. Usually by 9:00 a.m. every morning there was a two-mile-long-line of vehicles making their way from the depot to the nearby field..

Under such a heavy volume of traffic, the road between Kiefer and Glenn Pool quickly broke down. Deep ruts were cut into its surface and the dirt was ground into a fine powder-like dust that choked both men and animals. After a rain, the dust was transformed into a thick mud which made travel almost impossible. However, it was heat rather than rain that caused much of the problems in the summer of 1907..

Combined with the lack of proper sanitation associated with a boom town, the heat created a very unhealthy association. Hastily constructed shacks housed many workers and their families, and their nearby outdoor privies reeked. With so little rain, the dust settled everywhere and clung to the sweat- covered workers until they were caked with dirt. The town soon gained the reputation of being a “hell hole.”

Even so, the lure of work and high wages attracted a horde of young men to Kiefer. Most were single. Few of those who were married were willing to bring their families with them to what one described as “A lawless hole of oil field workers.” With few of the conventional social restraints in place, many workers spent “their pay with utter abandon” to the benefit of a host of gamblers, prostitutes, bootleggers, and con men in a section of town called the Bowery.”

Here a worker could find saloons, brothels, dance halls, and gambling dens. In a place where “feminine society could be purchased” easily, it was not uncommon to see drunk women staggering through the streets “naked and cursing.” Because the oil fields operated in shifts, “from one-half to two-thirds of the men” always were at leisure, and thus the “dance halls operated day and night”...

The sound of gunfights was heard nightly, and “shootings, knifings, and killings were commonplace” in the district. Jack Dillon, who worked on the nearby oil field, recalled that when he was working with a crew tearing down old oil storage tanks in 1913, the men found the remains of six bodies in one tank, which had been built in 1906.

[Oilfield worker Charlie] Shobe once visited one of Kiefer’s “gambling joints,” located across from the railroad depot. “To reach there,” he explained, “you had to walk across a narrow plank walk that had been built on stakes across the slough”

The narrow walkway to the gambling house was specifically designed for one purpose. It was only 24 inches wide and anytime someone “made a big killing at the tables” and started home he “was cornered in the middle by two men coming at him, one from each end of the walk.” Trapped in the middle, the winner could do nothing but surrender his money. “It was better than being knocked in the head and dumped into the slough which fairly swarmed with cottonmouth snakes,” Shobe explained.

Eventually the violence became too much to ignore and three lawmen were sent from Tulsa to investigate. One of them went to the gambling house and won a large sum of money. However, before starting home, he positioned the other two lawmen out of sight at each end of the walkway. “Sure enough,” Shobe recalled, “as he reached about the middle of the plank walk he saw a man step out on the end in front and he knew there was probably another behind him.”

However, this time the other two lawmen rushed up with their guns and captured the hijackers. “With guns in their backs,” Shobe continued, “they were marched over to the lights at the depot where their masks were removed.” The hijackers were the Kiefer marshal and his deputy.

The Rush Begins: A History of the Red Fork, Cleveland and Glenn Pool Oil Fields (Kiefer)

Excerpt from The Rush Begins: A History of the Red Fork, Cleveland and Glenn Pool Oil Fields by Kenny A. Franks (published in 1981 by the Oklahoma Heritage Association)


The Oklahoma Petroleum Industry (Seminole)The Oklahoma Petroleum Industry by Kenny A. Franks

(published in 1980 by the University of Oklahoma and the Oklahoma Heritage Association) Workers were paid well for their labor, and entrepreneurs both within and without the law found plenty of ways to help relieve them of their wages. Oil may have been the source of the wealth, but there were plenty of ways to share in the prosperity without stepping foot on an oil patch, as described in this account.

Those who found work in the oil field were paid between $6.00 and $15.00 per day, but they often spent their money freely to relieve the monotony of the work and the living conditions. Dance halls abounded, and every known method was utilized to separate a man from his money. Alcohol and gambling flourished and many areas of the boomtowns were breeding grounds for crime and violence.

William B. Osborn, Jr., whose father was involved in the development of the Greater Seminole Field, remembers that his mother would always take him through the back door of the bank in Sasakwa, to avoid the ever present brawls on Main Street. In the boomtown of Keifer, “The Bowery” was the name applied to the row of saloons, brothels, and gambling dens. In Seminole, “Bishop’s Alley” occupied four blocks and was perhaps the worst of them all. Some say Seminole was one of the roughest cities in the United States at the time.

The Rainbow Dance Hall in Seminole was an establishment where a man could pay twenty five cents for a ticket that allowed him to dance with one of the girls. The girls kept a dime for every ticket they accumulated, and the house kept fifteen cents. William T. Payne, pioneer oilman recalls dancing there one evening with a girl who had caught his attention. He was astonished by her rough language. Later, he discovered that he had been dancing with the girlfriend of “Pretty Boy” Floyd, the notorious gangster.

In Keifer, near the Mad House Saloon, a small creek flowed that was covered in crude oil that had escaped from the field’s storage tanks. It was a popular place to deposit murder victims, and it was reported that twelve dead men were found in its murky waters within a two year period. Other “convenient” disposal sites for unwanted bodies were the hundreds of oil storage tanks that dotted the landscape. A tank behind the Mad House Saloon yielded seven skeletons when drained.

Despite their notoriety, the lawless element of an oil community was in the minority, and the majority of the workers were law abiding citizens, who only occasionally violated the law. To offset the more unsavory character of the community, churches in nearby towns established congregations in the boom area, and if enough volunteers were located, they constructed a building to hold services. A burly individual named A.L. Snyder bought an old nightspot in Three Sands and converted it to a mission catering to the oil field workers. In Seminole, “Scottie the Baptist” conducted services in a downtown building until he raised enough money to construct a church building. “Sky Pilot,” a Methodist minister attempted to cleanse the town of Drumright of vice with the aid of his revolver. As the churches became more firmly established with restoration of law and order, rowdies were jailed and driven from town.

Once the more “civilizing” aspects of society began to spring up, schools were built and a more stable environment was established. Oil companies organized sporting events, card clubs, and dances. As the business areas of the communities grew, streets were improved and services were expanded.

Oklahoma’s boomtowns had all the characteristics of previous scrambles for wealth in America. They were an attraction to those individuals in search of riches, and they lacked nothing: glamour, excitement, adventure, and violence. Fortunes were made, lost, and in some cases made again. The quest for oil in Oklahoma ranks among the most romantic and flamboyant eras in American history.


Gambling With Mother EarthExcerpt from Gambling With Mother Earth By William G. Shepherd

From Harper’s Monthly Magazine, July 1921

Writers observing the effects of oil wealth in Oklahoma were quick to distinguish between the mindsets and lifestyles of the Midwestern farmers and those of entrepreneurial oilmen who were often relative newcomers to the state. While the simple wants and needs of the farmer were sometimes glorified and sometimes merely good for a laugh, Shepherd highlights at least one instance when one man’s simple solution to waning circumstances outsmarts everyone, oilman and fellow farmer alike.

It is not often that a farmer who has made a fortune in oil by no efforts of his own, sinks any of his wealth in oil gambles. Enough money to live on in comfort or luxury the rest of their days seems to be about all that the average farmer and his family ask from oil. It is difficult to create new wants after one’s life has been set in the mold, and to be able to get what you want when you want it is about all the average new rich ask of fortune. All above that is a comforting abundance which lies undrawn in the bank.

Now and then, however, in a waning field, the farmers take a renewed interest in affairs as they see the attention of the oil men directed to other areas than theirs. In the town of Cushing there is a hero of the community who has put new wealth in the farmers’ pockets. The oil craze of some years ago died out and left Cushing somewhat flat. Everybody had money laid away, but it looked as if the incoming flow of gold had ceased. Milton Thompson, who owned 160 acres, on which he had made a small fortune in previous years, conceived the idea that the wells were failing because they had not been drilled deep enough in the first place. He figured out that 800 feet more would bring in a new oil supply. All the other farmers were holding their leases at the old high figures, with no takers. Thompson surprised the community by giving away a lease on his farm. The company that drilled went down to the usual 2,700 feet, and found no oil. Thompson begged them to continue. At 3,500 feet they brought in a huge well. Thompson’s fortune, as well as that of everyone in the community, was immediately multiplied. One farm which Thompson had bought for $2,000 he sold, it is said, at Cushing, for $575,000 within a few days. The population of the town increased fourfold within the next year, and in one year the bank deposits jumped from $1,713,000 to $3,500,000.

As a town boomer Thompson is famous far and wide in the Cushing country.


CLOSE reading is a strategy used to help students unravel complicated text in order to ascertain its meaning. The strategy will require students to deliberately re-read passages of text to identify central ideas and their supporting details. Also, students will examine the meanings of individual words and sentences as the support and explain the central idea. Lastly, students will look for the development of main ideas throughout the text. These three processes will allow students to understand the whole text or document they are reading.

Procedure:1. Teacher reads the text aloud and students follow along.2. Teacher reads and stops to discuss vocabulary when appropriate. Students should make

margin notes and highlight important text.3. Have students mark up text with notes or highlight statements of fact and opinion. Or create

text dependent questions for students to answer.

Use the sample readings and text-dependent questions from Achieve the Core as models for your class lessons. The CLOSE Reading strategy can be used with other readings in the Core Energy Social Studies curriculum unit.

http://achievethecore.org/ela-literacy-common-core/literacy-history-social-studies/

CLOSE Reading


Wildcatters, Roughnecks, & Good Ol’ BoysPost Test

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Wildcatters, Roughnecks, & Good Ol’ BoysPre/Post Test-ANSWER KEY

Name: ______________________________ Class: _______________







4. What were some common dangers facing townspeople near an oil field?A. Crime rates tended to go up and robbery, prostitution and even mur-der became commonB. The fumes from the chemicals and equipment often led to pneumonia or even cancerC. The distruption of the oil pools deep within the earth could lead to minor tremors or “oil-quakes:D. All of the above



79Social Studies | Baron Fruit Teacher


A. Key Ideas and Details1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as date and origin of the information.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

B. Craft and Structure4. 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.


B. Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

C. Research to Build and Present Knowledge7.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the re-search question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research.

Baron Fruit










1: The student will analyze the transformation of the United States through its civil rights struggles, immigrant experiences, settlement of the American West, and the industrialization of American society in the Post-Reconstruction through the Progressive Eras, 1865 to 1900.

3. Evaluate the impact of industrialization on the transformation of American society, economy, and politics.

A. Analyze the impact of leading industrialists as “robber barons” and as “philanthropists” including John D. Rockefeller and Andrew Carnegie and his Gospel of Wealth essay on American society.






8. The student will analyze the role of entrepreneurs in a market economy.

1. Analyze the potential risks and potential gains of entrepreneurs opening new businesses or inventing a new product, and determine the financial and nonfinancial incentives that motivate them.

2. Identify an entrepreneur and describe how his/her decisions affect job opportunities for others.


Baron FruitPretestName: ______________________________ Class: _______________Place the letter of the best answer in the blank to the left.

1. This former barber came from Nebraska to Bartlesville where he almost made his reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905.

A. Jake SimmonsB. Frank PhillipsC. Tom SlickD. Lloyd Noble

5. This Oklahoma oilman is both African American and Creek Indian—both anomalies in the petroleum industry. He’s nevertheless found amazing success through the basics—hard work, determination, and self-reliance. Few people outside of Muskogee even know his company is still going strong there today.

2. This Ponca City oilman developed his oil company into one of the largest in the world. He gave generously to the city, but raised a few eyebrows with his choice of second wives. His mansion still stands although he lost it when he lost his company in 1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma.

A. Robert S. KerrB. Harry SinclairC. E.W. MarlandD. J. Paul Getty

3. This Oklahoma oilman gave up some of his best men to support the Allied war effort in World War II, helping the British to coax petroleum out of the same forests where Robin Hood used to hide. The foundation he named after his father has pioneered cancer research and food production. What he’s really remembered for, though, is the basketball arena he helped build for OU.


4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log cabin, no less. He became governor in 1942 with the slogan, “I’m just like you, only I struck oil” and tried to help Oklahoma continue its recovery from the Great Depression. He later moved on to Washington, D.C., where he continued fighting for the state and died with the moniker, “The Uncrowned King of the Senate.”




Baron FruitOil and Natural IconsClass-time needed: 2-3 class periods

Materials:• 10 large laminated maps of Oklahoma• 10 sets of 3 fine tip dry erase markers (black, red and green)• 10 sets of brief biographies, oil well descriptions, and legacy descriptions• 10 copies of Oklahoma road maps• Marland Mansion booklets• A&E America’s Castles DVD• Student Handout “Group Discussion Guide”• Student Handout “Toast or Roast” • Student Handout “Timeline Activity”

Introduction:

Briefly discuss the importance of petroleum to Oklahoma. What do students know about the oil industry, oil men, or the impact of petroleum on Oklahoma’s history? It has been said that “Oil IS Oklahoma’s history.” What might this mean? Is this a surprising assertion, or does it support students’ existing concepts of Oklahoma’s history? What sorts of things would you look for to determine whether or not such a statement is valid? Is that importance still a factor in Oklahoma’s current economy?

Purpose/Objective:• To familiarize students with Oklahoma geography• To introduce the basic histories of some of the oil men who impacted the history of

Oklahoma, the wells that created their fortunes, and the legacies they left behind.• To identify the parts of Oklahoma most closely associated with these men, the sites of

key wells, and the sites of representive legacies in the state of Oklahoma.

Essential Question:• To what extent did the oil entrepreneurs affect the

development of Oklahoma’s communities and economy?

Teacher Note: This lesson assumes that students are familiar with the following people and concepts, generally covered in the late 19th or early 20th century. The basic information covered in any standard United States History textbook should be fine. If they have not covered this in your class or previous classes, you may wish to take longer than suggested in the introductory discussion to introduce these people and concepts: • Andrew Carnegie (Carnegie Steel) • John D. Rockefeller (Standard Oil) • Carnegie’s “Gospel of Wealth:” The rich have been chosen as “stewards of wealth” and have an obligation to

use their fortunes for the common good. “The man who dies thus rich,” said Carnegie, “dies disgraced.” • Social Darwinism: While not the originator, Carnegie fervently espoused it. It applied Darwin’s theories of

natural selection and evolution to society-society progresses through competition, the fittest rise to the top while the unfit fall, and society as a whole is better off as a result. Attempts to artificially prop up the unfit only hurt society’s progress and society as a whole.

• Carnegie felt that handouts were bad for society and rewarded the unworthy slacker along with the sincere worker facing hard times. The best way to help the lower class, then, was “to place within its reach the ladders upon which the aspiring can climb.” To Carnegie this meant universities, libraries, etc. Many wealthy philanthropists have operated under some variation of this concept.


Day 1- The Possibilities of Sudden WealthProcedure:

1. Separate students into groups of three or four. [Mixed gender groups are suggested.]

2. Distribute Group Discussion Guides.

3. Instruct half of the total number of groups that they have won the lottery and after taxes will take home about $100 million. Because they are all friends, they would like to agree on how to best use their winnings, so they should discuss what to do with their prize money. Ideally, they should reach an agreement, even if they agree that some or all of it should be split up and spent freely as each person wishes.

4. Instruct the other half of the groups that they are in business together, and after several years of long hours, shared risks, great sacrifice, and hard work, their revolutionary company has taken off and that after reinvesting the amount necessary to keep things growing, they have cleared $100 million in profit for themselves. As partners, they would like to agree on what to do with the money, etc. [The only real difference between groups is HOW they ended up with the $100 million.]

5. All members of the group must participate in the discussions. Inform students that INDIVIDUALS will be called on to answer questions about their group’s decisions. Give students time to discuss. [Suggested time in group discussion: 20 minutes]

6. While students work, circulate among the groups and listen to their plans.

a. Ask them questions about what they are deciding and why. Ask about options they may not be considering. For example, ask those buying multiple cars and houses or investing purely for their own security if they feel any obligation to share the wealth.

b. Ask those giving large sums to existing charitable organizations if they are comfortable with how all of that money will be spent or if they have their own ideas about what needs should be met. [Giving to charities should be specific. Which charities? For what purpose?]

c. Ask those setting up their own institutions if they are willing to put in the time and effort to make sure things are done correctly or how they will insure their wishes are met.

d. Prompt them to consider things from different angles and to be realistic about human nature.



• Discuss the results of each group. Suggested questions include:a. What has your group decided to do with your money?b. Was it difficult to come to an agreement?c. Why_____ and not _______?d. What about...(something they omitted--planning for the future/giving back to the community/things you migh want for yourself/etc?e. What do the different groups have in common?f. What do you think was the best idea? The worst? The most surprising?g. Can you think of anyone today who could be considered a philanthropist?h. Can you think of anyone today who is wealthy, but as far as you know NOT philantropic?

Note: Look for answers that show students have gained an awareness of the different possibilities and that students have considered the pros and cons of various options.

Enrichment:

• Have students choose someone in modern America whom they consider to be “extremely wealthy” (i.e. Oprah Winfrey, Bill Gates, etc)

• Research how that person uses his/her wealth and prepare either a one-page report or a brief class presentation to be followed by further discussion along the lines above.


The Possibilities of Sudden WealthGroup Discussion Guide

1. List all group members involved in this discussion.

2. List the specific ways in which your group plans to use your money.

3. Which expenditures were easily agreed upon?

4. What conflicts arose during the discussion?

5. Did a natural leader arise during the discussion? If so, in what way did that person affect the decisions which were made?

6. What observations about human nature could you make after your group’s discussion?


Day 2Procedure:

1. Divide students into small groups of three.

2. Give each group a large laminated Oklahoma map, a road map, a set of three markers, and a set of the brief biographies, well descriptions, and legacy descriptions.

3. Students should read the information on the men, wells, and legacies.

4. Students should then use the map legends and place an appropriately numbered green happy face, for each Baron, black derrick for each well, and a red star for each legacy. NOTE: Some barons are associated with more than one location.

5. As students work or when they are finished, check student maps for accuracy.

6. Show the key on the white board for the class to see, so they may correct any errors.

7. Discuss the geographical significance of the area in which the wells are most prevalent. Address the geographic reasons for the lack of wells in the Southeast, Southwest and other areas of the state where wells are not found. Tell students that in later lessons they will be seeing this pattern over and over again and either discuss the importance of such a pattern now or save it for the later lessons.

Teacher Information:

The southeastern part of the state is the site of the Ouachita Mountains. These sandstone ridges are some of the roughest land in the state and would not be an area where a great deal of oil is found. The south central is the site of the Arbuckle Mountains, the Wichita Mountains are found in the southwest, which has bedrock very close to the surface. In the far northeastern part of the state, the oil was mostly near the surface and leaked off early, and wells did not produce enough to make them profitable. Most of the oil in the state is found in the region of the Ozark Plateau and the Prairie Plains.


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Baron Fruit—Oil and Natural Gas Icons (The Men)

(1) J. Paul GettyThough he came from a wealthy family, J. Paul Getty used his business instincts to earn his own fortune in Tulsa. He is known for leading The Spartan School of Aeronautics for many years.

(2) Robert A. HefnerManaging partner of the Hefner Corporation, this Oklahoma City oil man left his family mansion and many priceless antiques to the Oklahoma Heritage Association. Although best remembered for his work in OKC, his first political office was mayor of Ardmore, where he practiced law for many years.

(3) Robert S. KerrBorn in a tiny cabin in Ada, Oklahoma, this oil man went on to become the governor of Oklahoma and a United States senator.

(4) John E. KirkpatrickFounder of Kirkpatrick Oil Co. and a retired admiral, he became noted for philanthropic contributions, including the Kirkpatrick Center in Oklahoma City.

(5) John MabeeThis Tulsa oil man first moved from Kansas to Cotton County as a homesteader. He made his first real money in oil, but diversified into many areas of business and never kept his fortune to himself. His philanthropy included gifts to The University of Tulsa, the Tulsa YMCA, Children’s Medical Center, and many others.

(6) E.W. MarlandThis Ponca City oil man developed Marland Oil Company into one of the largest in the world, but lost control of the company in 1928. Undaunted, Marland was elected governor of Oklahoma in 1934.

(7) Lloyd NobleThis Ardmore oil man is responsible for starting the Sam Noble Foundation, an organization known for its agricultural research. He was also a strong supporter of higher education, particularly the University of Oklahoma in Norman.

(8) Frank PhillipsFirst a barber, then a bonds salesman, Frank Phillips left Nebraska for Bartlesville, where his first gusher, The Anna Anderson #1, was struck in 1905. His presence is still felt strongly everywhere in the city.

(9) Jake SimmonsThe most successful African American oil man, this Muskogee native started an oil dynasty that is now run by his youngest son, Don Simmons.

(10) Harry SinclairAfter discovering oil in the Glenn Pool, Oklahoma’s first major oil field, Harry Sinclair organized the Exchange National Bank in downtown Tulsa. This bank, known as “the oil man’s bank,” now flourishes as The Bank of Oklahoma.

(11) Tom SlickKnown as “King of the Wildcatters,” Tom Slick’s initial strike was responsible for the rush to oil in Cushing in 1913.

(12) William K. WarrenFounder of Warren Petroleum, William K. Warren served as president of the International Petroleum Exposition and helped to establish St. Francis Hospital in Tulsa.

(13) Charles PageAfter losing his father at a young age and shouldering the support of his mother and younger siblings, Page worked in many fields before striking it rich in the oil fields of Oklahoma. He used his resources to found the city of Sand Springs.


Baron Fruit—Oil and Natural Gas Icons (Famous Wells)

(1) Nellie Johnstone No. 1In 1897, the Cudahy Oil Company struck oil in Bartlesville near the Caney River with the Nellie Johnstone No. 1. Although oil was produced in commercial quantities, the well was an economic failure because it was too far away from potential markets. Development of the Bartlesville-Dewey Field did not proceed until 1904 when the Santa Fe Railroad came into the area.

(2) Sue A. Bland No. 1Sue Bland, the wife of Dr. C.W. Bland, was a citizen of the Creek Nation. Dr. Bland heard a rumor that a 500,000 acre oil and gas lease southwest of Tulsa had been approved by the Creek Nation Council. The Blands quickly managed to raise $300, which was enough to begin drilling. Dr. Bland was forced to sink much of his personal fortune into the drilling of the well. To make matters worse, he came down with acute appendicitis in the final days of drilling. On June 25, 1901, the Sue A. Bland No. 1 spewed oil from a depth of 600 feet. It was Oklahoma’s first real gusher.

(3) Ida Glenn No. 1On November 22, 1905, Robert Galbraith and Frank Chesley drilled the Ida Glenn No. 1 near Tulsa. It was the discovery well of the famous Glenn Pool, Oklahoma’s first major oil field. Storage tanks could not be built fast enough to store the oil and the Glenn Pool quickly became a literal “lake of oil.” Production in the field peaked in 1907, the year of Oklahoma’s statehood, at 100,000 barrels per day. By 1912, Tulsa was known as the “Oil Capital Of The World.”

(4) The Watchorn WellIn 1914, during a period of rapid expansion, Healdton came into its own as a major Oklahoma oil field. The field produced oil at such a shallow depth, the cost of drilling was almost negligible. The majority of wells drilled in the pool produced an amazing 5,200 barrels per day. The Watchorn Well was the largest producer in the Healdton Field.

(5) No. 1 Betsy FosterOn March 16, 1923, R.H. Smith resumed drilling a well two miles south of Wewoka that had been delayed because of casing problems. The bit penetrated the sand only a few inches when the well blew in, flowing 20 million feet of gas and spraying oil. Smith told the crew to suspend operations and begin building storage facilities to hold the crude. By the time the well was deepened, it produced an amazing 3,500 barrels per day and launched the rapid development of the Greater Seminole Field.

(6) Fixico No. 1On July 16, 1926, R.F. Garland and the Independent Oil Company drilled the Fixico No. 1 near Wewoka. The well penetrated the Wilcox Sand and began producing close to 1,500 barrels per day. This well revealed the potential of the Greater Seminole Field. The field reached peak production at 527,400 barrels per day on July 30, 1927. These oil discoveries brought an estimated 20,000 oil field workers to the area and made Seminole the last of the great oil boomtowns.


(8) Wild Mary SudickThe Wild Mary Sudick was the most famous well in the Oklahoma City Field and is known as the “wildest well in Oklahoma history.” When the well blew in on March 26, 1930, the wind carried oil as far south as Norman and as far north as downtown Oklahoma City. The well was named for the wife of farmer and land-owner Vince Sudick, and was located near S.E. 88th between Bryant and Sunnylane in Oklahoma City. The headlines of the newspaper that day read, “Field Menaced By Wild Gasser.” The threat of fire was so great that lighting a match was prohibited.

(9) Petunia No. 1In 1942, oil was reached at 6,618 feet and dubbed the “Petunia No. 1.” It was drilled under the state capitol building at three degrees off center from a flower bed south of the building. The Oklahoma City field proved to be one of the richest in the world. More than 90% of the wells drilled in this field produced oil and natural gas. Derricks dotting the Capitol landscape soon became a unique sight for visitors to Oklahoma City.

(10) No. 1 WagonerIn 1943, Ace Gutowsky used “doodle-bug” exploration to explore the West Edmond Field; however, he found it difficult to convince oilmen that it was an oil-producing zone. He drilled the No. 1 Wagoner on January 2, 1943 at a spot where most geologists had predicted there was no oil. Gutowsky’s discovery was the most significant oil discovery in Oklahoma during World War II.

(11) Easley No. 1The deepest producing natural gas well in Oklahoma was drilled in 1973 in Washita County. It was drilled to 27,050 feet by the McCullouch Oil Company.

(12) Bertha Rogers No. 1In 1974, the Lone Star Producing Company drilled the Bertha Rogers No. 1 in Washita County. It was the deepest natural gas well drilled on the North American continent. It was drilled to 31,441 feet before liquefied sulfur was hit and the well was plugged. The drilling rig used was the Parker No. 5. This rig was later shipped to Siberia where a well was drilled at 33,477 feet.

(13) The TanehaThe Taneha was brought in near Tulsa on a lease that Charles Page had bought from a man named Billy Roesser in the north extension of the Glenn Pool district. It produced about 2,000 barrels of oil a day. The estimated value of the well was a million dollars. The production from this well and from natural gas wells acquired later made Page not as rich as some, but he was a very wealthy man.

(7) Oklahoma City No. 1On December 4, 1928, the Indian Territory Illuminating Oil Company (I.T.I.O.) drilled a well near what is now S.E. 59th and Bryant in Oklahoma City. It was the first well drilled in the famous Oklahoma City Oil Field. The headlines of a newspaper that day read, “City Well Hurls ‘Liquid Gold’ High Over Oil Derrick.” During its life, the well produced more than one million barrels of oil.


Baron Fruit—Oil and Natural Gas Icons (The Legacies)

(1) Science Museum Oklahoma--Oklahoma CityThe museum contains a diverse collection of interactive and historic exhibits; it also includes a museum, planetarium, galleries, gardens and the Omni Theater.

(2) The Spartan School of Aeronautics--TulsaThe school was founded in 1928 by W.G. Skelly. Over 80,000 pilots and technicians who have had a significant influence on world aviation were trained at Spartan.

(3) International Petroleum Exposition Building/The Golden Driller--TulsaThe Expo building is a 446,000 square foot exposition center that was built in 1966 to house the International Petroleum Exposition. In front of the building stands the Golden Driller, a 76 foot tall symbol of the importance of oil to Tulsa and to Oklahoma. The area is now known as Expo Square.

(4) The Oklahoma Heritage House---Oklahoma CityDonated in 1970 by the Robert A. Hefner family, the Oklahoma Heritage House is the home of the Oklahoma Heritage Center. The Center was opened in 1972, and it now houses a Galleria, the Hefner Memorial Chapel, and the Anthony Gardens.

(5) The Pioneer Woman Statue--Ponca CityOil man E.W. Marland hired twelve artists to submit their designs for a statue to honor the spirit of the women who helped settle this part of the country. The winning artist was Bryant Baker. The statue was unveiled in 1930.

(6) Lloyd Noble Center--NormanThe center is a multi-purpose sports facility which is the home of the sooner men’s and women’s basketball teams. The building was financed by an initial gift from the Sam Noble Foundation.

(7) The Woolaroc Museum--BartlesvilleLocated on 3,600 acres, Woolaroc is part western arts museum and part wildlife refuge. It was founded in 1925 as a private ranch for oil man Frank Phillips.

(8) The Marland Mansion--Ponca CityKnown as the Palace on the Prairie, the 43,561 square foot mansion of oil man E.W. Marland is now a national historic landmark.

(9) Philbrook Art Center--TulsaThe former home of Waite Phillips, Philbrook is an Italian-Renaissance style mansion which houses an impressive collection of art and sculpture.

(10) Saint Francis Hospital--TulsaOil man William K. Warren founded Saint Francis Hospital in 1953. His financial gift was the largest single gift given by an individual to a Catholic order.

(11) Dean McGee Eye Institute--Oklahoma CityEstablished to house the Lions Club of Oklahoma Eye Bank, this facility provides treatment for over 25,000 patients annually.


(12) The Neustadt International Prize for Literature--ArdmoreThis prize, given to the most outstanding international author, consists of $50,000, a replica of an eagle feather cast in silver, and a certificate. A generous endowment from the Neustadt family of Ardmore ensures the award in perpetuity. It is second in importance only to the Nobel Prize for Literature.

(13) The Sam Noble Foundation--ArdmoreEstablished to aid research in agriculture and medicine, the Foundation is housed on 3,700 acres outside of Ardmore.

(14) The Sand Springs Children’s Home--Sand SpringsAfter the death of his father, Charles Page promised his mother he would take care of her and other widows and orphans, too. In 1908 he took over a failing orphanage and moved the children to his new town site west of Tulsa. The Sand Springs Home Trust today funds 100% of its charities, asking no help from the state or federal government.

Additional information on the men, the wells and the legacies can be found on OERBHOMEROOM.com.


Day 3Procedure:

1. Use the DVD of America’s Castles to introduce E.W. Marland as an example of an Oklahoma oil baron. Booklets from the Marland mansion have been provided to give you additional background information on E. W. and Lydie.

2. Use the Toast or Roast exercise to allow students to demonstrate understanding of point of view.

Enrichment:

• Assign the timeline activity for students to take home or do in class. (the 10 items on the timeline list are a sampling of events in the history of the era, you may wish to amend or add to them to reflect events from your particular area of the state). You might also add national or international events to a timeline of the same period to give students a perspective on how Oklahoma history compares to the events in the country or world at the same time.

• Note: You might also wish to use one of the online sites for timelines, such as Dipty, or Time Toast, or you may wish to have students do an illustrated timeline. You can have students make a foldable timeline sheet by folding a piece of paper first in a hotdog fold, next a hamburger fold and then a burrito fold. This will give you 12 sections, which can be illustrated.

http://www.dipity.com/http://www.timetoast.com/http://www.ehow.com/how_10067639_make-computerized-illustrated-timeline.html

Enrichment:

• Have students ask parents, teachers, or other adults about oilmen, oil or natural gas wells, or related legacies in their area. What can they find in their city’s history or their geographic area that is there because of the petroleum industry? You may wish to have students share their findings with the class, prepare brief written reports, or share their findings in a class discussion. It is also possible to invite older members of the community into the classroom to talk about how the oil and gas industry has affected their hometowns, their lives or their families.

Request a Petro Pro in your classroom! Petro Pros are oil and natural gas professionals who volunteer their time to visit Oklahoma classrooms to show kids the science and business side of their industry. During their one-hour presentation, Petro Pros use rocks, fossils, drill bits and maps to demonstrate how oil and natural gas are formed, discovered and produced.


Baron FruitToast or Roast Handout

“Toast or Roast” is a fun and informative format for student research, as well as for building verbal communication skills in a more formal setting than class discussions or strategies, such as the “Opinion Continuum.”

In the “Toast or Roast” scenario, the student is expected to deliver a prepared short speech, in which he/she either praises or criticizes a historical or contemporary personality from history or modern national or world current events. After conducting research about the personality, the student will make an assessment as to the lasting impact that personality will have on national or world events.

The student is free to choose whether he believes the personality should be praise or criticized. Procedure: 1. Assign each student a different personality for a”Toast or Roast” speech. 2. Use the following instructions to guide student research and preparation of speeches:

A. You will prepare and present a two to three minute speech as a “toast” or a “roast” of one individual from our class studies. B. (A “toast” is intended to celebrate and honor an individual for his/her achievements. A “roast” is intended to criticize an individual.) You may choose either type of speech, however, your “toast or “roast” must explain why you have decided to praise or criticize the individual. C. You must use one visual during your toast or roast. It can be a picture, drawing, computer- based image, etc. but make sure it is large enough for everyone to see. D. You may speak from your own notes, but a formal written version of your speech must be turned in on the day the assignment is due. E. With your written speech, you must include a brief bibliography with a minimum of three sources you accessed to research information about your individual.

3. Remind students that in the delivery of their speech to his/her classmates, the student will clearly either praise or criticize the personality. The majority of the evidence, facts, research , etc presented in the speech should support the stance (praise or criticism) selected by the student.

95Social Studies | Baron Fruit Teacher1897

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oma

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f Okl

ahom

a


Bar

on F

ruit

Tim

elin

e-K

EY

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rt th

e im

porta

nt e

vent

on

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year

it c

orre

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ds to

on

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• M

arla

nd O

il is

take

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ay fr

om M

arla

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a h

ostil

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arta

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ips b

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oma

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f Okl

ahom

a

1897

1905

1925

1929

1934

1917

1928

1930

The

Nel

lie J

ohns

tone

No.

1

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es in Th

e Id

a G

lenn

No.

1 is

br

ough

t in

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nk P

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US

ente

rs W

orld

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I

Mar

land

Oil

is ta

ken

away

fr

om M

arla

nd in

take

over

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. Mar

land

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omes

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or o

f Okl

ahom

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96So

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Baron FruitPost TestName: ______________________________ Class: _______________Place the letter of the best answer in the blank to the left.












Baron FruitPre/Post Test Answer KeyName: ______________________________ Class: _______________Place the letter of the best answer in the blank to the left.








4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log cabin, no less. He became governor in 1942 with the slogan, “I’m just like you, only I struck oil” and tried to help Oklahoma continue its recovery from the Great Depression. He later moved on to Washington, D.C., where he continued fighting for the state and died with the moniker, “The Uncrowned of King the Senate.”



A

B

D

C

A

99Social Studies | The More Things Change Teacher


A. Key Ideas and Details1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as date and origin of the information.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

B. Craft and Structure4. 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.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

C. Integration of Knowledge and Ideas8. Access the extent to which the reasoning and evidence in a text support the author’s claims.


A. Text Types and Purposes1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

B. Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

The More Things Change





2: The student will evaluate the major political and economic events that transformed the land and its people prior to statehood.

7. Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which resulted in the loss of tribal communal lands and the redistribution of lands by various means including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments.



7. Describe the contributions of Oklahomans in 1920s and 1930s including Deep Deuce and African-American jazz musicians, Will Rogers’s and Woody Guthrie’s political and social commentaries, Wiley Post’s aviation milestones, and the artwork of the Kiowa Six (formerly the Kiowa Five).


1: The student will analyze the transformation of the United States through its civil rights struggles, immigrant experiences, settlement of the American West, and the industrialization of American society in the Post-Reconstruction through the Progressive Eras, 1865 to 1900.

2. Integrate specific textual and visual evidence to analyze the impact of Westward Movement and immigration on migration, settlement patterns in American society, economic growth, and Native Americans.

B. Examine the rationale behind federal policies toward Native Americans including the establishment of reservations, attempts at assimilation, the end of the Indian Wars at Wounded Knee, and the impact of the Dawes Act on tribal sovereignty and land ownership.



3: The student will evaluate textual and visual evidence to analyze the components and regional variations of cultural patterns and processes.

2. Analyze and summarize the role the environment plays in determining a region’s culture.







The More Things ChangePretestName: ______________________________ Class: _______________


1. Most Native Americans who became suddenly wealthy due to oil being found on their land…

A. Became oilmen themselves and soon adopted “white” lifestyles and ways of thinkingB.Spent their money freely on homes, cars, or other items, but maintained most of their traditional lifestyles and preferencesC. Ignored their wealth altogether and were largely indistinguishable from members of the poor tribesD. Used their wealth to purchase larger reservations and rights to more potential drilling areas

2. The typical Oklahoma farmer who came into money in the first part of the 20th Century would be MOST likely to...

A. Buy a slightly nicer homeB. Invest in more farmsC. Give some money to the local churchD. All of the above

3. Which of the following would have been MOST likely to give directly and extensively to their community?

A. The tribal council on whose land oil is discoveredB. The struggling farmer on whose land oil is discoveredC. The entrepreneur whose efforts to locate oil have finally paid off in a big wayD. The local businessman who trades leases and sells goods to the multitudes of people pouring into the town as a result of an oil strike

4. In the early 20th Century, Native Americans were generally portrayed as…

A. Childlike and a bit ignorantB. Savage, wild and dangerousC. Adapting readily to white lifestyles and valuesD. All of the above

5. As a general rule, people who came into wealth as a result of an oil strike tended to…

A. Continue in what they knew, just with more resourcesB. Fundamentally change their personalities and priorities for the betterC. Fundamentally change their personalities and priorities for the worseD. Begin speaking with British accents and call each other “Muffin”


The More Things ChangeThe Impact of Sudden WealthClass-time needed: 90-120 minutes/Two class periods

Materials:• 10 sets of “The Miracle of Oil” excerpt• The FBI Story DVD• Tulsa DVD• Highlighters (two different colors)• Student Handout “Guided Reading Questions”• Student Handout “Native American/Farmer/Entrepreneur graphic organizer”

Introduction: Discuss stereotypes some people have of Oklahoma. Ask students where people get these images or ideas. Ask students what other stereotypes they are aware of today. Where do people get those images or ideas? Are they always completely inaccurate? This is a good place to use an activity pointing out the importance of point of view and that all people are influenced by it. Remind the students that there is not a view from nowhere; therefore we are all influenced by our own points of view, as are all other people. This is also a place for a reinforcement exercise on determining fact from opinion. Explain to students that the oil boom and related phenomena were big news as they were happening. Many periodicals of the day sent writers to report on the experience from various perspectives. Some analyzed the technical and scientific aspects, others focused on the political and international ramifications. This particular writer was interested, however, in the human impact of the oil boom in Oklahoma. His report was published in the spring and summer of 1924. Before you distribute the article, suggest that students read not only for content, but for writing style and cultural differences in both the subjects covered and the manner in which those subjects are covered.

Purpose/Objective:• To experience the oil boom through a primary source• To explore the impact of sudden wealth on different groups of people, and the question of

whether money changes people and if so, in what ways• To look at how members of the media shape others’ views of the people and events they

cover by their choice of language, focus, and subject matter• To provoke inquiry as to why certain groups of people, such as entrepreneurs, tend to become

philanthropists when they strike it rich, while other groups of people do not

Essential Question:• Does sudden wealth change people?


Procedure:

1. Allow students to work individually or in groups on the assignments, depending on the option you choose in step 3.

2. Show movie clips from Tulsa, Chapter 4 - 6, and the FBI Story, Chapters 10 - 13, illustrating stereotypes involving Native Americans in the early twentieth century. These clips may provoke discussion at the time of showing or later after the article has been read.

3. After discussion of the videos, assign the readings from “The Miracle of Oil”. There are several possibilities for assessment and usage, some are as follows:

Distribute the foldable graphic organizer.

Option 1. Jigsaw: put students into groups and assign each group one of the following: the Kaw Indians, the farmer or the entrepreneur. After a close reading of the material, have students from each group fill in a graphic organizer by interviewing the members of the other two groups. After they have shared information have each group report their findings to the whole class. This can be done in a variety of way. (ex. putting their findings on one part of the white board.)

Option 2. Use the guided reading questions available with the reading and have students answer each question.

Option 3. Use close reading strategies to have students find the author’s claim and cite evidence from the text. Allow them to make a claim, cite their evidence, and evaluate main idea of the article and support their findings with examples from the text. Allow them to make a thesis, show their evidence, and then give their own analysis of the findings of the reporter.

Option 4. Have students read the article and complete the Fact vs. Opinion exercise.


Enrichment: • Students should inquire as to what towns in their area had their origins as boomtowns,

or experienced booms at some point. How did these booms affect the town? What changed? What lasting signs of the boom are still there today? Results may be presented as a short research paper or a brief class presentation.

• Have students find or compile two or more different accounts of the same event. It may be something that happened at school, something in the news, or something they or their friends witnessed outside of school. Compare the accounts and how they differ. What message is each one trying to send, and how are those messages the same? How are they different?

• Have students name some other kinds of booms. What other areas in the United States have been affected by booms and what were the consequences to the native people of those areas? Compare and contrast those booms to the Oklahoma oil boom.

• Using material from the Baron Fruit unit, have students practice point of view by writing about the Marland mansion from the point of view of several different people.

a. E.W. Marlandb. Lydie Marlandc. a citizen of Ponca Cityd. a share holder in Marland Oile. J.P. Morgan

• Students hold a round table discussion with a spokesperson from each group (Kaw, farmer, entrepreneur, and newspaper man) with each group defending their use of the oil money. This would require outside research by students.


• Students should demonstrate in their written answers and subsequent discussion a basic understanding of how oil wealth affected the people discussed in the article.

• Students should demonstrate a basic understanding of the impact of oil discovery and sudden wealth on different types of people and on their communities. They should be able to discuss intelligently the question of whether money changes people and if so, in what ways.

• Students should be able to explain the following quote: “ the individual is not made over into a different social animal by the deluge of money. He simply intensifies and amplifies his existing desires without conceiving new ones” and cite specific evidence from the article to support their explanation.

• Students should be able to recognize various ways members of the media shape other’s views of the people and events they cover by their choice of language, focus, and subject matter.

• Students should be able to comment intelligently on why some types of people, such as entrepreneurs, tend to become philanthropists when they strike it rich, and if they believe all follow such a path.


The More Things ChangeGuided Reading Questions HandoutName: ______________________________ Class: _______________

After reading the excerpts, carefully answer each of the following questions.

Part One:1. What brought such dramatic change to the Kaw Indian Reservation?2. Explain three changes that came to the area in the wake of the Emmett Thompson “coming

in.” Label your answers (a), (b) & (c).3. Describe some of the characteristics of this “mushroom village” (i.e., boomtown) that were

not directly involved with the petroleum business.4. What sorts of things changed for the Kaw when they found themselves suddenly wealthy?5. What sorts of things did not change for the Kaw when they found themselves suddenly

wealthy?6. How does the author justify his claim that overall the “easy-come money has been a curse?”

Part Two:7. What kind of background and character does the author ascribe to most farmers in the

Midwest?8. (a) How did life change for Jimmy Barclay and Sam McKee when they found themselves

suddenly wealthy thanks to oil being found under their land? (b) How did it stay the same?9. Explain this sentence: “The older people are galvanized into conservatism when they strike

the bonanza.” What does the author mean?10. As discussed in this article, how do the farmers or other “normal people” who get rich

through oil spend their newfound wealth?11. According to the author, why do they spend it this way and not in other ways?12. Explain three ways E.W. Marland used his wealth for the good of the community, according

to this article.13. How does the author explain why Marland spent his money so much differently than either

the Kaw or the Midwestern farmers?14. What seems to be the main point of this article?15. Do you agree or disagree with this main point? Explain your answer.

For further discussion: Many philanthropists seem to have made their fortune as entrepreneurs. a. What characteristics of an entrepreneur might lead to the tendency to give generously to others? b. Can you think of wealthy individuals in your own time who tend to be philanthropists? From where does their wealth come? c. Can you think of wealthy individuals in your own time who are not known for being particularly philanthropic? From where does their wealth come?


1. The discovery of oil on Kaw land.2. Any 3 of the following:

• The district filled with oil workers and those in related fields• The whole reservation was sent into a frenzy• The prices of leases rose dramatically• Royalties were sold on oil that had yet to be drilled• The nearby railroad was glutted with incoming drilling machinery• Trucks came in with pipe, bits, engines, timber, and such• Gamblers, prostitutes, and other “camp followers” arrived• The boomtown (or “mushroom oil village”) of Whizbang virtually appeared out of

nowhere• The area became “Godless and truculent”• The smell of crude hung in the air

3. Possible answers include:• Full of gamblers, prostitutes, pickpockets, etc.• Built of flimsy one-story frame shacks• One main street• Grocery stores, restaurants, dance halls, bars (dives), etc.• Cowboys, Indians, “painted women,” and drunken workers• “Godless and truculent”

4. They built large homes, bought expensive cars, etc.5. Most still preferred to sleep outside, to cook over an open fire, to avoid the cities6. The Native Americans were often taken advantage of by opportunistic whites. Because the

Indians weren’t used to either great financial wealth or white men’s financial tricks, they often lost their money quickly.

7. They or their parents arrived land-hungry at the 1893 land run, they’ve “toiled” for a generation, essentially fighting the land and the elements to survive, their hands are rough and broken from “wrestling with the wilderness,” and it’s difficult for them to put food on the table.

8. (a) Barclay had a lot of money, bought more farms, and bought a new, but sensible car. McKee gave up his second job, moved into town and bought more farms. (b) Barclay wore the same clothes (except for his Sunday pants), and apparently maintained basically the same lifestyle as before. McKee didn’t buy an expensive home and wasn’t greedy on the sale of his threshing business.

9. The people who have been there farming for a number of years and who are past their young, presumably more impulsive days, become even more solidly conservative–even more cautious and more likely to stick with the predictable or familiar and to avoid wild behavior or extreme risks–when they come into sudden wealth due to oil being found on their land. Or, more briefly—when they get rich, they become even more like they already are.

The More Things ChangeGuided Reading Questions-ANSWER KEY


10. They may buy nicer but not extravagant homes, more land/farms, reliable cars, give to their churches, provide for their families, etc.

11. The author suggests that they have never had reason to think in grander terms. It is outside their realm of experience to think of endowing hospitals or whatever. It is not a question of selfishness or even of consciously rejecting such projects–it is just does not occur to them, or if it does, it is just not in keeping with how they do things.

12. Possible answers include:• Employs thousands of people• Gave the city a 40-acre golf course• Established a 200-acre game preserve• Donated 300 acres for playgrounds• Donated 40-acre polo field• Baseball / Football field• Gave $100,000 to build Masonic lodge / American Legion Headquarters• Established young men’s club similar to Y.M.C.A.• Started a Salvation Army citadel fund with a $10,000 gift

13. “Earlier training and observation”–the author suggests that Marland’s life experiences give him more options when deciding how to spend his wealth. He is not entirely clear on exactly why or how he believes this was so.

14. The main point seems to be that “the individual is not made over into a different social animal by the deluge of money. He simply intensifies and amplifies his existing concepts, and gives freer play to his existing desires without conceiving new ones.” In other words, the author’s main point seems to be that people do not fundamentally change when they become wealthy. Instead, they are simply able to express who they were already to a much greater extent than before.

15. Valid arguments could be made either way, as long as the student justifies and explains his or her answer reasonably.

For further discussion:Answers may vary widely, but if the author is correct and people who come into wealth become amplified versions themselves, there should be some connection between the type of person who speculates in oil or any other field and the type of person who gives millions away, Andrew Carnegie-style, often to give others the opportunity to do the same.

109Social Studies | The More Things Change TeacherThe

Mor

e T

hing

s Cha

nge.

..T

he Im

pact

of S

udde

n W

ealth

The

follo

win

g ex

cerp

ts a

re fr

om a

two-

part

serie

s exp

lorin

g th

e hu

man

con

sequ

ence

s of

wha

t was

then

a v

ery

rece

nt p

heno

men

on–o

il bo

oms a

nd th

eir r

esul

ts, fi

nanc

ial a

nd

pers

onal

. The

se a

rticl

es fi

rst a

ppea

red

in T

he In

depe

nden

t in

the

Sprin

g an

d Su

mm

er o

f 19

24 [S

ubhe

adin

gs h

ave

been

add

ed].

Whi

le so

me

of th

e la

ngua

ge m

ay b

e da

ted,

the

unde

rlyin

g qu

estio

n be

ing

aske

d is

not

: how

doe

s sud

den

wea

lth a

ffect

the

indi

vidu

al?

Part

One

: Fr

om “

The

Mir

acle

of O

il: C

hapt

ers o

n th

e H

uman

Con

sequ

ence

s of t

he

“Gus

her”

--I.

The

Indi

an”

by E

lmer

T. P

eter

son

(The

Inde

pend

ent –

Apr

il 26

, 192

4):

The

Eru

ptio

n B

egin

s

To th

e K

aw In

dian

Res

erva

tion,

cam

e th

e ge

olog

ist.

He

knew

oil.

He

quie

tly

secu

red

leas

es o

n a

grea

t tra

ct d

own

Bur

bank

way

. A re

finin

g co

mpa

ny c

ame

and

took

m

ore

leas

es in

the

rese

rvat

ion.

In

an

untri

ed te

rrito

ry th

e fir

st w

ell i

s cal

led

a w

ildca

t–w

hich

doe

s not

by

any

mea

ns im

ply

fake

ry. T

here

nev

er w

ould

be

any

new

oil

field

s if i

t wer

e no

t for

the

wild

catte

rs.

Th

e Em

met

t Tho

mps

on w

ildca

t was

dril

led.

Ea

rly o

ne m

orni

ng th

e w

ell “

cam

e in

,” a

nd fl

owed

two

thou

sand

bar

rels

a d

ay.

At t

he c

urre

nt p

rice

of c

rude

pet

role

um th

at m

eant

$4,

000

a da

y, o

f whi

ch T

hom

pson

re

ceiv

ed o

ne-e

ight

h. A

nd th

ere

was

ple

nty

of ro

om fo

r mor

e w

ells

on

the

plac

e.

B

y th

is ti

me

the

dist

rict w

as w

ell-fi

lled

with

scou

ts a

nd g

eolo

gist

s and

“le

ase-

houn

ds,”

wai

ting

for t

he o

utco

me

of th

e Th

omps

on w

ildca

t tes

t.

The

brin

ging

in o

f the

gus

her s

ent t

he w

hole

rese

rvat

ion

into

a fr

enzy

. It

rese

mbl

ed a

gig

antic

ant

-hill

sudd

enly

pro

dded

into

life

with

a st

ick.

Le

ases

wen

t fro

m te

n ce

nts t

o on

e hu

ndre

d, tw

o hu

ndre

d, th

ree

hund

red

dolla

rs

an a

cre.

Roy

altie

s on

pure

ly c

onje

ctur

al o

il w

ere

boug

ht a

nd so

ld b

y br

oker

s, m

ount

ing

high

er a

nd h

ighe

r eve

n be

fore

oth

er w

ells

wer

e dr

illed

.

The

near

by ra

ilroa

d w

as g

lutte

d w

ith in

com

ing

drill

ing

mac

hine

ry fr

om

Wic

hita

and

Tul

sa. G

reat

truc

ks c

lank

ed a

nd ru

mbl

ed o

ver t

he ra

w p

rairi

es a

nd h

ills

with

pip

e an

d bi

ts a

nd c

rude

oil

engi

nes a

nd ti

mbe

r for

der

ricks

, cut

ting

gash

es w

hich

w

ere

fille

d al

tern

atel

y w

ith m

ud a

nd c

hoki

ng d

ust.

“Tan

kies

,” “

tool

ies,”

dril

lers

, dy

nam

ite m

en, e

ngin

emen

, lea

se tr

ader

s, sw

arm

ed th

ere

from

the

olde

r fiel

ds, a

lway

s on

the

look

out f

or th

e bi

g pa

y.

A

fter t

hem

cam

e th

e in

evita

ble

cam

p fo

llow

ers–

gam

bler

s, pr

ostit

utes

, co

nfide

nce

men

, hol

d-up

arti

sts,

pick

pock

ets a

nd fa

kirs

1 . E

very

“po

ol,”

as a

pet

role

um

area

is c

alle

d, h

as it

s mus

hroo

m o

il vi

llage

2 . W

hizb

ang,

in th

e K

aw re

serv

atio

n, w

as

typi

cal.

It w

as b

uilt

of fl

imsy

one

-sto

ry fr

ame

shac

ks, w

ith o

ne m

ain

stre

et. I

t con

tain

ed

groc

ery

stor

es, r

esta

uran

ts, a

dan

ce h

all o

r tw

o, a

utom

obile

est

ablis

hmen

ts a

nd o

ther

m

isce

llane

ous s

tore

s, w

ith d

ives

runn

ing

as b

raze

nly

and

blat

antly

as e

ver t

hey

did

in C

rippl

e C

reek

or t

he w

ildes

t Nev

ada

cam

ps3 .

The

re w

ere

two-

gun

men

, cow

boys

fr

om n

earb

y ra

nges

, Ind

ians

in b

rillia

nt fi

nery

, pai

nted

wom

en a

nd d

runk

en “

tool

ies.”

W

hizb

ang

was

God

less

and

truc

ulen

t4 , an

d ov

er it

, nig

ht a

nd d

ay, h

ung

the

char

acte

ristic

fu

mes

of t

he c

rude

–som

ewha

t lik

e na

tura

l gas

, som

ewha

t lik

e ga

solin

e, so

mew

hat l

ike

kero

sene

, muc

h lik

e Su

lphu

r...

The M

ore T

hing

s Cha

nge,

The M

ore T

hey S

tay T

he S

ame

Th

e K

aw tr

ibe

has c

ome

into

a st

rang

e he

ritag

e af

ter w

ande

ring

near

ly tw

o ce

ntur

ies i

n th

e w

ilder

ness

. But

it is

a d

ivid

ed o

ne, f

or m

any

of th

e In

dian

s hav

e so

ld

thei

r lan

ds o

utrig

ht to

whi

te se

ttler

s. M

any

othe

rs a

re h

alf,

quar

ter,

eigh

th o

r six

teen

th

bloo

d of

the

orig

inal

stoc

k. T

he tr

ibe

is sc

atte

red

far.

Man

y m

embe

rs h

ave

achi

eved

w

ealth

and

dis

tinct

ion.

..

Bec

ause

of t

hese

con

ditio

ns a

nd a

lso

beca

use

of th

e ne

wne

ss o

f the

rich

oil

strik

e th

ere,

[it m

ay h

elp

to u

nder

stan

d th

e ef

fect

on

the

Kaw

if w

e lo

ok fi

rst a

t] th

e ef

fect

of s

imila

r del

uges

am

ong

the

Osa

ge a

nd o

ther

pre

viou

s ben

efici

arie

s.

One

of t

he ri

ches

t of a

ll th

e In

dian

s bui

lt a

beau

tiful

hom

e an

d w

as m

arrie

d to

a

whi

te w

oman

. The

wild

inst

inct

still

pre

vaile

d5 , ho

wev

er, a

nd a

t nig

ht w

hen

all w

as

quie

t he

wou

ld ta

ke h

is b

lank

ets d

own

to th

e liv

ing

room

and

slee

p on

the

hard

floo

r be

fore

the

firep

lace

…

“You

seld

om fi

nd th

e In

dian

s in

thei

r hom

es,”

said

a P

onca

City

man

. “Th

ey

leav

e th

em a

nd sp

end

thei

r tim

e in

tow

n, sq

uatti

ng a

long

the

busi

ness

stre

ets a

nd ju

st

look

ing

on. S

omet

imes

they

will

aba

ndon

thei

r exp

ensi

ve h

omes

and

live

in te

nts i

n th

e ya

rd.”

Tr

avel

ing

thro

ugh

the

Osa

ge c

ount

ry it

is a

com

mon

thin

g to

find

a c

ircle

of

expe

nsiv

e au

tom

obile

s sur

roun

ding

an

open

cam

p-fir

e, w

here

the

bron

zed

and

brig

htly

bl

anke

ted

owne

rs a

re c

ooki

ng m

eat i

n th

e pr

imiti

ve st

yle.

The

y st

ay in

the

open

, day

s an

d w

eeks

at a

tim

e. If

a c

ar, f

or a

ny re

ason

, fai

ls to

run,

they

are

like

ly to

leav

e it

at th

e si

de o

f the

road

, go

to to

wn

and

buy

a ne

w o

ne w

ith th

eir e

asy-

flow

ing

cash

.

It is

rela

ted

that

whe

n [o

ne O

sage

] Ind

ian

rece

ived

his

firs

t mon

ey...

he

purc

hase

d a

glitt

erin

g he

arse

that

had

take

n hi

s fan

cy, l

oade

d hi

mse

lf an

d fa

mily

into

it

and

disa

ppea

red

into

the

hills

.10

9So

cial

Stu

dies

| Th

e M

ore

Thin

gs C

hang

eTe

ache

r

110Social Studies | The More Things Change TeacherSum

mar

y of

the

Impa

ct O

n N

ativ

e Am

eric

ans

O

n th

e w

hole

, the

influ

ence

of t

he su

dden

rich

es h

as b

een

very

bad

. The

re

are

nota

ble

exce

ptio

ns...

[but

] in

mos

t cas

es th

e ea

sy-c

ome

mon

ey h

as b

een

a cu

rse.

Th

e un

soph

istic

ated

trib

esm

en h

ave

been

eas

y vi

ctim

s to

unsc

rupu

lous

boo

tlegg

ers,

high

jack

ers a

nd g

angs

ters

. The

chi

ld-li

ke c

redu

lity

and

alm

ost t

otal

lack

of e

cono

mic

co

ncep

ts p

rodu

ces a

reac

tion

whi

ch m

ight

be

liken

ed to

that

whi

ch ta

kes p

lace

whe

n a

subm

erge

d ph

osph

orou

s is s

udde

nly

unco

vere

d an

d ex

pose

d to

a b

reat

h of

oxy

gen.

Tha

t w

hich

nor

mal

ly is

a b

land

mea

ns o

f sus

tena

nce

and

life

beco

mes

a w

ither

ing

blas

t...

A

que

er tu

rn o

f fat

e [h

as] o

ccur

red

sinc

e th

e fa

ther

s of t

he p

rese

nt tr

ibes

men

w

ere

driv

en fa

r alo

ng th

e tra

il in

to th

e dr

y an

d st

ony

past

ures

6 . N

ow th

e O

sage

trib

e is

th

e ric

hest

nat

ion,

cla

n or

soci

al g

roup

of a

ny ra

ce o

n ea

rth, i

nclu

ding

the

whi

tes,

man

fo

r man

.

Not

es, P

art O

ne:

1.

“beg

gars

”2.

M

ore

com

mon

ly re

ferr

ed to

toda

y as

“bo

omto

wns

”3.

Si

tes o

f gol

d / s

ilver

rush

es in

the

latte

r hal

f of t

he 1

9th c

entu

ry4.

“fi

erce

” or

“sa

vage

”5.

H

ere

and

in su

bseq

uent

pas

sage

s the

read

er m

ay n

ote

lang

uage

and

atti

tude

s whi

ch w

ould

be

cons

ider

ed d

emea

ning

tow

ards

Nat

ive

Amer

ican

s by

toda

y’s st

anda

rds.

In th

e co

ntex

t of t

he a

rtic

le,

how

ever

, no

insu

lt se

ems t

o ha

ve b

een

inte

nded

. The

wri

ter,

whi

le m

ildly

pat

roni

zing

, is r

eflec

ting

ster

eoty

pes a

nd a

ssum

ptio

ns o

f the

tim

es w

ithou

t app

aren

t mal

ice.

The

read

er is

enc

oura

ged

to n

ote

the

diffe

renc

es b

etw

een

the

attit

udes

and

cul

tura

l und

erst

andi

ng (o

r lac

k th

ereo

f) of

then

and

now

, but

to

avoi

d be

ing

so d

istr

acte

d by

them

as t

o m

iss t

he la

rger

poi

nt o

f the

art

icle

.6.

Al

thou

gh th

e O

sage

did

not

exp

erie

nce

the

sam

e so

rt o

f “Tr

ail o

f Tea

rs”

that

the

Che

roke

e an

d ot

her t

ribe

s did

in th

e fir

st h

alf o

f the

19th

cen

tury

, the

y w

ere

even

tual

ly fo

rced

ont

o un

desi

rabl

e la

nd in

In

dian

Ter

rito

ry (l

ater

to b

ecom

e O

klah

oma)

alo

ng w

ith n

umer

ous o

ther

tri

bes.

Part

Tw

o: F

rom

“Th

e M

irac

le o

f Oil:

Cha

pter

s on

the

Hum

an C

onse

quen

ces o

f th

e “G

ushe

r”--

II. T

he W

hite

Man

” by

Elm

er T

. Pet

erso

n (T

he In

depe

nden

t –Ju

ne 2

1,

1924

):

The

Str

uggl

ing

Pion

eer

Farm

er

Cro

ssin

g ov

er to

the

ferti

le sl

ope

of th

e Ark

ansa

s Riv

er n

ear t

he m

outh

of t

he

Salt

Fork

, one

com

es to

the

fam

ous 1

01 R

anch

of t

he M

iller

Bro

ther

s–10

0,00

0 ac

res

or m

ore,

whe

re e

ach

year

is h

eld

a gr

eat r

odeo

, ano

ther

em

blem

of t

he fa

st fa

ding

Old

W

est.

Her

e th

e co

wbo

ys st

ill ri

de th

e ra

nge

and

know

how

to “

bulld

og”

a st

eer.

To

the

north

is P

onca

City

, with

its g

rote

sque

cyc

lope

an “

tank

farm

”1 and

its

refin

erie

s whe

re th

e sm

ell o

f the

“cr

ude”

han

gs h

eavy

.

To th

e w

est i

s old

Ton

kaw

a, su

dden

ly re

juve

nate

d by

an

oil b

oom

, and

Sm

acko

ver a

nd T

hree

San

ds, w

hich

spra

ng u

p in

a d

ay. H

ere

are

mor

e fo

rest

s of d

ingy

sp

ires w

hich

can

be

seen

five

mile

s aw

ay, i

ncon

gruo

us in

thei

r set

tings

of b

uffa

lo so

d an

d al

falfa

.

The

settl

ers h

ere

cam

e ju

st th

irty

year

s ago

whe

n th

e C

hero

kee

Strip

was

op

ened

for t

he ta

king

of h

omes

tead

s.

On

the

Kan

sas b

ound

ary

in 1

893

the

land

-hun

gry

peop

le li

ned

up fo

r the

st

arte

r’s g

un, i

n pr

airie

scho

oner

s, on

hor

seba

ck, o

n ol

d-fa

shio

ned

high

-whe

eled

bi

cycl

es a

nd o

n fo

ot. T

he li

ne st

retc

hed

for m

iles a

nd m

iles,

and

the

race

beg

an w

hen

sold

iers

, sta

tione

d at

inte

rval

s, al

l fire

d gu

ns a

t pre

cise

ly th

e sa

me

mom

ent.

It w

as a

th

rillin

g ra

ce a

nd th

e w

inne

rs to

ok th

e be

st h

omes

tead

s.

For t

hirty

yea

rs th

ey h

ave

toile

d. P

atch

es o

f whe

at, a

nd fi

nally

cor

n an

d al

falfa

, fou

ght b

ack

the

enve

lopi

ng b

uffa

lo so

d an

d bl

uest

em a

nd th

e yu

cca

and

cact

us.

“Mos

t of t

hem

stay

ed w

ith th

eir h

omes

tead

s bec

ause

they

cou

ldn’

t get

aw

ay,”

says

a

com

mer

cial

clu

b se

cret

ary

of th

e di

stric

t, w

ith e

ngag

ing

fran

knes

s.

[The

] men

’s h

ands

are

roug

hene

d an

d br

oken

in th

eir w

rest

ling

with

the

wild

erne

ss, a

nd th

e w

ind

and

sun

and

dust

bea

t upo

n th

em, a

nd it

is h

ard

even

to h

ave

whe

at b

read

upo

n th

e ta

bles

at t

imes

...

110

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her

111Social Studies | The More Things Change TeacherWhe

n It

Rai

ns, I

t Pou

rs

A li

ttle

mor

e th

an a

yea

r ago

[stru

gglin

g fa

rmer

Jim

my

Bar

clay

] was

dow

n to

no

thin

g. H

e st

aked

his

last

dol

lars

on

the

first

wel

l tha

t was

bei

ng d

rille

d in

the

dist

rict.

Nob

ody

knew

whe

ther

ther

e w

as e

ven

a go

od p

rosp

ect.

The

neig

hbor

s all

gath

ered

ar

ound

to se

e w

heth

er it

wou

ld b

e oi

l or s

alt w

ater

. Mos

t of t

hem

had

an

inte

rest

in it

.

The

drill

bit

into

the

oil s

and.

The

re w

as a

gur

glin

g, ru

shin

g so

und

and

out o

n th

e flo

or o

f the

iron

tank

ther

e ra

n a

slim

y, g

reen

flui

d.

Jim

my

fell

on h

is k

nees

. He

scoo

ped

up th

e “c

rude

” in

his

han

ds a

nd sp

lash

ed

it ov

er h

is fa

ce a

nd h

ands

.

“You

old

oil,

” he

crie

d, a

nd te

ars r

an d

own

his w

ind-

beat

en fa

ce, m

ingl

ing

with

gre

asy

liqui

d.

He

is n

ow w

orth

wel

l ove

r hal

f a m

illio

n, a

nd h

as in

vest

ed h

is m

oney

in

farm

s. H

e ha

s bou

ght a

For

d ca

r, bu

t his

twen

ty-y

ear o

ld so

n ha

s a m

ore

expe

nsiv

e au

tom

obile

.

On

the

stre

ets o

f Ton

kaw

a he

wea

rs th

e sa

me

old

woo

len

shirt

he

wor

e be

fore

th

e st

rike.

“Th

e on

ly d

iffer

ence

is th

at h

e w

ears

his

Sun

day

pant

s eve

ry d

ay,”

said

the

edito

r of t

he lo

cal n

ewsp

aper

. “H

is d

augh

ter s

aid

the

othe

r day

she

wis

hed

som

ebod

y w

ould

stea

l her

fath

er’s

clo

thes

so h

e w

ould

get

som

e ne

w o

nes.

Sa

m M

cKee

has

nin

e ch

ildre

n. F

or a

num

ber o

f yea

rs h

e tri

ed to

supp

lem

ent

his l

ivin

g on

the

blea

k hi

lls w

ith a

thre

shin

g ou

tfit.

Ten

year

s ago

, whe

n th

ey fi

rst t

alke

d oi

l in

that

dis

trict

, he

gave

a m

iner

al-r

ight

leas

e on

his

160

acr

es to

a st

rang

er fo

r ten

ce

nts a

n ac

re. T

wo

year

s ago

, whe

n th

e fir

st p

rodu

cing

wel

l was

dril

led

in th

e di

stric

t, a

man

offe

red

him

a F

ord

car f

or a

hal

f int

eres

t in

the

one-

eigh

th ro

yalty

.2 As t

he

prod

ucin

g w

ells

clo

sed

he w

as o

ffere

d m

ore.

Ano

ther

man

offe

red

$10,

000

for t

he h

alf

inte

rest

...

Toda

y th

e fa

rm is

yie

ldin

g 80

00 b

arre

ls o

f cru

de o

il da

ily, a

nd o

ne e

ight

h of

it

is M

cKee

’s...

He

has r

efus

ed $

2,00

0,00

0 fo

r his

one

-eig

hth

roya

lty.

Whe

n th

e fir

st w

ell

cam

e in

he

sold

his

thre

shin

g ou

tfit f

or $

400

(one

tent

h of

wha

t it w

as w

orth

), bo

ught

a

mod

est h

ome

on a

dirt

stre

et in

tow

n an

d be

gan

to b

uy fa

rms.

If I

Had

A M

illio

n D

olla

rs...

Th

ese

are

typi

cal.

The

olde

r peo

ple

are

galv

aniz

ed in

to c

onse

rvat

ism

whe

n th

ey st

rike

the

bona

nza.

The

y kn

ow h

ow to

farm

. The

y kn

ow h

ow to

buy

farm

s. Th

eir

idea

s of h

ome

com

forts

are

sim

ple.

The

y ha

ve n

ot g

iven

muc

h to

phi

lant

hrop

ies,

for

the

good

and

suffi

cien

t rea

son

that

they

hav

e ne

ver h

ad a

nyth

ing

to g

ive.

.. Th

ey d

o no

t en

dow

hos

pita

ls o

r com

mun

ity h

ouse

s, be

caus

e su

ch th

ings

hav

e be

en q

uite

out

side

th

eir fi

eld

of e

xper

ienc

e an

d ob

serv

atio

n. T

hey

give

, spa

ringl

y bu

t che

erfu

lly e

noug

h,

to c

hurc

hes,

for t

hey

have

had

con

tact

with

the

mod

est fi

nanc

ial r

equi

rem

ents

of

chur

ches

... O

nly

a ve

ry fe

w–u

sual

ly th

e yo

unge

r one

s–sp

end

mon

ey fo

olis

hly.

..

I ask

ed [a

loca

l ban

ker]

if o

il im

prov

ed o

r har

med

the

mor

al to

ne o

f the

co

mm

unity

.

“It h

as n

o ef

fect

eith

er w

ay, e

xcep

t as i

t brin

gs in

a lo

t of c

amp

follo

wer

s w

ho m

ake

seco

ndar

y pr

ofits

out

of t

he g

ener

al b

usin

ess b

oom

. The

re w

ere

som

e pr

etty

to

ugh

citiz

ens h

ere

for a

whi

le a

nd th

e to

wn

was

wid

e op

en. Y

ou c

an st

ill se

e so

me

of

the

pain

ted

wom

en o

n th

e st

reet

s. B

ut th

e st

ate

auth

oriti

es st

eppe

d in

and

thin

gs a

re in

be

tter s

hape

now

.”

The

subs

tant

ial c

itize

ns o

f the

stay

ing

sort

take

adv

anta

ge o

f the

boo

m

cond

ition

s by

tryin

g to

brin

g in

val

uabl

e an

d pe

rman

ent c

ivic

pro

ject

s suc

h as

pav

ing,

be

tter s

choo

l bui

ldin

gs, n

ew h

otel

s, co

mm

unity

hou

ses,

play

grou

nds,

park

s, sw

imm

ing

pool

s and

chu

rche

s. Su

ch is

the

case

at b

oth

Ponc

a C

ity a

nd T

onka

wa.

Not

man

y of

the

busi

ness

men

pro

fit d

irect

ly fr

om th

e oi

l, as

the

land

is m

ostly

in th

e ha

nds o

f far

mer

s an

d is

leas

ed b

y br

oker

s or b

ig c

ompa

nies

. The

ir pr

ospe

rity

is o

f a se

cond

ary

natu

re. I

n m

ost c

ases

it is

the

seco

ndar

y w

ealth

that

is b

ack

of p

ublic

wor

ks. H

owev

er, t

here

are

no

tabl

e ex

cept

ions

to th

is ru

le.

The

Ent

repr

eneu

r, T

he P

hila

nthr

opis

t

Com

ing

to P

onca

City

from

Ton

kaw

a on

e se

es in

the

dist

ance

wha

t mig

ht b

e a

herd

of p

rehi

stor

ic m

onst

ers.

They

turn

out

to b

e 80

,000

bar

rel t

anks

–row

s and

squa

ds

and

plat

oons

of t

hem

, cov

erin

g an

ent

ire q

uarte

r sec

tion.

The

se ta

nks h

old

the

rese

rve

supp

ly fo

r the

Mar

land

refin

ery.

Join

ing

at th

is p

lace

are

pip

e lin

es fr

om m

any

of th

e fa

r-flun

g po

ols w

hich

pum

p an

d pu

lsat

e lik

e ar

terie

s. H

ere

the

“cru

de”

is re

fined

into

ga

solin

e, k

eros

ene

and

othe

r pet

role

um p

rodu

cts.

A

bout

12

year

s ago

Ern

est W

. Mar

land

was

pen

nile

ss. H

e ca

me

to K

ay c

ount

y fr

om P

ittsb

urgh

, Pa.

, with

reso

urce

s con

sist

ing

of a

law

edu

catio

n an

d a

know

ledg

e of

oi

l geo

logy

. He

enga

ged

in th

e ga

s pro

mot

ion

gam

e, b

ut u

ntil

six

year

s ago

had

gai

ned

prac

tical

ly n

o gr

ound

... N

ow h

e is

said

to b

e w

orth

from

twen

ty-fi

ve to

thirt

y m

illio

ns

and

is p

resi

dent

of t

he M

arla

nd o

il co

mpa

nies

, who

se a

sset

s are

$71

,000

,000

. Of t

he

7000

inha

bita

nts o

f Pon

ca C

ity n

early

one

hal

f are

Mar

land

em

ploy

ees a

nd m

embe

rs o

f th

e em

ploy

ees’

fam

ilies

. Th

e bi

gges

t ins

titut

ion

in th

e to

wn,

of c

ours

e, is

the

Mar

land

re

finer

y...

H

e ha

s rec

ently

giv

en to

the

city

a 4

0-ac

re g

olf c

ours

e...

Ther

e is

a 2

00-a

cre

gam

e pr

eser

ve, s

tock

ed w

ith fi

sh a

nd b

irds.

Ther

e is

ano

ther

trac

t of 3

00 a

cres

for

play

grou

nds,

a 40

-acr

e po

lo fi

eld

and

a la

rge

mun

icip

al b

aseb

all a

nd fo

otba

ll gr

ound

, all

with

in a

mile

of t

he to

wn.

..

111

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her

112Social Studies | The More Things Change Teacher H

e ha

s giv

en a

site

and

$10

0,00

0 fo

r a b

uild

ing

for t

he lo

cal M

ason

ic lo

dge,

st

ipul

atin

g th

at it

mus

t als

o be

hea

dqua

rters

for t

he lo

cal A

mer

ican

Leg

ion

post

as l

ong

as th

ere

is su

ch a

n or

gani

zatio

n. H

e ha

s als

o es

tabl

ishe

d a

youn

g m

en’s

clu

b lik

e th

at o

f th

e Y.M

.C.A

. and

rece

ntly

star

ted

a Sa

lvat

ion

Arm

y ci

tade

l fun

d w

ith a

$10

,000

gift

. H

e is

pre

side

nt o

f the

Pon

ca C

ity C

ham

ber o

f Com

mer

ce. H

e is

an

enth

usia

stic

supp

orte

r of

hosp

ital a

nd re

ligio

us a

ctiv

ities

, and

ben

evol

ence

s of v

ario

us k

inds

... A

t his

hom

e in

the

outs

kirts

of t

he to

wn

he h

as a

form

al g

arde

n 16

00 fe

et lo

ng b

y 40

0 fe

et w

ide.

Alth

ough

hi

s altr

uist

ic p

roje

cts c

ould

not

fail

to a

ttrac

t con

side

rabl

e at

tent

ion,

ther

e ha

s bee

n no

thin

g sp

ecta

cula

r abo

ut h

is m

etho

ds.

Pe

rhap

s the

re is

no

mor

e fo

rcef

ul e

xam

ple

of th

e in

fluen

ce o

f oil

wea

lth u

pon

com

mun

ity li

fe th

an th

at w

hich

is se

en a

t Pon

ca C

ity...

[Mr.

Mar

land

’s] e

mph

asis

up

on th

e ae

sthe

tic a

nd m

oral

seem

s to

have

com

e w

ith h

im fr

om e

arlie

r tra

inin

g an

d ob

serv

atio

n...

Dra

win

g C

oncl

usio

ns

Ther

e ar

e th

ree

dist

inct

effe

cts–

upon

the

civi

c in

fanc

y of

the

illite

rate

Indi

an3 ,

upon

the

civi

c ad

oles

cenc

e of

the

stru

gglin

g fa

rmer

s, an

d up

on th

e ci

vic

mat

urity

of t

he

wor

ld-w

ise

phila

nthr

opis

t.

Ther

e is

one

com

mon

cha

ract

eris

tic o

f the

se th

ree

effe

cts,

how

ever

. The

in

divi

dual

is n

ot u

sual

ly m

ade

over

into

a d

iffer

ent s

ocia

l ani

mal

by

the

delu

ge o

f m

oney

. He

sim

ply

inte

nsifi

es a

nd a

mpl

ifies

his

exi

stin

g co

ncep

ts, a

nd g

ives

free

r pla

y to

hi

s exi

stin

g de

sire

s with

out c

once

ivin

g ne

w o

nes.

In

leav

ing

Ponc

a C

ity a

fter a

trip

ove

r the

oil

field

s, I t

houg

ht o

f the

cow

boy

on

the

101

Ran

ch w

ho h

ad u

sed

a go

odly

por

tion

of h

is o

il m

oney

to p

urch

ase

a da

zzlin

g sa

ddle

, mad

e to

ord

er fo

r $20

,000

. It w

as tr

imm

ed w

ith so

lid g

old

and

fine

silv

er, a

nd

was

stud

ded

with

dia

mon

ds a

nd sa

pphi

res.

And

then

ther

e ca

me

to m

ind

the

old

stor

y of

the

mas

on’s

hel

per w

ho w

as a

sked

wha

t he

wou

ld d

o if

he sh

ould

sudd

enly

inhe

rit a

m

illio

n.

“I w

ould

by

a m

ahog

any

hod4 ,”

he

said

...

Perh

aps o

ne c

ould

not

bet

ter i

llust

rate

the

actu

al m

enta

l atti

tude

of t

he d

istri

ct

than

by

quot

ing

a co

untry

edi

tor w

ho h

as li

ved

thro

ugh

the

phen

omen

on. H

e sa

ys:

“A

mon

g ot

her t

hing

s tha

t the

oil

has b

roug

ht u

s is a

floc

k of

new

spap

er

corr

espo

nden

ts lo

okin

g fo

r ‘hu

man

inte

rest

’ sto

ries a

bout

our

new

ly m

ade

mill

iona

ires.

They

seem

to th

ink

that

thos

e w

ho h

ave

been

mad

e ric

h by

the

disc

over

y of

oil

on

thei

r lan

d sh

ould

do

som

ethi

ng fo

r the

ent

erta

inm

ent o

f the

read

ers o

f the

met

ropo

litan

pr

ess,

that

they

shou

ld m

ake

mon

keys

of t

hem

selv

es to

mak

e go

od ‘c

opy’

for t

he

spac

e w

riter

s. Th

e tru

th o

f the

mat

ter i

s tha

t Ton

kaw

a’s m

illio

naire

s are

beh

avin

g ve

ry

sens

ibly

, and

are

not

mak

ing

any

grea

t spl

urge

with

thei

r new

ly a

cqui

red

wea

lth. M

ost

of th

em a

re lo

okin

g af

ter t

heir

imm

edia

te re

lativ

es w

ho h

ave

not b

een

so fo

rtuna

te

as th

ey. S

ome

are

show

ing

thei

r fai

th in

the

soil

of th

is se

ctio

n by

inve

stin

g in

farm

s. Th

ey a

re b

uild

ing

hom

es a

nd b

usin

ess h

ouse

s, sh

arin

g in

the

stoc

k of

hot

els a

nd o

ther

bu

sine

ss e

nter

pris

es. N

ot o

ne h

as d

one

anyt

hing

that

any

oth

er se

nsib

le a

nd w

ell-

bala

nced

man

or w

oman

wou

ld n

ot d

o. V

ery

few

hav

e le

ft th

e co

mm

unity

, but

are

sp

endi

ng th

eir m

oney

her

e w

here

it w

as c

reat

ed. T

hey

have

bee

n be

sieg

ed w

ith b

eggi

ng

lette

rs a

nd e

ven

offe

rs o

f mar

riage

that

hav

e be

en d

isgu

stin

g in

the

extre

me.

We

wan

t to

say

right

her

e an

d no

w th

at T

onka

wa’

s mill

iona

ires a

re sa

fe a

nd sa

ne.”

Not

es, P

art T

wo:

1.

Larg

e oi

l sto

rage

tank

s. Th

e su

dden

om

nipr

esen

ce o

f oil

mac

hine

ry a

nd re

late

d st

ruct

ures

in a

bo

om a

rea

ofte

n ov

erw

helm

ed e

very

thin

g pr

evio

usly

ther

e. P

rofit

able

or n

ot, t

hey

wer

e ne

ver a

ccus

ed o

f be

ing

aest

hetic

ally

ple

asin

g.2.

L

and

owne

rs w

ere

typi

cally

pai

d w

hate

ver a

mou

nt p

er a

cre

was

agr

eed

upon

for r

ight

s to

drill

on

thei

r lan

d, p

lus g

uara

ntee

d an

eig

hth

of w

hate

ver o

il m

ight

be

disc

over

ed th

ere.

A sp

ecul

ator

mig

ht o

ffer

them

cas

h or

oth

er in

cent

ives

up

front

in e

xcha

nge

for p

art o

r all

of th

is ro

yalty

. The

land

ow

ner t

hen

face

d th

e ch

oice

of g

uara

ntee

d pr

ofits

imm

edia

tely

or t

he u

ncer

tain

ty o

f pos

sibl

e ri

ches

in th

e fu

ture

.3.

N

ote

that

her

e, a

s in

the

first

par

t of t

he a

rtic

le, t

he O

ccid

enta

l ass

umpt

ion

that

a c

ultu

re o

ften

unw

illin

g to

com

plet

ely

adop

t whi

te, W

este

rn c

ultu

re a

s the

ir o

wn

mus

t be

unab

le to

do

so–l

ike

a ch

ild

who

has

not

yet

lear

ned

the

skill

s of a

dulth

ood.

Whi

le th

e au

thor

app

aren

tly sh

ares

the

bias

es o

f his

da

y, he

vie

ws t

he N

ativ

es w

ith sy

mpa

thy

rath

er th

an d

isda

in.

4.

A lo

ng-h

andl

ed w

oode

n tro

ugh

used

for c

arry

ing

bric

ks, m

orta

r, et

c., o

n th

e sh

ould

er.

112

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her


113

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her

Nat

ive A

mer

ican

sFa

rmer

sE

ntre

pren

eurs

Gra

phic

Org

aniz

er


114

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her

Nat

ive A

mer

ican

sFa

rmer

sE

ntre

pren

eurs

Gra

phic

Org

aniz

er-A

NSW

ER

KE

Y

• m

any

sold

land

out

righ

t •

man

y ar

e of

mix

ed h

erita

ge•

Trib

e is

scat

tere

d•

build

fanc

y ho

mes

• m

arry

whi

te w

omen

• sl

eep

on fl

oors

• liv

e in

yar

d in

tent

s•

circ

le c

ars a

nd c

ook

on o

pen

fires

in

cent

er•

if ca

r fai

ls to

run

they

buy

a n

ew o

ne

• m

any

got l

and

in la

nd ru

n•

wor

ked

hard

for 3

0 ye

ars

• bo

ught

mor

e fa

rms w

ith o

il m

oney

• bo

ught

a m

odes

t car

• w

ears

Sun

day

pant

s eve

ry d

ay•

boug

ht m

odes

t hom

e•

child

ren

spen

d m

ore

free

ly•

give

to th

eir c

hurc

h

• co

mes

from

out

of s

tate

• ed

ucat

ed•

bigg

est e

mpl

oyer

in to

wn

• su

ppor

ts h

ospi

tal

• su

ppor

ts re

ligio

us a

ctiv

ities

• gi

ves c

ity-g

olf c

ours

e-p

lay

grou

nd-p

olo

field

-bas

ebal

l/foo

tbal

l fiel

d-M

ason

ic L

odge

/Am

eric

an L

egio

n H

all


Fact vs. Opinion:

Hand out copies of the article, The Miracle of Oil, and have students complete the following writing assignment.

1. Put students in pairs, each with a different color highlighter. Have one student highlight the article for facts only, and the other student for opinion only.

2. Write a paragraph that evaluates how the media influence and reinforce what the public believes. Support your position with evidence from the text. The finished paragraph can be used as a summative assessment.

Teacher Note: As students work, circulate to encourage students to stay on task and decide if each of the excerpts from the primary source documents dealing with the Oklahoma oil boom is fact or opinion.


AN

SWE

R K

EY:

FA

CT

vs. O

PIN

ION

BO

LD

= F

AC

T

ITA

LIC

S =

OPI

NIO

N

The

Mor

e T

hing

s Cha

nge.

..T

he Im

pact

of S

udde

n W

ealth

The

follo

win

g ex

cerp

ts a

re fr

om a

two-

part

serie

s exp

lorin

g th

e hu

man

con

sequ

ence

s of

wha

t was

then

a v

ery

rece

nt p

heno

men

on–o

il bo

oms a

nd th

eir r

esul

ts, fi

nanc

ial a

nd

pers

onal

. The

se a

rticl

es fi

rst a

ppea

red

in T

he In

depe

nden

t in

the

Sprin

g an

d Su

mm

er o

f 19

24 [S

ubhe

adin

gs h

ave

been

add

ed].

Whi

le so

me

of th

e la

ngua

ge m

ay b

e da

ted,

the

unde

rlyin

g qu

estio

n be

ing

aske

d is

not

: how

doe

s sud

den

wea

lth a

ffect

the

indi

vidu

al?

Part

One

: Fr

om “

The

Mir

acle

of O

il: C

hapt

ers o

n th

e H

uman

Con

sequ

ence

s of t

he

“Gus

her”

--I.

The

Indi

an”

by E

lmer

T. P

eter

son

(The

Inde

pend

ent –

Apr

il 26

, 192

4):

The

Eru

ptio

n B

egin

s

To th

e K

aw In

dian

Res

erva

tion,

cam

e th

e ge

olog

ist.

He

knew

oil.

He

quie

tly se

cure

d le

ases

on

a gr

eat t

ract

dow

n B

urba

nk w

ay. A

refi

ning

com

pany

ca

me

and

took

mor

e le

ases

in th

e re

serv

atio

n.

In a

n un

trie

d te

rrito

ry th

e fir

st w

ell i

s cal

led

a w

ildca

t–w

hich

doe

s not

by

any

mea

ns im

ply

fake

ry. T

here

nev

er w

ould

be

any

new

oil

field

s if i

t wer

e no

t for

the

wild

catte

rs.

T

he E

mm

ett T

hom

pson

wild

cat w

as d

rille

d.

Early

one

mor

ning

the w

ell “

cam

e in,

” an

d flo

wed

two

thou

sand

bar

rels

a da

y.

At t

he cu

rren

t pric

e of c

rude

pet

roleu

m th

at m

eant

$4,

000

a da

y, of

whi

ch T

hom

pson

re

ceiv

ed o

ne-e

ight

h. A

nd th

ere w

as p

lenty

of r

oom

for m

ore w

ells o

n th

e pla

ce.

B

y th

is ti

me

the

dist

rict

was

wel

l-fille

d w

ith sc

outs

and

geo

logi

sts a

nd

“lea

se-h

ound

s,” w

aitin

g fo

r th

e ou

tcom

e of

the

Tho

mps

on w

ildca

t tes

t.

The

brin

ging

in o

f the

gus

her s

ent t

he w

hole

rese

rvat

ion

into

a fr

enzy

. It

rese

mbl

ed a

gig

antic

ant

-hill

sudd

enly

pro

dded

into

life

with

a st

ick.

Le

ases

wen

t fro

m te

n ce

nts t

o on

e hu

ndre

d, tw

o hu

ndre

d, th

ree

hund

red

dolla

rs a

n ac

re. R

oyal

ties o

n pu

rely

con

ject

ural

oil

wer

e bo

ught

and

sold

by

brok

ers,

mou

ntin

g hi

gher

and

hig

her e

ven

befo

re o

ther

wel

ls w

ere

drill

ed.

Th

e ne

arby

rai

lroa

d w

as g

lutte

d w

ith in

com

ing

drill

ing

mac

hine

ry fr

om

Wic

hita

and

Tul

sa. G

reat

truc

ks c

lank

ed a

nd r

umbl

ed o

ver t

he r

aw p

rair

ies a

nd

hills

with

pip

e an

d bi

ts a

nd c

rude

oil

engi

nes a

nd ti

mbe

r for

der

rick

s, cu

tting

gas

hes

whi

ch w

ere

fille

d al

tern

atel

y w

ith m

ud a

nd c

hoki

ng d

ust.

“Tan

kies

,” “

tool

ies,”

dr

iller

s, dy

nam

ite m

en, e

ngin

emen

, lea

se tr

ader

s, sw

arm

ed th

ere

from

the

olde

r fie

lds,

alw

ays o

n th

e lo

okou

t for

the

big

pay.

A

fter t

hem

cam

e th

e in

evita

ble

cam

p fo

llow

ers–

gam

bler

s, pr

ostit

utes

, co

nfide

nce

men

, hol

d-up

art

ists,

pick

pock

ets a

nd fa

kirs

1 . E

very

“po

ol,”

as a

pe

trol

eum

are

a is

calle

d, h

as it

s mus

hroo

m o

il vi

llage

2 . W

hizb

ang,

in th

e K

aw

rese

rvat

ion,

was

typi

cal.

It w

as b

uilt

of fl

imsy

one

-sto

ry fr

ame

shac

ks, w

ith o

ne

mai

n st

reet

. It c

onta

ined

gro

cery

stor

es, r

esta

uran

ts, a

dan

ce h

all o

r tw

o, a

utom

obile

es

tabl

ishm

ents

and

oth

er m

iscel

lane

ous s

tore

s, w

ith d

ives

run

ning

as b

raze

nly

and

blat

antly

as e

ver t

hey

did

in C

ripp

le C

reek

or t

he w

ildes

t Nev

ada

cam

ps3 .

The

re

wer

e tw

o-gu

n m

en, c

owbo

ys fr

om n

earb

y ra

nges

, Ind

ians

in b

rilli

ant fi

nery

, pai

nted

w

omen

and

dru

nken

“to

olie

s.” W

hizb

ang

was

God

less

and

truc

ulen

t4 , an

d ov

er it

, ni

ght a

nd d

ay, h

ung

the

char

acte

rist

ic fu

mes

of t

he c

rude

–som

ewha

t lik

e na

tura

l gas

, so

mew

hat l

ike

gaso

line,

som

ewha

t lik

e ke

rose

ne, m

uch

like

Sulp

hur..

.

The M

ore T

hing

s Cha

nge,

The M

ore T

hey S

tay T

he S

ame

Th

e K

aw tr

ibe

has c

ome

into

a st

rang

e he

rita

ge a

fter w

ande

ring

nea

rly

two

cent

urie

s in

the

wild

erne

ss. B

ut it

is a

div

ided

one

, for

man

y of

the

Indi

ans h

ave

sold

thei

r la

nds o

utri

ght t

o w

hite

sett

lers

. Man

y ot

hers

are

hal

f, qu

arte

r, ei

ghth

or

sixt

eent

h bl

ood

of th

e or

igin

al st

ock.

The

trib

e is

scat

tere

d fa

r. M

any

mem

bers

ha

ve a

chie

ved

wea

lth a

nd d

istin

ctio

n...

B

ecau

se o

f the

se c

ondi

tions

and

als

o be

caus

e of

the

new

ness

of t

he r

ich

oil

stri

ke th

ere,

[it m

ay h

elp

to u

nder

stan

d th

e ef

fect

on

the

Kaw

if w

e lo

ok fi

rst a

t] th

e ef

fect

of s

imila

r de

luge

s am

ong

the

Osa

ge a

nd o

ther

pre

viou

s ben

efici

arie

s.

One

of t

he r

iche

st o

f all

the

Indi

ans b

uilt

a be

autif

ul h

ome

and

was

m

arri

ed to

a w

hite

wom

an. T

he w

ild in

stin

ct st

ill p

reva

iled5 ,

how

ever

, and

at n

ight

w

hen

all w

as q

uiet

he

wou

ld ta

ke h

is b

lank

ets d

own

to th

e liv

ing

room

and

slee

p on

th

e ha

rd fl

oor

befo

re th

e fir

epla

ce…

“Y

ou se

ldom

find

the

Indi

ans i

n th

eir

hom

es,”

said

a P

onca

City

man

. “T

hey

leav

e th

em a

nd sp

end

thei

r tim

e in

tow

n, sq

uatt

ing

alon

g th

e bu

sine

ss

stre

ets a

nd ju

st lo

okin

g on

. Som

etim

es th

ey w

ill a

band

on th

eir

expe

nsiv

e ho

mes

an

d liv

e in

tent

s in

the

yard

.”

Trav

elin

g th

roug

h th

e O

sage

cou

ntry

it is

a c

omm

on th

ing

to fi

nd a

cir

cle

of e

xpen

sive

aut

omob

iles s

urro

undi

ng a

n op

en c

amp-

fire,

whe

re th

e br

onze

d an

d br

ight

ly b

lank

eted

ow

ners

are

coo

king

mea

t in

the

prim

itive

styl

e. T

hey

stay

in th

e op

en, d

ays a

nd w

eeks

at a

tim

e. If

a c

ar, f

or a

ny r

easo

n, fa

ils to

run

, the

y ar

e lik

ely

to le

ave

it at

the

side

of t

he r

oad,

go

to to

wn

and

buy

a ne

w o

ne w

ith th

eir

easy

-flo

win

g ca

sh.

It

is r

elat

ed th

at w

hen

[one

Osa

ge] I

ndia

n re

ceiv

ed h

is fi

rst m

oney

... h

e pu

rcha

sed

a gl

itter

ing

hear

se th

at h

ad ta

ken

his f

ancy

, loa

ded

him

self

and

fam

ily

into

it a

nd d

isap

pear

ed in

to th

e hi

lls.

116

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her

117Social Studies | The More Things Change TeacherSum

mar

y of

the

Impa

ct O

n N

ativ

e Am

eric

ans

O

n th

e w

hole

, the

influ

ence

of t

he su

dden

rich

es h

as b

een

very

bad

. The

re

are

nota

ble

exce

ptio

ns...

[but

] in

mos

t cas

es th

e ea

sy-c

ome

mon

ey h

as b

een

a cu

rse.

Th

e un

soph

istic

ated

trib

esm

en h

ave

been

eas

y vi

ctim

s to

unsc

rupu

lous

boo

tlegg

ers,

high

jack

ers a

nd g

angs

ters

. The

chi

ld-li

ke c

redu

lity

and

alm

ost t

otal

lack

of e

cono

mic

co

ncep

ts p

rodu

ces a

reac

tion

whi

ch m

ight

be

liken

ed to

that

whi

ch ta

kes p

lace

whe

n a

subm

erge

d ph

osph

orou

s is s

udde

nly

unco

vere

d an

d ex

pose

d to

a b

reat

h of

oxy

gen.

Tha

t w

hich

nor

mal

ly is

a b

land

mea

ns o

f sus

tena

nce

and

life

beco

mes

a w

ither

ing

blas

t...

A

que

er tu

rn o

f fat

e [h

as] o

ccur

red

sinc

e th

e fa

ther

s of t

he p

rese

nt

trib

esm

en w

ere

driv

en fa

r al

ong

the

trai

l int

o th

e dr

y an

d st

ony

past

ures

6 . N

ow

the

Osa

ge tr

ibe

is th

e ri

ches

t nat

ion,

cla

n or

soci

al g

roup

of a

ny r

ace

on e

arth

, in

clud

ing

the

whi

tes,

man

for

man

.

Not

es, P

art O

ne:

1.

“beg

gars

”2.

M

ore

com

mon

ly re

ferr

ed to

toda

y as

“bo

omto

wns

”3.

Si

tes o

f gol

d / s

ilver

rush

es in

the

latte

r hal

f of t

he 1

9th c

entu

ry4.

“fi

erce

” or

“sa

vage

”5.

H

ere

and

in su

bseq

uent

pas

sage

s the

read

er m

ay n

ote

lang

uage

and

atti

tude

s whi

ch w

ould

be

cons

ider

ed d

emea

ning

tow

ards

Nat

ive

Amer

ican

s by

toda

y’s st

anda

rds.

In th

e co

ntex

t of t

he a

rtic

le,

how

ever

, no

insu

lt se

ems t

o ha

ve b

een

inte

nded

. The

wri

ter,

whi

le m

ildly

pat

roni

zing

, is r

eflec

ting

ster

eoty

pes a

nd a

ssum

ptio

ns o

f the

tim

es w

ithou

t app

aren

t mal

ice.

The

read

er is

enc

oura

ged

to n

ote

the

diffe

renc

es b

etw

een

the

attit

udes

and

cul

tura

l und

erst

andi

ng (o

r lac

k th

ereo

f) of

then

and

now

, but

to

avoi

d be

ing

so d

istr

acte

d by

them

as t

o m

iss t

he la

rger

poi

nt o

f the

art

icle

.6.

Al

thou

gh th

e O

sage

did

not

exp

erie

nce

the

sam

e so

rt o

f “Tr

ail o

f Tea

rs”

that

the

Che

roke

e an

d ot

her t

ribe

s did

in th

e fir

st h

alf o

f the

19th

cen

tury

, the

y w

ere

even

tual

ly fo

rced

ont

o un

desi

rabl

e la

nd in

In

dian

Ter

rito

ry (l

ater

to b

ecom

e O

klah

oma)

alo

ng w

ith n

umer

ous o

ther

tri

bes.

Part

Tw

o: F

rom

“Th

e M

irac

le o

f Oil:

Cha

pter

s on

the

Hum

an C

onse

quen

ces o

f th

e “G

ushe

r”--

II. T

he W

hite

Man

” by

Elm

er T

. Pet

erso

n (T

he In

depe

nden

t –Ju

ne 2

1,

1924

):

The

Str

uggl

ing

Pion

eer

Farm

er

Cro

ssin

g ov

er to

the f

ertil

e slo

pe o

f the

Ark

ansa

s Riv

er n

ear t

he m

outh

of t

he

Salt

Fork

, one

com

es to

the f

amou

s 101

Ran

ch o

f the

Mill

er B

roth

ers–

100,

000

acre

s or

mor

e, w

here

each

yea

r is h

eld

a gr

eat r

odeo

, ano

ther

embl

em o

f the

fast

fadi

ng O

ld

Wes

t. H

ere t

he co

wbo

ys st

ill ri

de th

e ran

ge a

nd k

now

how

to “

bulld

og”

a st

eer.

To

the

nort

h is

Pon

ca C

ity, w

ith it

s gro

tesq

ue c

yclo

pean

“ta

nk fa

rm”1 a

nd it

s re

finer

ies w

here

the

smel

l of t

he “

crud

e” h

angs

hea

vy.

To

the

wes

t is o

ld T

onka

wa,

sudd

enly

rej

uven

ated

by

an o

il bo

om, a

nd

Smac

kove

r an

d T

hree

San

ds, w

hich

spra

ng u

p in

a d

ay. H

ere

are

mor

e fo

rest

s of

ding

y sp

ires w

hich

can

be

seen

five

mile

s aw

ay, i

ncon

gruo

us in

thei

r set

tings

of b

uffa

lo

sod

and

alfa

lfa.

T

he se

ttle

rs h

ere

cam

e ju

st th

irty

yea

rs a

go w

hen

the

Che

roke

e St

rip

was

op

ened

for

the

taki

ng o

f hom

este

ads.

O

n th

e K

ansa

s bou

ndar

y in

189

3 th

e la

nd-h

ungr

y pe

ople

line

d up

for

the

star

ter’

s gun

, in

prai

rie

scho

oner

s, on

hor

seba

ck, o

n ol

d-fa

shio

ned

high

-whe

eled

bi

cycl

es a

nd o

n fo

ot. T

he li

ne st

retc

hed

for

mile

s and

mile

s, an

d th

e ra

ce b

egan

w

hen

sold

iers

, sta

tione

d at

inte

rval

s, al

l fire

d gu

ns a

t pre

cise

ly th

e sa

me

mom

ent.

It w

as a

thri

lling

race

and

the

win

ners

took

the

best

hom

este

ads.

Fo

r th

irty

yea

rs th

ey h

ave

toile

d. P

atch

es o

f whe

at, a

nd fi

nally

cor

n an

d al

falfa

, fou

ght b

ack

the

enve

lopi

ng b

uffa

lo so

d an

d bl

uest

em a

nd th

e yu

cca

and

cact

us. “

Mos

t of t

hem

stay

ed w

ith th

eir h

omes

tead

s bec

ause

they

cou

ldn’

t get

aw

ay,”

sa

ys a

com

mer

cial

clu

b se

cret

ary

of th

e di

stri

ct, w

ith e

ngag

ing

fran

knes

s.

[The

] men

’s h

ands

are

rou

ghen

ed a

nd b

roke

n in

thei

r w

rest

ling

with

the

wild

erne

ss, a

nd th

e w

ind

and

sun

and

dust

bea

t upo

n th

em, a

nd it

is h

ard

even

to

have

whe

at b

read

upo

n th

e ta

bles

at t

imes

...

117

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her

118Social Studies | The More Things Change TeacherWhe

n It

Rai

ns, I

t Pou

rs

A lit

tle m

ore t

han

a ye

ar a

go [s

trug

glin

g fa

rmer

Jim

my

Barc

lay]

was

dow

n to

no

thin

g. H

e sta

ked

his l

ast d

olla

rs o

n th

e firs

t wel

l tha

t was

bei

ng d

rille

d in

the d

istri

ct.

Nob

ody

knew

whe

ther

ther

e was

even

a g

ood

pros

pect

. The

nei

ghbo

rs a

ll ga

ther

ed

arou

nd to

see w

heth

er it

wou

ld b

e oil

or sa

lt w

ater

. Mos

t of t

hem

had

an

inte

rest

in it

.

The d

rill

bit i

nto

the o

il sa

nd. T

here

was

a g

urgl

ing,

rush

ing

soun

d an

d ou

t on

the fl

oor o

f the

iron

tank

ther

e ran

a sl

imy,

gree

n flu

id.

Ji

mm

y fe

ll on

his

knee

s. H

e sco

oped

up

the “

crud

e” in

his

hand

s and

spla

shed

it

over

his

face

and

han

ds.

“Y

ou o

ld o

il,”

he cr

ied,

and

tear

s ran

dow

n hi

s win

d-be

aten

face

, min

glin

g w

ith g

reas

y liq

uid.

H

e is n

ow w

orth

wel

l ove

r hal

f a m

illio

n, a

nd h

as in

vest

ed h

is m

oney

in

farm

s. H

e has

bou

ght a

For

d ca

r, bu

t his

twen

ty-y

ear o

ld so

n ha

s a m

ore e

xpen

sive

auto

mob

ile.

O

n th

e str

eets

of T

onka

wa

he w

ears

the s

ame o

ld w

oole

n sh

irt h

e wor

e bef

ore

the s

trik

e. “T

he o

nly

diffe

renc

e is t

hat h

e wea

rs h

is Su

nday

pan

ts ev

ery

day,”

said

the

edito

r of t

he lo

cal n

ewsp

aper

. “H

is da

ught

er sa

id th

e oth

er d

ay sh

e wish

ed so

meb

ody

wou

ld st

eal h

er fa

ther

’s cl

othe

s so

he w

ould

get

som

e new

one

s.

Sam

McK

ee h

as n

ine c

hild

ren.

For

a n

umbe

r of y

ears

he t

ried

to su

pple

men

t hi

s liv

ing

on th

e ble

ak h

ills w

ith a

thre

shin

g ou

tfit.

Ten

year

s ago

, whe

n th

ey fi

rst

talk

ed o

il in

that

dist

rict

, he g

ave a

min

eral

-rig

ht le

ase o

n hi

s 160

acr

es to

a st

rang

er

for t

en ce

nts a

n ac

re. T

wo

year

s ago

, whe

n th

e firs

t pro

duci

ng w

ell w

as d

rille

d in

the

dist

rict

, a m

an o

ffere

d hi

m a

For

d ca

r for

a h

alf i

nter

est i

n th

e one

-eig

hth

roya

lty.2 A

s th

e pro

duci

ng w

ells

clos

ed h

e was

offe

red

mor

e. A

noth

er m

an o

ffere

d $1

0,00

0 fo

r the

ha

lf in

tere

st...

To

day

the f

arm

is y

ield

ing

8000

bar

rels

of cr

ude o

il da

ily, a

nd o

ne ei

ghth

of i

t is

McK

ee’s.

.. H

e has

refu

sed

$2,0

00,0

00 fo

r his

one-

eigh

th ro

yalty

. W

hen

the fi

rst w

ell

cam

e in

he so

ld h

is th

resh

ing

outfi

t for

$40

0 (o

ne te

nth

of w

hat i

t was

wor

th),

boug

ht a

m

odes

t hom

e on

a di

rt st

reet

in to

wn

and

bega

n to

buy

farm

s.

If I

Had

A M

illio

n D

olla

rs...

Th

ese a

re ty

pica

l. Th

e old

er p

eopl

e are

gal

vani

zed

into

cons

erva

tism

whe

n th

ey st

rike

the b

onan

za. T

hey

know

how

to fa

rm. T

hey

know

how

to b

uy fa

rms.

Thei

r id

eas o

f hom

e com

fort

s are

sim

ple.

They

hav

e not

giv

en m

uch

to p

hila

nthr

opie

s, fo

r th

e goo

d an

d su

ffici

ent r

easo

n th

at th

ey h

ave n

ever

had

any

thin

g to

giv

e... T

hey

do n

ot

endo

w h

ospi

tals

or c

omm

unity

hou

ses,

beca

use

such

thin

gs h

ave

been

qui

te o

utsi

de

thei

r fiel

d of

exp

erie

nce

and

obse

rvat

ion.

The

y gi

ve, s

pari

ngly

but

che

erfu

lly e

noug

h,

to c

hurc

hes,

for t

hey

have

had

con

tact

with

the

mod

est fi

nanc

ial r

equi

rem

ents

of

chur

ches

... O

nly

a ve

ry fe

w–u

sual

ly th

e yo

unge

r one

s–sp

end

mon

ey fo

olis

hly..

.

I ask

ed [a

loca

l ban

ker]

if o

il im

prov

ed o

r ha

rmed

the

mor

al to

ne o

f the

co

mm

unity

.

“It h

as n

o ef

fect

eith

er w

ay, e

xcep

t as i

t bri

ngs i

n a

lot o

f cam

p fo

llow

ers

who

mak

e se

cond

ary

profi

ts o

ut o

f the

gen

eral

bus

ines

s boo

m. T

here

wer

e so

me

pret

ty

toug

h ci

tizen

s her

e fo

r a w

hile

and

the

tow

n w

as w

ide

open

. You

can

still

see

som

e of

th

e pa

inte

d w

omen

on

the

stre

ets.

But t

he st

ate

auth

oriti

es st

eppe

d in

and

thin

gs a

re in

be

tter s

hape

now

.”

The

subs

tant

ial c

itize

ns o

f the

stay

ing

sort

take

adv

anta

ge o

f the

boo

m

cond

ition

s by

tryi

ng to

bri

ng in

val

uabl

e an

d pe

rman

ent c

ivic

pro

ject

s suc

h as

pav

ing,

be

tter s

choo

l bui

ldin

gs, n

ew h

otel

s, co

mm

unity

hou

ses,

play

grou

nds,

park

s, sw

imm

ing

pool

s and

chu

rche

s. Su

ch is

the

case

at b

oth

Ponc

a C

ity a

nd T

onka

wa.

Not

man

y of

the

busi

ness

men

pro

fit d

irec

tly fr

om th

e oi

l, as

the

land

is m

ostly

in th

e ha

nds

of fa

rmer

s and

is le

ased

by

brok

ers o

r bi

g co

mpa

nies

. The

ir p

rosp

erity

is o

f a

seco

ndar

y na

ture

. In

mos

t cas

es it

is th

e se

cond

ary

wea

lth th

at is

bac

k of

pub

lic

wor

ks. H

owev

er, t

here

are

not

able

exc

eptio

ns to

this

rul

e. T

he E

ntre

pren

eur,

The

Phi

lant

hrop

ist

C

omin

g to

Pon

ca C

ity fr

om T

onka

wa

one

sees

in th

e di

stan

ce w

hat m

ight

be

a h

erd

of p

rehi

stor

ic m

onst

ers.

The

y tu

rn o

ut to

be

80,0

00 b

arre

l tan

ks–r

ows

and

squa

ds a

nd p

lato

ons o

f the

m, c

over

ing

an e

ntir

e qu

arte

r se

ctio

n. T

hese

tank

s ho

ld th

e re

serv

e su

pply

for

the

Mar

land

refi

nery

. Joi

ning

at t

his p

lace

are

pip

e lin

es fr

om m

any

of th

e fa

r-flu

ng p

ools

whi

ch p

ump

and

puls

ate

like

arte

ries

. Her

e th

e “c

rude

” is

refi

ned

into

gas

olin

e, k

eros

ene

and

othe

r pe

trol

eum

pro

duct

s.

Abo

ut 1

2 ye

ars a

go E

rnes

t W. M

arla

nd w

as p

enni

less

. He

cam

e to

Kay

co

unty

from

Pitt

sbur

gh, P

a., w

ith r

esou

rces

con

sist

ing

of a

law

edu

catio

n an

d a

know

ledg

e of

oil

geol

ogy.

He

enga

ged

in th

e ga

s pro

mot

ion

gam

e, b

ut u

ntil

six

year

s ago

had

gai

ned

prac

tical

ly n

o gr

ound

... N

ow h

e is

said

to b

e w

orth

from

tw

enty

-five

to th

irty

mill

ions

and

is p

resi

dent

of t

he M

arla

nd o

il co

mpa

nies

, w

hose

ass

ets a

re $

71,0

00,0

00. O

f the

700

0 in

habi

tant

s of P

onca

City

nea

rly

one

half

are

Mar

land

em

ploy

ees a

nd m

embe

rs o

f the

em

ploy

ees’

fam

ilies

. T

he b

igge

st

inst

itutio

n in

the

tow

n, o

f cou

rse,

is th

e M

arla

nd r

efine

ry...

H

e ha

s rec

ently

giv

en to

the

city

a 4

0-ac

re g

olf c

ours

e...

The

re is

a 2

00-

acre

gam

e pr

eser

ve, s

tock

ed w

ith fi

sh a

nd b

irds

. The

re is

ano

ther

trac

t of 3

00

acre

s for

pla

ygro

unds

, a 4

0-ac

re p

olo

field

and

a la

rge

mun

icip

al b

aseb

all a

nd

foot

ball

grou

nd, a

ll w

ithin

a m

ile o

f the

tow

n...

118

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her

119Social Studies | The More Things Change Teacher H

e ha

s giv

en a

site

and

$10

0,00

0 fo

r a

build

ing

for

the

loca

l Mas

onic

lodg

e,

stip

ulat

ing

that

it m

ust a

lso

be h

eadq

uart

ers f

or th

e lo

cal A

mer

ican

Leg

ion

post

as

long

as t

here

is su

ch a

n or

gani

zatio

n. H

e ha

s als

o es

tabl

ishe

d a

youn

g m

en’s

cl

ub li

ke th

at o

f the

Y.M

.C.A

. and

rec

ently

star

ted

a Sa

lvat

ion

Arm

y ci

tade

l fun

d w

ith a

$10

,000

gift

. H

e is

pre

side

nt o

f the

Pon

ca C

ity C

ham

ber

of C

omm

erce

. He

is a

n en

thus

iast

ic su

ppor

ter

of h

ospi

tal a

nd r

elig

ious

act

iviti

es, a

nd b

enev

olen

ces

of v

ario

us k

inds

... A

t his

hom

e in

the

outs

kirt

s of t

he to

wn

he h

as a

form

al g

arde

n 16

00 fe

et lo

ng b

y 40

0 fe

et w

ide.

Alth

ough

his

altr

uist

ic p

roje

cts c

ould

not

fail

to a

ttrac

t co

nsid

erab

le a

ttent

ion,

ther

e ha

s bee

n no

thin

g sp

ecta

cula

r abo

ut h

is m

etho

ds.

Pe

rhap

s the

re is

no

mor

e fo

rcef

ul e

xam

ple

of th

e in

fluen

ce o

f oil

wea

lth u

pon

com

mun

ity li

fe th

an th

at w

hich

is se

en a

t Pon

ca C

ity...

[Mr.

Mar

land

’s] e

mph

asis

up

on th

e ae

sthe

tic a

nd m

oral

seem

s to

have

com

e w

ith h

im fr

om e

arlie

r tra

inin

g an

d ob

serv

atio

n...

Dra

win

g C

oncl

usio

ns

Ther

e ar

e th

ree

dist

inct

effe

cts–

upon

the

civi

c in

fanc

y of

the

illite

rate

Indi

an3 ,

upon

the

civi

c ad

oles

cenc

e of

the

stru

gglin

g fa

rmer

s, an

d up

on th

e ci

vic

mat

urity

of t

he

wor

ld-w

ise

phila

nthr

opis

t.

Ther

e is

one

com

mon

cha

ract

eris

tic o

f the

se th

ree

effe

cts,

how

ever

. The

in

divi

dual

is n

ot u

sual

ly m

ade

over

into

a d

iffer

ent s

ocia

l ani

mal

by

the

delu

ge o

f m

oney

. He

sim

ply

inte

nsifi

es a

nd a

mpl

ifies

his

exi

stin

g co

ncep

ts, a

nd g

ives

free

r pla

y to

hi

s exi

stin

g de

sire

s with

out c

once

ivin

g ne

w o

nes.

In

leav

ing

Ponc

a C

ity a

fter

a tr

ip o

ver

the

oil fi

elds

, I th

ough

t of t

he

cow

boy

on th

e 10

1 R

anch

who

had

use

d a

good

ly p

ortio

n of

his

oil

mon

ey to

pu

rcha

se a

daz

zlin

g sa

ddle

, mad

e to

ord

er fo

r $2

0,00

0. It

was

trim

med

with

solid

go

ld a

nd fi

ne si

lver

, and

was

stud

ded

with

dia

mon

ds a

nd sa

pphi

res.

And

then

ther

e ca

me

to m

ind

the

old

stor

y of

the

mas

on’s

hel

per

who

was

ask

ed w

hat h

e w

ould

do

if he

shou

ld su

dden

ly in

heri

t a m

illio

n.

“I w

ould

by

a m

ahog

any

hod4 ,”

he

said

...

Perh

aps o

ne c

ould

not

bet

ter i

llust

rate

the

actu

al m

enta

l atti

tude

of t

he d

istr

ict

than

by

quot

ing

a co

untr

y ed

itor w

ho h

as li

ved

thro

ugh

the

phen

omen

on. H

e sa

ys:

“A

mon

g ot

her t

hing

s tha

t the

oil

has b

roug

ht u

s is a

floc

k of

new

spap

er

corr

espo

nden

ts lo

okin

g fo

r ‘hu

man

inte

rest

’ sto

ries

abo

ut o

ur n

ewly

mad

e mill

iona

ires

. Th

ey se

em to

thin

k th

at th

ose w

ho h

ave b

een

mad

e ric

h by

the d

iscov

ery

of o

il on

thei

r la

nd sh

ould

do

som

ethi

ng fo

r the

ente

rtai

nmen

t of t

he re

ader

s of t

he m

etro

polit

an

pres

s, th

at th

ey sh

ould

mak

e mon

keys

of t

hem

selv

es to

mak

e goo

d ‘c

opy’

for t

he

spac

e wri

ters

. The

trut

h of

the

mat

ter i

s tha

t Ton

kaw

a’s m

illio

naire

s are

beh

avin

g ve

ry

sens

ibly

, and

are

not

mak

ing

any

grea

t spl

urge

with

thei

r new

ly a

cqui

red

wea

lth. M

ost

of th

em a

re lo

okin

g af

ter

thei

r im

med

iate

rel

ativ

es w

ho h

ave

not b

een

so fo

rtun

ate

as th

ey. S

ome

are

show

ing

thei

r fa

ith in

the

soil

of th

is se

ctio

n by

inve

stin

g in

fa

rms.

The

y ar

e bu

ildin

g ho

mes

and

bus

ines

s hou

ses,

shar

ing

in th

e st

ock

of h

otel

s an

d ot

her

busi

ness

ent

erpr

ises

. Not

one

has

don

e an

ythi

ng th

at a

ny o

ther

sens

ible

and

w

ell-b

alan

ced

man

or w

oman

wou

ld n

ot d

o. V

ery

few

hav

e le

ft th

e co

mm

unity

, but

ar

e sp

endi

ng th

eir

mon

ey h

ere

whe

re it

was

cre

ated

. The

y ha

ve b

een

besi

eged

with

be

ggin

g le

tter

s and

eve

n of

fers

of m

arri

age

that

hav

e be

en d

isgu

stin

g in

the

extre

me.

W

e w

ant t

o sa

y ri

ght h

ere

and

now

that

Ton

kaw

a’s m

illio

naire

s are

safe

and

sane

.”

Not

es, P

art T

wo:

1.

Larg

e oi

l sto

rage

tank

s. Th

e su

dden

om

nipr

esen

ce o

f oil

mac

hine

ry a

nd re

late

d st

ruct

ures

in a

bo

om a

rea

ofte

n ov

erw

helm

ed e

very

thin

g pr

evio

usly

ther

e. P

rofit

able

or n

ot, t

hey

wer

e ne

ver a

ccus

ed o

f be

ing

aest

hetic

ally

ple

asin

g.2.

L

and

owne

rs w

ere

typi

cally

pai

d w

hate

ver a

mou

nt p

er a

cre

was

agr

eed

upon

for r

ight

s to

drill

on

thei

r lan

d, p

lus g

uara

ntee

d an

eig

hth

of w

hate

ver o

il m

ight

be

disc

over

ed th

ere.

A sp

ecul

ator

mig

ht o

ffer

them

cas

h or

oth

er in

cent

ives

up

front

in e

xcha

nge

for p

art o

r all

of th

is ro

yalty

. The

land

ow

ner t

hen

face

d th

e ch

oice

of g

uara

ntee

d pr

ofits

imm

edia

tely

or t

he u

ncer

tain

ty o

f pos

sibl

e ri

ches

in th

e fu

ture

.3.

N

ote

that

her

e, a

s in

the

first

par

t of t

he a

rtic

le, t

he O

ccid

enta

l ass

umpt

ion

that

a c

ultu

re o

ften

unw

illin

g to

com

plet

ely

adop

t whi

te, W

este

rn c

ultu

re a

s the

ir o

wn

mus

t be

unab

le to

do

so–l

ike

a ch

ild

who

has

not

yet

lear

ned

the

skill

s of a

dulth

ood.

Whi

le th

e au

thor

app

aren

tly sh

ares

the

bias

es o

f his

da

y, he

vie

ws t

he N

ativ

es w

ith sy

mpa

thy

rath

er th

an d

isda

in.

4.

A lo

ng-h

andl

ed w

oode

n tro

ugh

used

for c

arry

ing

bric

ks, m

orta

r, et

c., o

n th

e sh

ould

er.

119

Soci

al S

tudi

es |

The

Mor

e Th

ings

Cha

nge

Teac

her


The More Things ChangePost TestName: ______________________________ Class: _______________













The More Things ChangePre/Post Test Answer KeyName: ______________________________ Class: _______________












B

D

C

A

A

122Social Studies | Running on Empty Teacher


5: The student will analyze foreign and domestic policies during the Cold War, 1945 to 1975






Economic Content Standards

1: The student will develop and apply economic reasoning and decision-makingskills.

1: Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of economic situations.

Running on EmptyOklahoma Academic Standards


Running on EmptyPretest

Name: ______________________________ Class: _______________


1. By the 1970’s the United States had become heavily dependent on:

A. Imported OilB. Steadily increasing populationC. Steadily decreasing populationD. Government regulations

2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil:A. EmbargoB. PermitC. Deregulation planD. Tariff

3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and

A. A price gouging by the oil industryB. Government regulation of the oil industryC. Increased demand for oilD. Shortage of alternative fuel

4. One part of President Carter’s proposed energy program was designed to

A. Deregulate the oil industryB. Regulate consumer use of energyC. Reduce oil consumptionD. Tax imported oil

5. One industry to undergo major change as a result of the 1970’s energy crisisA. Service industryB. Manufactoring industryC. Coal industryD. Auto industry


Running on Empty1970’s Energy CrisisClass-time needed: One to three 60 minute periods

Materials:• Tablet, computer, or smartphone access• 15 sets of laminated photographs• Student Handout “Document-based Question”• Rubic for assessments

Introduction:

Students will examine how government and industry (auto and oil) responded to the crisis, and explain why petroleum is still the best choice for cheap, efficient energy today. This lesson may be used for an Oklahoma history class, United States history class, or an economics class.

Purpose/Objective:• Students will gain knowledge of the energy crisis of the 1970’s.

Essential Question:• How did the 1970’s energy crisis affect government policies,

the auto industry, and the petroleum industry?

Materials to download from OERBHOMEROOM.com• Link to OERB advertisments• Link to Socrative.com with quiz number


Teacher Information:

Background to the Energy CrisisIn 1948, the Allied powers had carved land out of the British-controlled territory of Palestine in order to create the state of Israel, which would serve as a homeland for disenfranchised Jews from around the world. Much of the Arab population in the region refused to acknowledge the Israeli state, however, and over the next decades sporadic attacks periodically erupted into full-scale conflict. One of these Arab-Israeli wars, the Yom Kippur War, began in early October 1973, when Egypt and Syria attacked Israel on the Jewish holy day of Yom Kippur. After the Soviet Union began sending arms to Egypt and Syria, U.S. President Richard Nixon began an effort to resupply Israel.

In response, members of the Organization of Arab Petroleum Exporting Countries (OAPEC) reduced their petroleum production and proclaimed an embargo on oil shipments to the United States and the Netherlands, the main supporters of Israel. Though the Yom Kippur War ended in late October, the embargo and limitations on oil production continued, sparking an international energy crisis. As it turned out, Washington’s earlier assumption that an oil boycott for political reasons would hurt the Persian Gulf financially turned out to be wrong, as the increased price per barrel of oil more than made up for the reduced production.

Energy Crisis: Effects in the United States and AbroadIn the three frenzied months after the embargo was announced, the price of oil shot from $3 per barrel to $12. After decades of abundant supply and growing consumption, Americans now faced price hikes and fuel shortages, causing lines to form at gasoline stations around the country. Local, state and national leaders called for measures to conserve energy, asking gas stations to close on Sundays and homeowners to refrain from putting up holiday lights on their houses. In addition to causing major problems in the lives of consumers, the energy crisis was a huge blow to the American automotive industry, which had for decades turned out bigger and bigger cars and would now be outpaced by Japanese manufacturers producing smaller and more fuel-efficient models.Though the embargo was not enforced uniformly in Europe, the price hikes led to an energy crisis of even greater proportions than in the United States. Countries such as Great Britain, Germany, Switzerland, Norway and Denmark placed limitations on driving, boating and flying, while the British prime minister urged his countrymen only to heat one room in their homes during the winter.

Energy Crisis: Lasting ImpactThe oil embargo was lifted in March 1974, but oil prices remained high, and the effects of the energy crisis lingered throughout the decade. In addition to price controls and gasoline rationing, a national speed limit was imposed and daylight saving time was adopted year-round for the period of 1974-75. Environmentalism reached new heights during the crisis, and became a motivating force behind policymaking in Washington. Various acts of legislation during the 1970s sought to redefine America’s relationship to fossil fuels and other sources of energy, from the Emergency Petroleum Allocation Act (passed by Congress in November 1973, at the height of the oil panic) to the Energy Policy and Conservation Act of 1975 and the creation of the Department of Energy in 1977.

As part of the movement toward energy reform, efforts were made to stimulate domestic oil production as well as to reduce American dependence on fossil fuels and find alternative sources of power, including renewable energy sources such as solar or wind power, as well as nuclear power. However, after oil prices collapsed in the mid-1980s and prices dropped to more moderate levels, domestic oil production fell once more, while progress toward energy efficiency slowed and foreign imports increased.

Source: http://www.history.com/topics/energy-crisis


ACTIVITY 1: Hook Exercise (10 minutes)Procedure:

1. Put students in pairs, pass out laminated photos to each pair and have students guess what the lesson will be about based on what they see and know about the photos.

2. Make a class list of the student-generated hypotheses on the board.

3. Have the students explain their guesses on what the lesson will be about. At this point in the activity, guide the students to what they will be learning about by asking the following:

a. What do you notice about the size of the cars?b. Why a locking gasoline cap would be needed? c. What would a lower speed limit have to do with gasoline consumption?d. Why would there be gasoline shortage and how would that affect gasoline prices?e. What sections of the economy are affected by gasoline prices?

4. Ask students to define the word, “crisis” in their own words. Help students to come up with a working definition of crisis and explain this lesson will be about the 1970’s United States energy crisis, responses to the crisis and why petroleum is still the best choice for energy.


Source: http://web.mit.edu/course/21/21h.102/www/Age_of_Limits.htm

Source: http://cecilcounty.files.wordpress.com/2012/04/elkton-gas-223.jpg

ACTIVITY 1: Hook Exercise Images


Source: http://autophiliac.files.wordpress.com/2011/03/cotta_carter_55_600.jpg

Source: http://www.classicnosparts.com/products-page/accessories


ACTIVITY 2: Document-Based Question (One to three days)Procedure:

1. Hand out the documents on the energy crisis and have students read the documents and answer the accompanying questions for each document.

2. Pair students up again to share how they answered the questions and then share answers with the class.

3. Assessment Options:

Option 1 (One Day Lesson):1. After completing hook activity, pass out DBQ pages to students.2. Read the prompt at the top of the first document page and review the

photographs from the hook activity as a class to help students understand the focus of the lesson.

3. Answer the questions at the end of each document. Student will use their answers and/or the graphic organizer provided to help with a one paragraph quick write that answers the prompt. Be sure students know to use information found within the documents in their answers.

4. Use the rubric provided to assess students’ writings.

Option 2 (Two Day Lesson):1. After completing hook activity, pass out DBQ pages to students.2. Read the prompt at the top of the first document page and review the


3. Answer the questions at the end of each document and complete the graphic organizer provided.

4. Write a thesis statement that answers how effective each group was at responding to the energy crisis. Teacher may want to do this as a class activity.

5. Students should be organized and ready to write a four to five paragraph essay as an assessment. Allow students to have the entire class period to write and revise.

6. Use the rubric provided to assess students’ essays.

Day 2


Option 3 (Three Day Lesson):1. After completing hook activity, pass out DBQ pages to students.2. Read the prompt at the top of the first document page and review the


3. Answer the questions at the end of each document. Student will use their answers and/or the graphic organizer provided to help with a one paragraph quick write that answers the prompt.

4. Divide students into groups of three and pass out role assignment sheets. Go over job responsibility of each position. Assign roles or allow students to choose roles.

5. Explain that each group will create a thirty second commercial that drums up support for the following:

a. Petroleum as the cheapest, most efficient form of energy today b. Ending American dependency on foreign oil through new methods of

obtaining oil and natural gas c. Conservation efforts6. Show one or more OERB advertisements to look for strategies to use in students’

commercials.7. Students may use information gathered from the DBQ along with research in

computer lab.8. Use appropriate technology to create commercial using some type of movie/photo

software like Moviemaker, Photo Story, and PowerPoint. Most of these are free and user-friendly.

9. Use rubric provided to assess group commercials.


After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of each group and explain why petroleum is still the best choice for our energy source today. Be sure to cite evidence from the documents in your answer.

Document Based Question Handout


*Sep 14, 1960 - Iraq, Iran, Kuwait, Saudi Arabia and Venezuela formed OPEC. Fuad Rouhani (1907-2004) of Iran served as its 1st secretary-general. In 1964 he was succeeded by Abdul Rahman Bazzaz of Iraq.

*June 5, 1967- The Six Day War broke out following three weeks of tension which began on May 15, 1967 when it became known that Egypt had concentrated large-scale forces in the Sinai peninsula.

*Oct. 6, 1973 – Egypt and Syria launch a coordinated attack on Israeli positions along the Suez Canal and in the Golan Heights. Egyptian troops cross the canal, secure a beachhead in the eastern portion of the Sinai Desert, breaching Israel’s Bar-Lev line. Syrian troops defeat Israeli forces on Mt. Hermon in northern Israel.

* Oct. 8, 1973 – Israel launches its first counterattack against Egypt, which is unsuccessful. The Soviet Union supplies additional arms to Syria and Egypt.

* Oct. 9, 1973 – U.S. Jewish leader Max Fisher urges President Richard Nixon in a meeting at the White House to “please send the Israelis what they need.” That night, Nixon tells Israeli Prime Minister Golda Meir that “all your aircraft and tank losses will be replaced.”

* Oct. 10, 1973 – Washington authorizes an airlift of military supplies to Israel after the Soviet Union sends additional arms to Egypt. Israel successfully attacks Egyptian troops that had moved out of range of their protective surface- to-air-missile umbrella. Israel has recaptured most of the territory in the southern Golan.

* Oct. 11, 1973 – Israel attacks Syria from its positions on the Golan Heights. The Soviet Union’s ambassador to the United States tells U.S. Secretary of State Henry Kissinger that Soviet airborne forces are on the alert to defend Damascus. Kissinger warns the ambassador that if the Soviet forces sent troops to the Middle East, the United States would as well.

* Oct. 12-13, 1973 – The United States sends additional arms shipments to Israel.

* Oct. 17, 1973 – Ten Arab member-nations of the Organization of Petroleum Exporting Countries (OPEC) announce they will cut oil production until Israel withdraws from Arab territory captured during the 1967 Six-Day War and the rights of the Palestinian people were “restored.” The embargo was not completely lifted until March 1974.

* Oct. 23, 1973 –Fighting continues despite the cease-fire. The United Nations Security Council passes Resolution 339, which restated the groups call of an immediate cease-fire and called for the dispatch of U.N. observers to the area.

* Oct. 24, 1973– A second cease-fire is put into effect, but fighting continues between Egypt and Israel. As a result, the Soviet Union threatens the United States that it will send troops to support the Egyptians. The United States puts its nuclear forces on a higher alert. The Soviet Union withdraws its threat the following day.

Timeline of Yom Kippur WarSource: http://www.jta.org/news/article/2008/05/22/108710/IsraelSyria05222008

Document A

1. Why did OPEC place an oil embargo on the United States?

2. What impact could this embargo have on the United States?


Source: Time Magazine (February 10, 1973 & December 31, 1973)

Document B

1. Explain the car industry’s response to the embargo as shown in these two magazine covers.

2. How effective will this decision be? Explain your answer.

3. Do you think the American public impacted this decision? Explain.


April 20, 1977Source: National Energy Program Fact Sheet on the President’s Program

(www.presidency.ucsb.edu/ws/?pid=7373)

Transportationa. Gas-guzzler tax and rebate (legislative): Because present law and regulations are insufficient to assure that needed conservation will take place in this sector, a graduated excise tax would be imposed on new automobiles and light duty trucks whose fuel economy fails to meet the applicable fuel economy standard under existing law. Graduated rebates would be given for automobiles and light duty trucks whose fuel economy is better than the standard.

b. Auto efficiency standards (administrative): In order to continue the progress made to date on automobile fuel efficiency, the Secretary of Transportation will begin the analysis necessary to exercise his authority to raise mileage standards above 27.5 mpg after 1985.

c. 55-mph speed limit (administrative): The President has requested that the national 55-mph speed limit be vigorously enforced by States and municipalities. The Secretary of Transportation may, if he finds it necessary, withhold highway trust fund revenues from States not enforcing the limit.

1. How will Carter’s energy program affect the car industry? Consumers?

2. What impact would lowering the speed limit have on fuel consumption?

Document C


Document D

1. List the steps in fracking from the info-graphic above.

2. How is shale gas extraction (i.e. fracking) important to oil and natural gas supply?

Hydraulic fracturing is not a “drilling •process.” It is used after the drilled hole is completed. Itistheprocessofpumpingfluidanda•proppant material, usually sand, into a targeted rock formation to create or restore small, millimeter-thick cracks in a rock formation to stimulate production from new and existing oil and natural gas wells. “Fracking” creates paths that increase the •rateatwhichfluidscanbeproducedfromthe rock formations. Hydraulic fracturing occurs at great depths, •generally a mile or more underground, thousandsoffeetbelowfreshwatersupplies.A safety system of steel casing and cement •is put in place during the drilling process. Only once this safety measure is complete do operators drill vertically thousand of feet down, then drill horizontally into the targeted rock formation. Oncedrillingiscomplete,frackingbegins.•

Thefrackingfluidusedinthisoperationis•typicallyabout99.5%waterandsand,and.05%chemicals-basedadditives.Fracking typically has three stages. The •sequenceofthestagesmayvarybasedonthe formation’s needs. One,anacidstage,ismeanttocleardebris•inthewellboreandprovideanopenconduitforotherfracfluids.Apadstagefillsthewellborewitha•slickwater solution that opens the formation andhlepsfacilitatetheflowoftheproppantmaterial. Apropsequencestagemaybeperformed•multiple times as water and sand are bothpumpedintocracksinsidetherockformation. Finally,aflushingstageisusedtoremove•excessproppantfromthewellbore.

• Now,withthefrackcomplete,thefissures,orfractures,areproppedopenbythesand,allowingtheoilornaturalgastoflowfreelyintothewellbore.

What is Hydraulic Fracturing?FACT SHEET


Document E

1. Explain how “fracking” could help with America’s dependence on OPEC?

2. Why have some of these wells been overlooked or depleted in the past?

Why is Hydraulic Fracturing Used?

FACT SHEET

Experts believe 60 to 80 percent of all wells •drilled in the United States in the next ten years will require hydraulic fracturing to continue operating.

Hydarulic fracturing makes existing wells •that were depleted years ago or wells that have never been commercially productive viable.

“Fracking” makes it •possible to recover crude oil and natural gas from unconventional resources like coalbed methane, shale gas and tight sands.

Fracturing is •estimated to account for as much as 50% of U.S. recoverable oil and natural gas reserves.

It has been •responsible for the addition of more thn 7 billion barrels of oil and 600 trillion cubic feet of natural gas to meet U.S. energy needs.

Even more, the U.S. Energy Information •Administration reports there is more than 750 trillion cubic feet of technically recoverable shale gas and 24 billion barrels of technically recoverable shale oil resources in discovered shale plays.

Oil and •natural gas is not found in enormous void or hollows in the Earth. Instead, thefuelfillsgaps, cracks and pores in rock formations.

While the •rock is porous enough to hold fossil fuels, the holes are not large enough to allow oil and natural gas toeasilyflowthrough the rock and into the wellbore.

Creating cracks through the process of •hydraulicfracturingopensupfissures,orcracks, that free up the resources, allowing themtoflowfreely.


Document FProducts Refined from Petroleum

1. Which of the above uses of petroleum was most surprising to you?

2. Why do most people just focus on gasoline when thinking of the petroleum industry?

......

...

..

..

..

..

Furnace

Crude Oil

Process Product By-Products

Gasoline

Kerosene

Gas Oil

Lubricants

Fuel Oil

Gases

Bitumen

..

gas for gas stoves

propane

butane

gasoline

plastics

chemicals

fuel for planes

fuel for camping laterns

diesel fuel

heating oil

wax

motor oil

lubricating oil

. fuel for factories

fuel for utilities

ship fuel

surfacing for roads

surfacing for roofs

Frac

tiona

ting

Tow

er

oil vapor

Less than 40° C (104° F)

40° C − 200° C (104° F − 392° F)

40° C − 200° C (104° F − 392° F)

200° C − 300° C (392° F − 572° F)200° C − 300° C

(392° F − 572° F)

250° C − 350° C (482° F − 662° F)250° C − 350° C

(482° F − 662° F)

300° C − 370° C (572° F − 698° F)300° C − 370° C

(572° F − 698° F)

Greater than 370° C (698° F)



The Most Important Resource for Our Future: Inexpensive OilBy: Gail Tverberg

Theoretically, if world oil supply is inadequate, we should be able to make substitutions that would work—either find a different liquid fuel to substitute for oil, or create new vehicles or machines that use a different source of energy than petroleum products. The problem is that making these substitutions is a slow, expensive process.

We are currently using millions of cars, trucks, trains, airplanes, boats, and machines that require petroleum products to operate. Most of them are nowhere near the ends of their normal lives, so replacing them would be expensive.

Liquid biofuels we have developed are expensive. To solve our problem, they really need to cost $20 or $30 dollars a barrel to make.

1. Cite a criticism of alternative fuel as replacement for fossil fuels.

2. Why is petroleum still the best choice for energy?

Document G



Document Based Question Handout-ANSWER KEY


An oil embargo was placed because the US was an aid to Israel and did not recognize

Palestinian rights and territory.

US consumption will be greater than supply driving prices up and creating a shortage.













Document A




Big cars/gas guzzlers are not going to continue to be made. More fuel efficient cars will be

made in the future.

Answers will vary. Students should guess that this decision will be somewhat effective in

response to the shortage of fuel.

Students should be able to guess that the public would influence the car industry by looking

for more fuel efficient cars and even looking to foreign cars as a solution.


Document B





By offering rebates on fuel efficient vehicles and by taxing autos that do not meet fuel

standards. Consumers will begin to buy cars that meet the new standards.

Students may not know, but should be guided to realize that the speed limit was lowered in an

attempt to help fuel economy.








Document C


Document D







Once a hole is drilled, fluid and proppant are pumped into the rock formations to create small cracks

in the rock. Three stages of fracking occur and once the frack is complete the oil and natural gas are

allowed to flow.

Fracking allows for oil and natural gas to be extracted from rock that otherwise cannot be extracted

by other means. This can lead to a less dependency on foreign oil.


Document E




FACT SHEET










Fracking makes it possible to recover oil and natural gas from more unconventional resources and

can account for as much as 50% of the US recoverable oil and natural gas reserves. This will provide

a larger supply of oil and natural gas and less of a need to import oil from foreign countries.

Before fracking, there wasn’t a reliable method to recover oil and natural gas from certain areas.


Answers will vary.

Answers will vary. Students should realize that most people own and use a car and gas prices

directly affect most people, even teenagers.




......

...

..

..

..

..

Furnace

Crude Oil


Gasoline

Kerosene

Gas Oil

Lubricants

Fuel Oil

Gases

Bitumen

..

gas for gas stoves

propane

butane

gasoline

plastics

chemicals

fuel for planes

fuel for camping laterns

diesel fuel

heating oil

wax

motor oil

lubricating oil


fuel for utilities

ship fuel

surfacing for roads

surfacing for roofs

Frac

tiona

ting

Tow

er

oil vapor

Less than 40° C (104° F)

40° C − 200° C (104° F − 392° F)

40° C − 200° C (104° F − 392° F)

200° C − 300° C (392° F − 572° F)200° C − 300° C

(392° F − 572° F)

250° C − 350° C (482° F − 662° F)250° C − 350° C

(482° F − 662° F)

300° C − 370° C (572° F − 698° F)300° C − 370° C

(572° F − 698° F)




Too expense to make; would cost more than gasoline. Cars, trucks and planes all still require

petroleum-based fuel and it would be too expensive to change these vehicles at one time.

Answers will vary. Students should guess after reading that new methods of finding oil and

natural gas are cheaper than changing to any other alternate fuels.







Document G


Graphic Organizer: Option 1

Use the chart below to organize and record notes from the documents you read. Be sure to reference each document by letter in your notes.

Government Response Oil Industry’s Response Auto Industry’s Response

Thesis Statement:


Writing Assignment: Option 2

After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of each group and explain why petroleum is still the best choice for our energy source today.

Please use the lines below to respond to the given prompt in one paragraph:

1. Main idea (effectiveness of government, auto and oil industry responses)2. Support sentence-cite evidence on government actions (from the documents)3. Support sentence-cite evidence on auto industry4. Support sentence-cite evidence on petroleum industry5. Explain how the evidence used supports your answer (use the documents to show your

opinion the effectiveness of each.)


Make a Commercial: Option 3

Instructions:

1. After reading and discussing the documents create a thirty second commercial that will drum up support for energy independence in America.

2. Present your commercial or make a video of your commercial to show.

Guidelines:• The commercial must explain how the oil industry’s use of new technologies to find oil

and natural gas will help America be energy independent

• Cover the importance of conservation of this resource in achieving the goal of independence

• Explain why petroleum is still the best source of energy today and gives us the best chance at gaining independence

• If time allows, use a computer lab to gather more information that would be useful for the commercial.

• Choose the type of media to be used: live action, Photostory, Moviemaker, Prezi, etc.

Production Assignments

Assignment Responsibilities

Producer• Keep your presentation to the allotted thirty second time• Keep all members actively working together• Help with any or all members who need assistance

Sales Pitch/Marketing

• What key points need to be made to persuade the audience?• How can these points be made in a clear, concise manner?• How can these points be presented in a way that consumers will

remember?

Design/Special Effects

• Find an appropriate design (layouts, photographs, etc) that helps to convey the message of the commercial or appropriate props, costumes if your group is performing.

• Music that would enhance your presentation.

Historian• Make sure your information is historically accurate• Make sure your persuasion efforts are still truth based

Producer• Represent the group either by narration or explanation• You must have complete undertstanding of the information to be

presented.• Present in a confident, concide manner


Graphic Organizer Rubric: Option 1

Score Performance Descriptor Criteria

0• No attempt was made to answer the question• Response was off-topic, inappropriate,

unrelated to questionInadequate

1• Answered minimal parts of the question• Multiple factual errors• Unsatisfactory understanding of concepts

Unsatisfactory

2• Most parts of the question answered• May contain a few inaccuracies• Some basic understanding of concepts

Partial

4

• Answered all parts of the question with clear outside knowledge of the topic

• Accurate information used from both documents and personal knowledge

• Advanced understanding of concepts

Superior

3• Answered all parts of the question• Accurate information used• Clear or advanced understanding of concepts

Satisfactory


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Running on EmptyPost Test

Name: ______________________________ Class: _______________




2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil: A. Embargo

B. PermitC. Deregulation planD. Tariff







Running on EmptyPre/Post Test-ANSWER KEY

Name: ______________________________ Class: _______________











A

A

C

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155Social Studies | That Was When? Teacher


A. Key Ideas and Details1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

B. Craft and Structure4. 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.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

C. Integration of Knowledge and Ideas7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

D. Range of Reading and Level of Text Complexity10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.


A. Text Types and Purposes1.Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a mannerthat anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from or supports the argument presented.

That Was When? This is NowOklahoma Academic StandardsOklahoma History Process and Literacy Standards


2. Write informative/explanatory texts, including the narration of historic events, scientific procedures/experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate requirement)

B. Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

C. Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.9. Draw evidence from informational texts to support analysis, reflection, and research.

D. Range of Writing10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



3: The student will analyze the formation and development of constitutional government in Oklahoma.

5. Identify major sources of local and state revenues and the services provided including education, infrastructure, courts, and public safety.





6. Cite specific textual and visual evidence to analyze the oil and gas boom of the 1970s and the subsequent bust of the energy industry during the 1980s including the impact of the Penn Square Bank Collapse on the state’s economy, employment, and banking.







4. Describe the goal of President H.W. Bush’s foreign policy in forming an international coalition to counter Iraqi aggression in the Persian Gulf.

6: The student will examine contemporary challenges and successes in meeting the needs of the American citizen and society, 2002 to the present.

1. Examine the ongoing issues of immigration, employment, climate change, environmental pollution, globalization, population growth, race relations, women’s issues, healthcare, civic engagement, education, and the rapid development of technology.



1: The student will develop and apply economic reasoning and decision-making skills.


2: The student will evaluate how societies answer the three basic economic questions: what goods and services to produce, how to produce them, and for whom are they produced.


3: The student will explain how prices are set in a market economy using supply and demand graphs and will determine how price provides incentives to buyers and sellers.

1. Analyze how price and non-price factors affect the demand and supply of goods and services available in the marketplace.

2. Explain what causes shortages and surpluses including government imposed price floors, price ceilings, and other government regulations and the impact they have on prices and people’s decisions to buy or sell.

9: The student will evaluate the economic role of government in a market economy.

1. Explain the role that government has in dealing with issues such as poverty, pollution, and medical research.

10: The student will examine current economic conditions in the United States.

1. Determine how interest rates, unemployment, Consumer Price Index (CPI), individual savings and debt, government debt, labor supply, and inflation impact current economic conditions in the United States.

2. Explain how these conditions have an impact on consumers, producers, and government policymakers.


That Was When? This is NowPretest

Name: ______________________________ Class: _______________


1. Approximately how many oil and natural gas wells were drilled in Oklahoma between 1900 – 2000?

A. 20,000B. 176,000C. 450,000D. 1,200,000

2. Approximately how many drilling sites in Oklahoma have been cleaned up voluntarily by the oil and natural gas industry?

3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)?

A. To work against waste in the oil industryB. To work against foreign oil imports to keep American oil industries secureC. To coordinate voluntary controls of oil prices and oil production in the U.S. without resorting to excessive government interference.D. All of the above

4. What are the two primary functions of the OERB (Oklahoma Energy Resources Board)?

A. To restore abandoned or orphaned oil sites and to promote alternative sources of energy for the future B. To restore abandoned or orphaned oil sites and to educated the community on the contributions of the oil and natural gas industry to Oklahoma, historically and todayC. To promote alternative sources of energy for the future and to educate the community on the contributions of the oil and natural gas industry to Oklahoma, historically and todayD. To regulate public utilities and to supervise the activities associated with the exploration and production of oil and gas in Oklahoma

5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle, what has become a very successful source of energy there in the last 25 years?

A. Natural GasB. CoalC. WoodD. Nuclear Power

A. Around 600B. Around 1,200C. Around 6,000D. Around 12,000


That Was When? This is NowA History of Oklahoma Oil and Natural Gas Wells Drilling and Clean-UpClass-time needed: Five class periods (5-50 minute periods)

Introduction:

Discuss drilling in Oklahoma and the beginnings of the oil industry. In order to help students understand the difficulties in trying to judge men and women in history by the standards of today, you might point out that in older movies and television programs, it seems everyone smokes cigarettes and appears to drink heavily. Have students think of a favorite show, then imagine what it would be like to see the main characters chain smoking in their living rooms, bedrooms, workplaces, and in the homes of others without a second thought. At the time, however, it was common place. People simply did not think about smoking in the same terms we do today. In a similar way, there was little concern or concept of environmental protection in the early oil drilling days. Mother Nature, it seemed was limitless. In hindsight, things ideally might have been done quite differently in terms of the environment.

Purpose/Objective:• To develop an understanding of when and where oil was discovered and drilled for in

Oklahoma.• To develop an understanding of the fact that early oil men were unaware of

environmental concerns; consequently, the land was damaged.• To understand the purpose and importance of the Oklahoma Corporation Commission• To identify the location of current clean-up efforts, where and when restorations are

taking place, the motivations behind them, and evaluate the effectiveness of restoration projects.

Essential Question:• Why are the Oklahoma Corporation Commission and the Oklahoma

Energy Resources Board important?

NOTE TO TEACHER: Some information in this lesson is time sensitive and will continue to be updated by the OERB. The graphics (maps, pictures) are provided for download to all teachers using this lesson.

Please visit the OERB teacher website, OERBHOMEROOM.com for all of updated guides and student sheets, along with the graphics that belong to this lesson.


Materials:• Tablet, computer, smartphone access• Laminated Oklahoma maps with counties • DVD, The Energy Behind Finding Energy• Oklahoma Corporation Commission Information Sheet• Student Handout “Oil Wells Drilled by Time Period”• Student Handout, T-Chart “Comparing North Dakota and Oklahoma’s Oil/Natural Gas Boom”• Student Handout, “Preparation for Your Presentation”• Student Handout, “How to Make a Poster Using PowerPoint”

Materials to download from OERBHOMEROOM.com• National Geographic article “The New Oil Landscape”• Historical drilling maps• Restored well sites map by county• OERB well site restoration pictures• OERB environmental advertisements link

Day 1: Oil Drilling in OklahomaProcedure:

1. Place students in mixed ability pairs

2. Distribute handout “Oil Wells Drilled by Time Period” and laminated maps to students. Discuss the various types of information they will need to record on the map and their handout.

3. Show maps of drilling to students and at each stage discuss the time frame, the major oil finds, when the peak discovery period(s) were, how long a well would be useful, etc. Have the students record information on their handout as you discuss each time period and place the appropriate symbol representing each time period on the map.

4. As layers build, discuss where major oil fields seem to develop over time and hypothesize why this is.

TEACHER INFORMATION: The southeastern part of the state is the site of the Ouachita Mountains. These sandstone ridges are some of the roughest land in the state and would not be an area where much oil is found. The south central is the site of the Arbuckle Mountains, the Wichita Mountains are found in the southwest, which has bedrock very close to the surface. In the far northeastern part of the state, the oil was mostly near the surface and leaked off early, so wells did not produce enough to make them profitable. Most of the oil in the state is found in the region of the Ozark Plateau and the Prairie Plains.

5. When finished with the layers, show picture(s) of abandoned sites which may not have been cleaned up.


6. Have students mark on THEIR maps where they would expect the greatest clean-up efforts to be and why. Be sure to cite specific evidence from their notes and maps.

7. Discuss results of students’ maps (have each pair share and discuss their map with a pair sitting in front of or behind them). Discuss the students’ with the maps whole group.

8. Introduce the Oklahoma Corporation Commission (OCC), its efforts, and its results. Distribute Information Handout to students and have them highlight/underline key information on the page to identify the goals and purposes of both the OCC and Oklahoma Energy Resources Board (OERB).

9. Show picture(s) of site which have been cleaned up.

10. Show OERB map of clean ups by county and compare actual clean up to students predictions on their maps. Have each student pair report how close to the actual clean up map they came in their predictions. Refer students back to the Information Handout on the Oklahoma Corporation Commission

11. When finished, show picture of OERB sign and discuss the OERB – reasons for its formation, its goals, and what is being done to meet those goals. Refer students back to the Information Handout on the Oklahoma Corporation Commission.

12. Show the OERB environmental advertisments.

Days 2-5: This is Now?Overview of Lesson

Using what they have learned in previous OERB lessons such as “Wildcatters, Roughnecks, and Good Ol’ Boys” (Boomtown checklist), “The New Oil Landscape”, and the National Geographic slide show by Eugene Richards they will create a group presentation for policy recommendations on their assigned topic. The presentation will be made to their peers, a group of teachers, or other community members.

Procedure:

1. On Day 2, show the DVD, The Energy Behind Finding Energy. While students are viewing the film, have them make a list of all the jobs, or steps in the process of discovery and drilling. They should include a brief description of the job, or step in the process. Have them put a star next to terms that they are familiar with (either from previous lessons or personal experience). There is a teacher list of some of the jobs highlighted in the film in the “Teacher Information” section.


2. After the film and as an exit slip, have students write a short response to the question “How much energy goes into finding energy?” Collect and discuss some of their responses as a class. What types of “energy” are exerted in the production of energy? Since student responses will vary and are short, use a simple two-point rubric for scoring purposes.

3. On Day 3, Distribute National Geographic article “The New Oil Landscape” (March 2013) and T-Chart “Comparing North Dakota to Oklahoma” to students. Have them read and highlight portions that are similar to Oklahoma’s experience with the discovery of oil and gas. Have students complete a T-Chart comparing the North Dakota boom to the Oklahoma experience (see attached).

Teacher’s Note: You may want to assign the reading for homework to save class time; if you do it in class the students will need an additional 6th day for their presentations. Have students annotate their notes with a “?” for things they don’t understand or want more information about. A plus sign “+” for positives or statements they agree with, a minus sign “-“ for the negatives or statements they disagree with. Additionally, student answers will vary. You may want to use the CLOSE reading strategy with the article depending on the students in your class.

4. After reading the article, show students the slide show from National Geographic “The New Oil Landscape” by Eugene Richards.

http://ngm.nationalgeographic.com/2013/03/bakken-shale-oil/richards-photography

5. Days three to four, explain to students that they will work in groups to create policy suggestions for the North Dakota Energy Resources Task Force that will propose policies to be adopted on the field development in North Dakota with the intention of avoiding the uncontrolled boom that Oklahoma has experienced in the past. Their presentation before the Task Force will be three-five minutes in length.

Teacher’s Note: The task force can be made up of adults or students. You will need 2-4 people to serve as the task force so you will need to make arrangements for them a couple of weeks in advance, or assign the role of the task force to one group of students. The task force will need copies of the OERB documents and “Preparation for Your Presentation” to prepare their questions for each of the interest groups.

6. Divide class into five to six groups. They will present on day six. Remind students to incorporate their research into the development of their presentations and questions.

7. Distribute handout “How to Make a Poster Using PowerPoint” to each group for use in creating their visual for their presentation.

Two-Point Scoring Rubric

2 points

1 point

0 points

Explanation given with supporting evidence

Partial explanation with little or no evidence

Off topic, or no response given


8. Assign each group one of the following topics. Distribute “Preparation for Your Presentation Handout” to each group. Inform students that each option group will be called upon on Day Five to present its case to the North Dakota Energy Resources Task Force. Note: The groups should begin by assigning each member a role (as outlined on “Preparation for Your Presentation” handout). Note: You may want to define what each of these terms means so that all students understand what they are presenting about

a. Infrastructure – the fundamental facilities and systems serving a country, city, or area such as transportation (roads, railways, airports, shipping) and communication systems (telephones, cable, satellite, Internet), power plants, water, and schools.b. Housing – the providing of houses for a group or community; it must also be affordable (prices match wages)c. Public Safety – involves the prevention of and from events that could endanger the safety of the general public from significant danger, injury/harm, or damage, such as from crime or disasters (natural or man-made)d. Environment – the total of social, cultural, and natural conditions that influence the life of an individual or communitye. Social Order – is set of linked social practices; it includes customs, values, manners, ideas about property, exchanges, power relations, as well as communication relations.

9. Day five, Presentations/Task Force Hearing. After your “task force” is assembled, have each group make their presentation followed by taking questions from the members of the task force, or from fellow classmates. Each group should have time to answer the questions, or offer rebuttals. Allow the panel time to discuss the presentations and determine which recommendation will be adopted as policy. Please consider inviting members of OERB and the OCC to serve on your panel.

Teacher’s Note: It is helpful if students make table tents with their names on them for use in the discussion, should dress nicely for the presentation. You also will want to provide a brief to your “Task Force” on the content of the hearing and the work the students have been doing.

10. Debrief the whole process by discussing the importance of the community, industry, and state government working together for the success of all parties involved. How could other states, such as North Dakota or Pennsylvania learn from Oklahoma’s example?

*Alternative: Instead of conducting a task force hearing, students could present their finding as a “TED Talk”, podcast or other multimedia presentation using PowerPoint, Prezi, or Google Presentation, or poster. See handout on “How to Make a Poster Using PowerPoint”.



• Throughout this lesson, use discussion to measure whether students have gained a fundamental grasp of the items covered under “purpose.” Students should be able to identify similarities and differences between the oil boom in Oklahoma and the current boom in North Dakota.

Enrichment:

• Have students conduct research on clean-up efforts in other states, in the oceans, or even in other industries. Or, research other boom sites such as Midland, TX or Pennsylvania. How do they compare with efforts being made in Oklahoma’s oil and natural gas industries?

Assessment:

1. Students should have successfully anticipated areas requiring the most clean-up attention today.

2. Students demonstrate in class discussions an understanding of the issues addressed.

3. Successful completion of the Task Force Presentation.


Teacher Information:The American Petroleum Institute website (www.api.org) has a wealth of information about drill-ing and the decision-making process behind it. Here are some basics on the economics of drill-ing:

The life of a well is determined like every venture in business on a cost versus profit basis. The decision to drill or not to drill begins with evaluating a well on the basis of:

1. The recoverable quantity (how much oil there is at this location). This, more than any other factors, is often a best estimate.2. The cost of recovery.3. The time required for recovery.4. The current/anticipated price per barrel. This is in constant flux and VERY volatile; what is profitable today might not be profitable by the time the oil is ready to be sold.

Technological advances in locating and drilling have improved profit margins.1. New site identification/drilling possibilities are up 50% from a generation ago.2. The cost of finding reserves is down 25% from a generation ago.

Drilling technology has also impacted the life of wells.1. Drillers are no longer limited to strictly straight pipeline drilling. New techniques and equipment allow recovery of new reserves at existing “dead” sites.2. New techniques are also much more environmentally friendly. We are now able to drill in areas that were previously considered too environmentally sensitive.

More information is available at the American Petroleum Institute website (www.api.org), from the American Association of Petroleum Geologists website (www.aapg.org) and from the Society of Petroleum Engineers website (www.spe.org).


The Role of the Corporation Commission in the Oil & Natural Gas Industry

The Oklahoma Corporation Commission was established at statehood to regulate public utilities and to supervise the activities associated with the exploration and production of oil and

gas. However, it was not until the Oklahoma legislature passed House Bill No. 172 on May 21, 1947 that a comprehensive list of rules and regulations was published and made available

to state oilmen. It has been the ongoing purpose of the Corporation Commission to oversee the conservation of natural resources, avoid waste, abate pollution of the environment, and to balance

the rights and needs of the people with those of the regulated entities.

The Oklahoma Corporation Commission is comprised of three commissioners who are elected by statewide vote to serve six-year terms. The terms are staggered so that one

commissioner vacancy occurs every two years. The Commission also has numerous employees who work in field operations, pollution abatement, and technical assistance. The Corporation

Commission continues to make sure that responsible parties are involved in the clean-up of well sites. When no party can be held responsible, the Corporation Commission works hand in hand

with the Oklahoma Energy Resource Board (est. 1994 ) to clean up abandoned sites.

The OERB

The Oklahoma Energy Resources Board (OERB) was developed by the Oklahoma Legislature at the request of the state’s petroleum industry. It is governed by a 21-member volunteer board of

independents, oil and natural gas producers, majors, oil & natural gas purchasers, and one royalty owner representative.

The OERB is dedicated to restoring abandoned or orphaned oil and natural gas exploration and production sites and educating the community on the contributions of the oil and natural gas

industry. For more information, go to www.oerb.com.

The Oklahoma Corporation Commission, the OERB, and the OERB Clean Up Efforts Information:


OERB Clean Up Summary

Cleaning the Mess Others Left Behind The OERB is committed to providing a practical and economical remedy for environmental problems caused by orphaned exploration/production well sites in Oklahoma. Our four-step restoration process follows recognized environmental standards specially adapted to meet the unique needs of our program. Each restoration is headed by a qualified team of professionals with both environmental and petroleum experience. The largest budget item of our voluntary annual assessment is spent on environmental restoration - returning the land to its natural state, at no cost to landowners or taxpayers. Sites Are Chosen by the OCC. (With the exception of Osage County, where the OCC does not have jurisdiction). By statute, the Oklahoma Corporation Commission chooses which sites are restored by the OERB. After determining that a responsible party cannot be found, OCC field inspectors pick the sites based on landowner needs, public visibility, and potential environmental harm.

Unique Requirements, Consistent Results The OERB’s thorough restoration process takes into account the individual characteristics of each site. Some of the more common restoration requirements include: * Removing equipment, concrete and/or trash * Repairing erosion and saltwater “scars” left on the land * Removing hydrocarbon or other waste products

Though each restoration is unique, the result is always the same: an amazing renewal of the land into a safe, pristine and productive state.

Phase I - Site Review After receiving a site from the OCC, the OERB conducts extensive research of its environmental and geological characteristics, including proximity to fresh water sources and soil conditions. The site is ranked for cleanup priority. Interviews are conducted with landowners, OCC field inspectors, and others familiar with the site for information regarding prior operating practices or previous environmental issues. Photos and video documentation are obtained. Finally, a physical assessment of the area is made, including a thorough “walk over” of the site. Phase II - Site Sampling If the initial visit reveals the site may have environmental problems, intrusive investigations may be required to determine the nature and extent of the damage. Phase II work includes soil and water sampling for environmental agronomy analytical testing.

Phase III - Restoration Upon completion of Phase II, a restoration program is designed and implemented to restore the site to an acceptable level. Old equipment and concrete are removed. Surface damage is eliminated and soil fertility and productivity are restored. Applicable disposal requirement laws are met. Above all, the landowner’s interests are protected.

Phase IV - Progress Review Following the Phase III site restoration, a program is developed for monitoring the site in order to confirm the restoration process is complete. The OERB prepares a final report and documents the restoration with photographs.


List of Jobs from The Energy Behind Finding Energy DVD

1. Team Leader2. Geologist3. Geophysicist a. Seismologists4. Reservoir Engineer5. Land Man6. Drilling Engineer a. Health and Safety Manager7. Directional Technician8. Mud Logger9. Well Logger10. Operations Engineer11. Completion Supervisor12. Perforating Engineer/Logging Engineer13. Production14. Mechnical15. Tank Technician16. Refining17. Plugging Unproductive Wells18. Restoration

Note: This list is not all-inclusive, students may pick up on other jobs mentioned in the film. You can also refer to the OERB Careers in the Oil and Natural Gas Industry guide or the careers section of OERB.com.

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Comparing North Dakota and Oklahoma’s Oil/ Natural Gas BoomStudent Handout

Issue North Dakota Oklahoma

Population Growth

Housing

Crime

Employment

Business

Infrastructure (roads, utilities,

schools)

Health Care

Quality of Life

EnvironmentalEffects


Preparing For Your PresentationStudent Handout

Your AssignmentYour group has been called upon to appear before the North Dakota Energy Resources Task Force. Your assignment is to persuade the committee members that your proposal should be adopted as policy. You will be judged on how well you present your option.

Organizing Your GroupEach member of your group will take a specific role. Below is a brief explanation of the responsibilities for each role. Before preparing your section of the presentation, work together to review information previously learned in the lesson on “Wildcatters, Roughnecks, and Good Ol’ Boys”. What core democratic values support your argument of your topic?

1. Group Organizer: Your job is to organize your group’s three to five minute presentation to North Dakota Energy Resources Task Force. In organizing your presentation, you will receive help from the other members of your group. Keep in mind that although you are expected to take the lead in organizing your group, your group will be expected to make the presentation together.

2. Community Activist: Your job is to explain how your proposal would improve life in North Dakota due to the energy boom. Gather research on how families, existing small businesses, local governments, and individuals are affected by your topic. Make sure that your area of expertise is reflected in the presentation of the group.

3. Reporter: Your job is to explain how your proposal would address the state’s interests. You should do research that contains statistics and measurements that support your proposal. Make sure your area of expertise is reflected in the presentation of your group.

4. Historian: Your job is to show how the lessons of history support your proposal. Look over the Boomtown Checklist and biographies of the oil barons in Oklahoma. Make sure that your area of expertise is reflected in the presentation of your group.

5. Illustrator: Your job is to design a poster or political cartoon illustrating your proposal. Be sure to use large graphics that are easy to see, include a catchy slogan, and color. Make sure that your illustration supports the one or more of the perspectives of other group members.

Making Your CaseAfter your preparations are completed, your group will deliver a three-to-five minute presentation to the North Dakota Energy Resources Task Force. Notes may be used, but you should speak clearly and convincingly. After your presentation, committee members will ask you clarifying questions. Any member of your group may respond during the cross-examination period.


Assessment Guide for Oral Presentations

Group Assignment:

Group Members:

Group Assessment Excellent Good Average Needs Improvement

Unsatisfactory

1. The group made good use of its preparation time.

2. The presentation reflected analysis of the issues under consideration.

3. The presentation was coherent and persuasive.

4. The group incorporated relevant sections of the background reading into its presentation.

5. The group’s presenters spoke clearly, maintained eye contact, and made an effort to hold the attention of their audience.

6. The presentation incorporated contributions from all the members of the group.

5 4 3 2 1

Individual Assessment

1. The student cooperated with other group members.

2. The student was well-prepared to meet his or her responsibilities.

3. The student made significant contribution to the group’s presentation.

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1


How to Create a Poster Using PowerPointStudent Handout

1. Gather your contents in the form of text, graphs and photos. If you need to scan slides or photos, locate where there is a scanner available for use in the (often in the library or a computer lab.

2. Open PowerPoint, choose Blank Presentation and click OK.3. Choose the Blank slide layout and click OK.4. Go to File in the toolbar and click Page Setup.5. Enter the Height and Width of your poster. Please be aware that PowerPoint’s maximum

size is 52”; therefore to produce a PowerPoint poster with dimensions larger than 52”, both dimensions are entered at half the desired size. For example, for a 44” x 66” poster, you would enter 22” in the box for height and 33” in the box for width, and click OK. The poster’s size will be doubled during the printing phase to bring it up to 44x66 inches as desired. Important: Many schools may not have a poster printer, so you may have to use a private printing company. The bigger your poster, the more expensive it is to print. The printer’s maximum size paper roll is 44”, meaning that one of your dimensions, width or height, may not exceed 44”. Also, other roll sizes are 24”, 36” and 42”, so it is best to set either the height or width of your poster to one of these measurements.

6. Click Insert on the toolbar, choose Text Box. A text box drawing tool will appear on your PowerPoint slide. Click and drag to create the box. This is where you will place your prepared text. Simply cut and paste from Word or type directly into the text box. The box will expand to fit the information entered. Remember to consider your font size and make it suitable for poster use. Font sizes of approximately 36 to 54 are recommended for titles, approximately 18 for text. Use your judgment for your specific poster needs. PowerPoint does not recognize all fonts; Arial and Times New Roman are recommended for use. Symbol is the font recommended for scientific symbols. To choose the characteristics of the text box such as line, color or size, go to Format in the toolbar or right click on the text box and select Format Text Box. You can copy and paste directly from Word documents into PowerPoint text boxes. We would suggest using black on a white background in text boxes for easy reading.

7. To add logos, charts or photos, go to Insert in the menu bar and select Picture, and then From File and browse to your file containing your charts or scanned and saved pictures. Select it and click the Insert button.

8. Once you have inserted your pictures, you can move or resize them to suit your needs. The dotted guide lines on the templates are there to tell you where on the sheet your boxes are and can help in getting things properly aligned. If you click and hold them, a box will appear giving the lines’ locations on the sheet. You can then move them into position. They will not appear when the poster is printed. If the Guide lines are not visible on your screen, select View, then Guides.

9. Once your text and pictures are in place, you may decide to add some color or texture effects. The color options and background effects are found under Format on the toolbar, or you may double click the border of any text box to view Format Text Box with color and line options. Please check with your printing sources for any additional fees in printing in color.

10. Carefully review your poster. When you are completely satisfied with it, save the file and make the necessary phone call to set up an appointment for printing.


That Was When? This is NowPost Test

Name: ______________________________ Class: _______________



A. 20,000B. 176,000C. 450,000D. 1,200,000










That Was When? This is NowPre/Post Test-ANSWER KEY

Name: ______________________________ Class: _______________


C

D

D

B

A


A. 20,000B. 176,000C. 450,000D. 1,200,000









Social Studies | No Uncertain Terms Student

No Uncertain TermsPretest

Name: ______________________________ Class: _______________











7. The term “roughneck” originally referred to...?A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gasB. A thug or rowdy person who followed oil booms and basically mugged peo-ple in the streets for a livingC. A member of the crew on an drilling rig other than the head drillerD. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil

8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil. He’s now walking around holding the branch in front of him, eyes closed, waiting for it to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...?






Term

Defi

nitio

n (in

you

r ow

n w

ords

)W

hat i

t is N

OT

! (no

n-ex

ampl

e, a

nton

ym)

Wha

t it i

s (ex

ampl

e, sy

nony

ms)

No Uncertain TermsOption 1: Frayer Model


Sym

bolic

Rep

rese

ntat

ion/

Illu

stra

tion

Defi

nitio

n

Term

No Uncertain TermsOption 2: Word Wall Match Up Template


No Uncertain Terms Vocabulary Test




RoughneckShooter



Barrels Per DayBit

Black DogBlack Gold





OERB

WORD BANK




2.





prices is .

5.


produced per day.

Also called the rig foreman or superintendent, , is the

person in charge of the entire drilling rig.

7.

Founded in 1920, the sets the standards for all types of oilfield

equipment.

8.



called a .

10.




has great power in a particular field.12.

13. A promotes the happiness and social elevation of mankind by



15. was established at statehood to regulate the exploration and production

of oil and natural gas and to regulate public utilities.







the flow of oil.

Equivalent to 42 U.S. gallons, is the unit of measure for petroleum

products.

21.




Resources Board.




wells.

A



No Uncertain TermsPost Test

Name: ______________________________ Class: _______________











7. The term “roughneck” originally referred to...?A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gasB. A thug or rowdy person who followed oil booms and basically mugged peo-ple in the streets for a livingC. A member of the crew on an drilling rig other than the head drillerD. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil

8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil. He’s now walking around holding the branch in front of him, eyes closed, waiting for it to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...?






Cor

e E

nerg

y Sc

aven

ger

Hun

t

Nam

es: _

____

____

____

____

____

____

____

____

____

____

Per

iod:

___

_

Oil

& N

atur

al G

as S

cave

nger

Hun

t

Wha

t are

the

top

five

oil-p

rodu

cing

cou

ntrie

s in

the

wor

ld ri

ght n

ow?

Whe

n yo

u ha

ve li

sted

all

five,

find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

1. _

____

____

____

____

____

____

_ 6.

Map

Loc

atio

n: _

____

2. _

____

____

____

____

____

____

_ 7.

Map

Loc

atio

n: _

____

3. _

____

____

____

____

____

____

_ 8.

Map

Loc

atio

n: _

____

4. _

____

____

____

____

____

____

_ 9.

Map

Loc

atio

n: _

____

5. _

____

____

____

____

____

____

_

10

. Map

Loc

atio

n: _

____

Wha

t are

the

top

five

oil-p

rodu

cing

stat

es in

the

U.S

. rig

ht n

ow?

Whe

n yo

u ha

ve li

sted

all

five,

fin

d th

em o

n th

e pr

ovid

ed U

.S. M

ap a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

11. _

____

____

____

____

____

____

_

16. M

ap L

ocat

ion:

___

__

12. _

____

____

____

____

____

____

_

17. M

ap L

ocat

ion:

___

__

13. _

____

____

____

____

____

____

_ 18

. Map

Loc

atio

n: _

____

14. _

____

____

____

____

____

____

_ 19

. Map

Loc

atio

n: _

____

15. _

____

____

____

____

____

____

_ 20

. Map

Loc

atio

n: _

____

Wha

t are

the

top

thre

e oi

l-con

sum

ing

coun

tries

in th

e w

orld

righ

t now

? W

hen

you

have

list

ed

all t

hree

, find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

loca

ted.

Th

en li

st th

e ap

prox

imat

e pe

rcen

tage

eac

h on

e us

es o

f wor

ld o

il su

pplie

s.

21. _

____

____

____

____

____

__ 2

4. M

ap: _

____

27.

Per

cent

age:

___

__

22. _

____

____

____

____

____

__ 2

5. M

ap: _

____

28.

Per

cent

age:

___

__

23. _

____

____

____

____

____

__ 2

6. M

ap: _

____

29.

Per

cent

age:

___

__

30. W

hat i

s the

mai

n go

al /

purp

ose

of O

PEC

? __

____

____

____

____

____

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

List

10

of th

e 12

cur

rent

mem

bers

of O

PEC

:

31. _

____

____

____

____

____

____

36

. ___

____

____

____

____

____

32. _

____

____

____

____

____

____

37

. ___

____

____

____

____

____

33. _

____

____

____

____

____

____

38

. ___

____

____

____

____

____

34. _

____

____

____

____

____

____

39

. ___

____

____

____

____

____

35. _

____

____

____

____

____

____

40

. ___

____

____

____

____

____

41. O

PEC

’s 1

2 m

embe

rs c

urre

ntly

supp

ly a

bout

___

___

perc

ent o

f the

wor

ld’s

o

il ou

tput

.

42. O

PEC

’s 1

2 m

embe

rs p

osse

ss a

bout

___

___

perc

ent o

f the

wor

ld’s

tota

l

pr

oven

oil

rese

rves

.

Wha

t abo

ut n

atur

al g

as?

Wha

t are

the

top

five

natu

ral g

as-p

rodu

cing

cou

ntrie

s in

the

wor

ld ri

ght

now

? W

hen

you

have

list

ed a

ll fiv

e, fi

nd th

em o

n th

e pr

ovid

ed W

orld

Map

s and

indi

cate

by

lette

r w

here

eac

h on

e is

loca

ted.

43. _

____

____

____

____

____

____

_

48. M

ap L

ocat

ion:

___

__

44. _

____

____

____

____

____

____

_

49. M

ap L

ocat

ion:

___

__

45. _

____

____

____

____

____

____

_ 50

. Map

Loc

atio

n: _

____

46. _

____

____

____

____

____

____

_ 51

. Map

Loc

atio

n: _

____

47. _

____

____

____

____

____

____

_ 52

. Map

Loc

atio

n: _

____

Wha

t are

the

top

five

natu

ral g

as-p

rodu

cing

stat

es in

the

U.S

. rig

ht n

ow?

Whe

n yo

u ha

ve li

sted

al

l five

, find

them

on

the

prov

ided

U.S

. Map

and

indi

cate

by

lette

r whe

re e

ach

one

is lo

cate

d.

53. _

____

____

____

____

____

____

_

58. M

ap L

ocat

ion:

___

__

54. _

____

____

____

____

____

____

_

59. M

ap L

ocat

ion:

___

__

55. _

____

____

____

____

____

____

_ 60

. Map

Loc

atio

n: _

____

56. _

____

____

____

____

____

____

_ 61

. Map

Loc

atio

n: _

____

57. _

____

____

____

____

____

____

_ 62

. Map

Loc

atio

n: _

____

Soci

al S

tudi

es |

Scav

enge

r Hun

t St

uden

t

Wha

t are

the

top

thre

e na

tura

l gas

-con

sum

ing

coun

tries

in th

e w

orld

righ

t now

? W

hen

you

have

lis

ted

all t

hree

, find

them

on

the

prov

ided

Wor

ld M

aps a

nd in

dica

te b

y le

tter w

here

eac

h on

e is

lo

cate

d. T

hen

list t

he a

ppro

xim

ate

perc

enta

ge e

ach

one

uses

of w

orld

nat

ural

gas

supp

lies.

63. _

____

____

____

____

____

__ 6

6. M

ap: _

____

69.

Per

cent

age:

___

__

64. _

____

____

____

____

____

__ 6

7. M

ap: _

____

70.

Per

cent

age:

___

__

65. _

____

____

____

____

____

__ 6

8. M

ap: _

____

71.

Per

cent

age:

___

__

The

Okl

ahom

a C

orpo

ratio

n C

omm

issi

on h

as a

four

-fol

d m

issi

on st

atem

ent.

Wha

t are

the

four

pu

rpos

es o

f the

OC

C, a

ccor

ding

to it

s ow

n m

issi

on st

atem

ent?

72. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

73. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

74. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

75. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

76. I

n w

hat y

ear w

as th

e O

CC

form

ed?

____

____

____

The

Okl

ahom

a C

orpo

ratio

n C

omm

issi

on sa

ys in

its m

issi

on st

atem

ent t

hat i

t will

do

four

spec

ific

thin

gs “

in th

e in

tere

sts o

f the

pub

lic.”

Wha

t are

thos

e fo

ur th

ings

?

77. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

78. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

79. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

80. _

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

81.

Wha

t was

the

first

com

mer

cial

ly v

iabl

e oi

l wel

l in

Okl

ahom

a?

(A

) The

Sue

Bla

nd N

o. 1

(C) T

he N

ellie

John

ston

e N

o. 1

(B) T

he W

ild M

ary

Sudd

ick

(D) T

he Id

a G

lenn

No.

1

____

82.

Thi

s wel

l (re

ferr

ing

to p

revi

ous q

uest

ion)

was

loca

ted

in...

?

(A

) Tul

sa

(C

) Okl

ahom

a C

ity

(B

) Bar

tlesv

ille

(D

) Gut

hrie

____

83.

The

find

that

laun

ched

Okl

ahom

a to

the

top

of th

e w

orld

in te

rms

of o

il pr

oduc

tion

was

the.

..?

(A

) Okl

ahom

a C

ity F

ield

(C

) The

101

Ran

ch

(B

) The

Gle

nn P

ool

(D) T

he K

iefe

r Dug

out

____

84.

Whi

ch O

klah

oma

tow

n w

as k

now

n as

the

Oil

Cap

itol o

f the

Wor

ld?

(A) T

ulsa

(C) O

klah

oma

City

(B) B

artle

svill

e

(D) G

uthr

ie

____

85.

The

“M

illio

n D

olla

r Elm

” is

loca

ted

in...

?

(A

) Kie

fer

(C

) Paw

husk

a

(B

) Gle

npoo

l

(D) P

onca

City

____

86.

Whi

ch tr

ibe

in O

klah

oma

beca

me

the

riche

st p

eopl

e in

the

wor

ld

(p

er c

apita

) dur

ing

the

oil b

oom

of t

he 1

920s

?

(A

) The

Kaw

(C) T

he O

sage

(B) T

he C

hero

kee

(D) T

he S

emin

ole

____

87.

Woo

laro

c R

anch

, Mus

eum

, and

Wild

life

Pres

erve

is lo

cate

d ne

ar...

?

(A

) Bar

tlesv

ille

(C

) Tul

sa

(B

) Okl

ahom

a C

ity

(D) P

onca

City

____

88.

Woo

laro

c is

the

cont

ribut

ion

of o

il in

dust

ry g

iant

...?

(A) E

.W. M

arla

nd

(C) T

om S

lick

(B) G

.B. W

ools

wor

th

(D) F

rank

Phi

llips

____

89.

Wha

t was

use

d to

“sh

oot”

the

Unc

le B

ill N

o. 1

, the

“di

scov

ery

wel

l” o

f

the

Cle

vela

nd p

ool?

(A) G

unpo

wde

r

(C) T

NT

(B) N

itrog

lyce

rin

(D) T

he fi

rst h

and-

held

Kod

ak c

amer

a

____

90.

Thi

s was

the

“dis

cove

ry w

ell”

of t

he R

ed F

ork

pool

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Su

ddick

(D

) The

Ida

Gle

nn N

o. 1

____

91.

The

“K

eyst

one

Trai

l” w

as p

rimar

ily u

sed

to...

?

(A

) Brin

g oi

l equ

ipm

ent i

nto

Okl

ahom

a fr

om T

exas

(B) B

ring

illeg

al li

quor

into

Tul

sa

(C

) Fol

low

kno

wn

oil p

ools

into

un-

drill

ed a

reas

(D) T

rap

thos

e w

ith c

ash

so th

ey c

ould

be

robb

ed

Soci

al S

tudi

es |

Scav

enge

r Hun

t St

uden

t

____

92.

Who

hel

ped

to o

pen

the

Exch

ange

Nat

iona

l Ban

k (w

hich

late

r bec

ame

the

Ban

k of

Okl

ahom

a) st

rictly

for t

he o

il in

dust

ry?

(

A) E

. W. M

arla

nd

(C) F

rank

Phi

llips

(

B) T

om S

lick

(D

) Har

ry S

incl

air

____

93.

Phi

llips

66

open

ed it

s ver

y fir

st g

as st

atio

n in

...?

(

A) B

artle

svill

e, O

K

(C) W

ichi

ta, K

S

(B

) Row

ling,

TX

(D) T

ulsa

, OK

____

94.

The

Phi

llips

66e

rs w

ere.

..?

(A

) A b

aske

tbal

l tea

m

(C) A

n em

ploy

ees’

unio

n

(B

) A c

harit

y or

gani

zatio

n (D

) Win

ners

of g

asol

ine

for l

ife

____

95.

Will

iam

G. S

kelly

ear

ned

the

nick

nam

e...?

(

A) “

The

Unc

row

ned

Kin

g of

the

Sena

te”

(

B) “

Kin

g of

the

Wild

catte

rs”

(

C) “

Mr.

Tuls

a”

(D

) “D

ry-H

ole

Skel

ly”

____

96.

Tho

mas

Gilc

reas

e’s fi

rst p

urch

ase

(whi

ch is

still

on

disp

lay

at th

e

Gilc

reas

e M

useu

m) w

as...

?

(A

) ‘R

ural

Cou

rtshi

p’

(C) ‘

The

Buf

falo

Hun

t’

(B

) ‘Zu

ni M

othe

r’

(D) ‘

The

Gra

nd C

anyo

n’

____

97.

Whe

n th

is o

ilman

stru

ck o

il on

the

Whe

eler

farm

in C

ushi

ng, h

e no

t

onl

y di

d no

t sho

ut a

bout

it, b

ut c

over

ed it

up

with

dirt

, ren

ted

ever

y

hor

se a

nd e

very

bug

gy in

tow

n, h

ired

out e

very

not

ary

publ

ic, a

nd

su

rrou

nded

his

fiel

d w

ith a

rmed

gua

rds u

ntil

he c

ould

secu

re le

ases

on

all o

f the

surr

ound

ing

land

.

(A

) Tom

Slic

k

(C) H

arry

Sin

clai

r

(B

) Wai

te P

hilli

ps

(D) T

hom

as G

ilcre

ase

____

98.

Thi

s wel

l nea

r Okl

ahom

a C

ity b

lew

out

of c

ontro

l so

high

and

so lo

ng

t

hat o

ffici

als h

ad to

take

em

erge

ncy

mea

sure

s to

prev

ent p

eopl

e

fro

m li

ghtin

g an

ythi

ng—

even

to c

ook—

for m

iles a

way

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Sud

dick

(D

) The

Ida

Gle

nn N

o. 1

____

99.

The

Wes

t Edm

ond

Fiel

d w

as d

isco

vere

d in

194

3 by

:

(A

) Roy

J. T

urne

r (C

) Llo

yd N

oble

(B) A

ce G

utow

sky

(D) J

.A. L

aFor

tune

____

100

. In

1959

, the

nat

ion

follo

wed

the

drill

ing

prog

ress

of «

The

Big

Dav

e

N

o. 1

» ev

ery

mor

ning

on

wha

t tel

evis

ion

prog

ram

?

(A

) FO

X N

ews

(C

) The

Tod

ay S

how

(B) C

NN

(D) G

ood

Mor

ning

Am

eric

a

____

101

. Lea

d Fr

ee g

asol

ine

was

intro

duce

d to

con

sum

ers i

n w

hich

dec

ade?

(A) T

he 1

950s

(C) T

he 1

970s

(B) T

he 1

960s

(D) T

he 1

980s

____

102

. In

July

, 198

2, w

hat O

klah

oma

City

ban

k w

ent «

bust

» ca

usin

g a

sho

ck to

the

finan

cial

mar

ket?

(A) B

ank

of O

klah

oma

(C) P

enn

Squa

re B

ank

(B) F

irst N

atio

nal B

ank

(D) F

irst U

nite

d B

ank

103.

Wha

t doe

s OER

B st

and

for?

___

____

____

____

____

____

____

____

_

Wha

t are

the

OER

B’s

two

mai

n go

als /

func

tions

?

104.

___

____

____

____

____

____

____

____

____

____

____

____

____

___

105.

___

____

____

____

____

____

____

____

____

____

____

____

____

___

Soci

al S

tudi

es |

Scav

enge

r Hun

t St

uden

t

____

92.

Who

hel

ped

to o

pen

the

Exch

ange

Nat

iona

l Ban

k (w

hich

late

r bec

ame

the

Ban

k of

Okl

ahom

a) st

rictly

for t

he o

il in

dust

ry?

(

A) E

. W. M

arla

nd

(C) F

rank

Phi

llips

(

B) T

om S

lick

(D

) Har

ry S

incl

air

____

93.

Phi

llips

66

open

ed it

s ver

y fir

st g

as st

atio

n in

...?

(

A) B

artle

svill

e, O

K

(C) W

ichi

ta, K

S

(B

) Row

ling,

TX

(D) T

ulsa

, OK

____

94.

The

Phi

llips

66e

rs w

ere.

..?

(A

) A b

aske

tbal

l tea

m

(C) A

n em

ploy

ees’

unio

n

(B

) A c

harit

y or

gani

zatio

n (D

) Win

ners

of g

asol

ine

for l

ife

____

95.

Will

iam

G. S

kelly

ear

ned

the

nick

nam

e...?

(

A) “

The

Unc

row

ned

Kin

g of

the

Sena

te”

(

B) “

Kin

g of

the

Wild

catte

rs”

(

C) “

Mr.

Tuls

a”

(D

) “D

ry-H

ole

Skel

ly”

____

96.

Tho

mas

Gilc

reas

e’s fi

rst p

urch

ase

(whi

ch is

still

on

disp

lay

at th

e

Gilc

reas

e M

useu

m) w

as...

?

(A

) ‘R

ural

Cou

rtshi

p’

(C) ‘

The

Buf

falo

Hun

t’

(B

) ‘Zu

ni M

othe

r’

(D) ‘

The

Gra

nd C

anyo

n’

____

97.

Whe

n th

is o

ilman

stru

ck o

il on

the

Whe

eler

farm

in C

ushi

ng, h

e no

t

onl

y di

d no

t sho

ut a

bout

it, b

ut c

over

ed it

up

with

dirt

, ren

ted

ever

y

hor

se a

nd e

very

bug

gy in

tow

n, h

ired

out e

very

not

ary

publ

ic, a

nd

su

rrou

nded

his

fiel

d w

ith a

rmed

gua

rds u

ntil

he c

ould

secu

re le

ases

on

all o

f the

surr

ound

ing

land

.

(A

) Tom

Slic

k

(C) H

arry

Sin

clai

r

(B

) Wai

te P

hilli

ps

(D) T

hom

as G

ilcre

ase

____

98.

Thi

s wel

l nea

r Okl

ahom

a C

ity b

lew

out

of c

ontro

l so

high

and

so lo

ng

t

hat o

ffici

als h

ad to

take

em

erge

ncy

mea

sure

s to

prev

ent p

eopl

e

fro

m li

ghtin

g an

ythi

ng—

even

to c

ook—

for m

iles a

way

.

(A

) The

Sue

Bla

nd N

o. 1

(C

) The

Nel

lie Jo

hnst

one

No.

1

(B

) The

Wild

Mar

y Sud

dick

(D

) The

Ida

Gle

nn N

o. 1

The Glenn Pool StoryPretest

Name: ______________________________ Class: _______________


1. In 1905, the first major long-producing commercial oil well was drilled in Oklahoma at A. BarnsdallB. GlennpoolC. Nellie JohnstoneD. Red Fork









Social Studies | The Glenn Pool Story Student


The Glenn Pool Story Vocabulary Review

Review the following vocabulary words from “No Uncertain Terms”

• Boomtown

• Entrepreneur

• Gusher

• Lease

• Philanthropists

• Roughneck

• Roustabout

• Wildcatter

Stud

ent

Soci

al S

tudi

es |

The

Gle

nn P

ool S

tory

Oil

in In

dian

Lan

d (1

:49-

8:20

)

Okl

ahom

a Ec

onom

y

Nat

iona

l Eco

nom

y

Labo

r

Gle

nn P

ool F

uels

Am

eric

a(8

:21-

11:1

5)

Okl

ahom

a Ec

onom

y

Nat

iona

l Eco

nom

y

OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

the

disc

over

y of

new

foss

il fu

el re

sour

ces a

nd T

ulsa

’s d

esig

natio

n as

Oil

Cap

ital o

f the

Wor

ld.

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Oil

Cre

ates

Job

s(1

1:16

-17:

08)

Okl

ahom

a Ec

onom

y

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

The

Gle

nn P

ool S

tory

Vie

win

g G

uide

Dire

ctio

ns: W

hile

vie

win

g th

e D

VD

, tak

e no

tes o

n th

e su

bjec

ts li

sted

bel

ow d

urin

g th

e tim

es/p

arts

indi

cate

d.

Stud

ent

Soci

al S

tudi

es |

The

Gle

nn P

ool S

tory

Nat

iona

l Eco

nom

y

Labo

r

Tuls

a

Labo

r

Entre

pren

eurs

/Phi

lant

hrop

ists

Boo

mto

wns

(17:

09-2

2:24

)

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Okl

ahom

a To

wns

Gle

nn P

ool L

egac

y(2

2:24

-27:

00)

Lega

cy o

f Gle

nn P

ool

Oil

and

Nat

ural

Gas

Okl

ahom

a Ec

onom

y

OC

3: 4

.4. E

xam

ine

how

the

econ

omic

cyc

les o

f boo

m o

f the

oil

indu

stry

affe

cted

maj

or se

ctor

s of e

mpl

oym

ent,

min

ing,

and

the

subs

eque

nt

deve

lopm

ent o

f com

mun

ities

, as w

ell a

s the

role

of e

ntre

pren

eurs

. OC

3: 5

.2.D

. Ana

lyze

the

impa

ct o

f eco

nom

ic g

row

th in

var

ious

sect

ors i

nclu

ding

th

e di

scov

ery

of n

ew fo

ssil

fuel

reso

urce

s and

Tul

sa’s

des

igna

tion

as O

il C

apita

l of t

he W

orld

.

Stud

ent

Soci

al S

tudi

es |

The

Gle

nn P

ool S

tory

Stud

ent

Soci

al S

tudi

es |

The

Gle

nn P

ool S

tory

Okl

ahom

a H

isto

ry

1900

+19

05+

1910

+19

15+

1920

+

1901

: The

odor

e R

oose

velt

beco

mes

Pre

side

nt o

f th

e U

S af

ter W

illia

m

McK

inle

y is

ass

assi

nate

d.

1907

: Okl

ahom

a jo

ins t

he

Uni

on a

s the

46t

h st

ate.

1908

: For

d M

otor

C

ompa

ny in

trodu

ces t

he

Mod

el T

1913

: For

d M

otor

C

ompa

ny im

plem

ents

as

sem

bly

line.

1917

-191

8: U

S in

volv

emen

t in

WW

I

1920

s: H

ardi

ng, C

oolid

ge

and

Hoo

ver a

dmin

stra

tions

pr

omot

e Am

eric

an b

usin

ess

grow

th.

Uni

ted

Stat

es H

isto

ry

Okl

ahom

a O

il Ti

mel

ine

Dire

ctio

ns: A

fter v

iew

ing

the

Gle

nn P

ool S

tory

DV

D, fi

ll in

the

timel

ine

with

the

Okl

ahom

a oi

l his

tory

that

goe

s alo

ng w

ith th

e tim

e pe

riod

indi

cate

d.

The

Gle

nn P

ool S

tory

Ven

n D

iagr

amN

ame:

___

____

____

____

____

____

____

___

Cla

ss: _

____

____

____

__

Stud

ent

Soci

al S

tudi

es |

The

Gle

nn P

ool S

tory

Oil Boomtown Historical Marker

Use your knowledge and class resources to create an historical marker for an historical oil boomtown.• No clip art or illustrations• Include basic information like who, where, when, what and why it’s important enough to

commemorate.

Rough Draft:

Rubric

/10 Create a title for the top line and write in all capital letters /80 Use at least four pieces of evidence in four different sentences (20/evidence) /10 Use standard English grammar and spelling

/100



The Glenn Pool StoryPost Test

Name: ______________________________ Class: _______________











Wildcatters, Roughnecks, & Good Ol’ BoysPretest

Name: ______________________________ Class: _______________








5. Once the chaos of the initial rush subsided, some boomtowns were left largely emp-ty and forgotten, or became “ghost towns.” Many others, though, were left with...?


Social Studies | Wildcatter, Roughnecks and Good Ol’ Boys Student

Map

of O

klah

oma

Stud

ent H

ando

ut

Soci

al S

tudi

es |

Wild

catte

r, R

ough

neck

s and

Goo

d O

l’ B

oys

Stud

ent

Find

and

mar

k th

e fo

llow

ing

boom

tow

ns o

n th

e m

ap: K

eife

r, Cu

shin

g, S

emin

ole,

Wew

oka

Boomtown ChecklistStudent Handout


following boomtowns

Population growth





Poor roads




Poor reputation



Crime/con men

Street gangs

Gambling


Pool halls


Dance halls


Schools

Keifer1906

Cushing1912

Seminole1924

Wewoka1923


Wildcatters, Roughnecks, & Good Ol’ BoysPost Test

Name: ______________________________ Class: _______________








5. Once the chaos of the initial rush subsided, some boomtowns were left largely emp-ty and forgotten, or became “ghost towns.” Many others, though, were left with...?



Baron FruitPretestName: ______________________________ Class: _______________Place the letter of the best answer in the blank to the left.











Social Studies | Baron Fruit Student

The Possibilities of Sudden WealthGroup Discussion Guide

1. List all group members involved in this discussion.

2. List the specific ways in which your group plans to use your money.

3. Which expenditures were easily agreed upon?

4. What conflicts arose during the discussion?

5. Did a natural leader arise during the discussion? If so, in what way did that person affect the decisions which were made?

6. What observations about human nature could you make after your group’s discussion?



Baron FruitToast or Roast Handout

“Toast or Roast” is a fun and informative format for student research, as well as for building verbal communication skills in a more formal setting than class discussions or strategies, such as the “Opinion Continuum.”

In the “Toast or Roast” scenario, the student is expected to deliver a prepared short speech, in which he/she either praises or criticizes a historical or contemporary personality from history or modern national or world current events. After conducting research about the personality, the student will make an assessment as to the lasting impact that personality will have on national or world events.

The student is free to choose whether he believes the personality should be praise or criticized. Procedure: 1. Assign each student a different personality for a”Toast or Roast” speech. 2. Use the following instructions to guide student research and preparation of speeches:

A. You will prepare and present a two to three minute speech as a “toast” or a “roast” of one individual from our class studies. B. (A “toast” is intended to celebrate and honor an individual for his/her achievements. A “roast” is intended to criticize an individual.) You may choose either type of speech, however, your “toast or “roast” must explain why you have decided to praise or criticize the individual. C. You must use one visual during your toast or roast. It can be a picture, drawing, computer- based image, etc. but make sure it is large enough for everyone to see. D. You may speak from your own notes, but a formal written version of your speech must be turned in on the day the assignment is due. E. With your written speech, you must include a brief bibliography with a minimum of three sources you accessed to research information about your individual.

3. Remind students that in the delivery of their speech to his/her classmates, the student will clearly either praise or criticize the personality. The majority of the evidence, facts, research , etc presented in the speech should support the stance (praise or criticism) selected by the student.

1897

1905

1925

1929

1934

1917

1928

1930

1948

Soci

al S

tudi

es |

Bar

on F

ruit

Stud

ent

Bar

on F

ruit

Tim

elin

e H

ando

utIn

sert

the

impo

rtant

eve

nt o

n th

e ye

ar it

cor

resp

onds

to o

n th

e tim

elin

e.

• M

arla

nd O

il is

take

n aw

ay fr

om M

arla

nd in

a h

ostil

e ta

keov

er•

The

Ida

Gle

nn N

o. 1

is b

roug

ht in

• Sp

arta

n Sc

hool

of A

eron

autic

s is f

ound

ed•

Pion

eer W

oman

stat

ue is

unv

eile

d in

Pon

ca C

ity•

The

US

ente

rs W

orld

War

I

• Th

e N

ellie

John

ston

e N

o. 1

com

es in

• Fr

ank

Phill

ips b

uild

s his

lodg

e at

Woo

laro

c•

Har

ry S

incl

air g

oes t

o th

e U

SSR

• R

ober

t S. K

err b

ecom

es th

e U

S Se

nato

r fro

m O

klah

oma

• E.

W. M

arla

nd b

ecom

es g

over

nor o

f Okl

ahom

a


Baron FruitPost TestName: ______________________________ Class: _______________Place the letter of the best answer in the blank to the left.











The More Things ChangePretestName: ______________________________ Class: _______________












Social Studies | The More Things Change Student


The More Things ChangeGuided Reading Questions HandoutName: ______________________________ Class: _______________

After reading the excerpts, carefully answer each of the following questions.

Part One:1. What brought such dramatic change to the Kaw Indian Reservation?2. Explain three changes that came to the area in the wake of the Emmett Thompson “coming

in.” Label your answers (a), (b) & (c).3. Describe some of the characteristics of this “mushroom village” (i.e., boomtown) that were

not directly involved with the petroleum business.4. What sorts of things changed for the Kaw when they found themselves suddenly wealthy?5. What sorts of things did not change for the Kaw when they found themselves suddenly

wealthy?6. How does the author justify his claim that overall the “easy-come money has been a curse?”

Part Two:7. What kind of background and character does the author ascribe to most farmers in the

Midwest?8. (a) How did life change for Jimmy Barclay and Sam McKee when they found themselves

suddenly wealthy thanks to oil being found under their land? (b) How did it stay the same?9. Explain this sentence: “The older people are galvanized into conservatism when they strike

the bonanza.” What does the author mean?10. As discussed in this article, how do the farmers or other “normal people” who get rich

through oil spend their newfound wealth?11. According to the author, why do they spend it this way and not in other ways?12. Explain three ways E.W. Marland used his wealth for the good of the community, according

to this article.13. How does the author explain why Marland spent his money so much differently than either

the Kaw or the Midwestern farmers?14. What seems to be the main point of this article?15. Do you agree or disagree with this main point? Explain your answer.

For further discussion: Many philanthropists seem to have made their fortune as entrepreneurs. a. What characteristics of an entrepreneur might lead to the tendency to give generously to others? b. Can you think of wealthy individuals in your own time who tend to be philanthropists? From where does their wealth come? c. Can you think of wealthy individuals in your own time who are not known for being particularly philanthropic? From where does their wealth come?

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The More Things ChangePost TestName: ______________________________ Class: _______________












Running on EmptyPretest

Name: ______________________________ Class: _______________




2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil:A. EmbargoB. PermitC. Deregulation planD. Tariff






Social Studies | Running on Empty Student


Document Based Question Handout














Document A





Document B












Document C


Document D








Document E




FACT SHEET














......

...

..

..

..

..

Furnace

Crude Oil


Gasoline

Kerosene

Gas Oil

Lubricants

Fuel Oil

Gases

Bitumen

..

gas for gas stoves

propane

butane

gasoline

plastics

chemicals

fuel for planes

fuel for camping lanterns

diesel fuel

heating oil

wax

motor oil

lubricating oil


fuel for utilities

ship fuel

surfacing for roads

surfacing for roofs

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Tower of PowerOil Refining Tower Less than 40° C

(104° F)

40° C − 200° C (104° F − 392° F)

40° C − 200° C (104° F − 392° F)

200° C − 300° C (392° F − 572° F)200° C − 300° C

(392° F − 572° F)

250° C − 350° C (482° F − 662° F)250° C − 350° C

(482° F − 662° F)

300° C − 370° C (572° F − 698° F)300° C − 370° C

(572° F − 698° F)










Document G


Graphic Organizer: Option 1

Use the chart below to organize and record notes from the documents you read. Be sure to reference each document by letter in your notes.

Government Response Oil Industry’s Response Auto Industry’s Response

Thesis Statement:


Writing Assignment: Option 2

After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of each group and explain why petroleum is still the best choice for our energy source today.

Please use the lines below to respond to the given prompt in one paragraph:

1. Main idea (effectiveness of government, auto and oil industry responses)2. Support sentence-cite evidence on government actions (from the documents)3. Support sentence-cite evidence on auto industry4. Support sentence-cite evidence on petroleum industry5. Explain how the evidence used supports your answer (use the documents to show your

opinion the effectiveness of each.)


Running on EmptyPost Test

Name: ______________________________ Class: _______________












That Was When? This is NowPretest

Name: ______________________________ Class: _______________



A. 20,000B. 176,000C. 450,000D. 1,200,000









Social Studies | That Was Then Student

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Comparing North Dakota and Oklahoma’s Oil/ Natural Gas BoomStudent Handout

Issue North Dakota Oklahoma

Population Growth

Housing

Crime

Employment

Business

Infrastructure (roads, utilities,

schools)

Health Care

Quality of Life

EnvironmentalEffects

Preparing For Your PresentationStudent Handout

Your AssignmentYour group has been called upon to appear before the North Dakota Energy Resources Task Force. Your assignment is to persuade the committee members that your proposal should be adopted as policy. You will be judged on how well you present your option.

Organizing Your GroupEach member of your group will take a specific role. Below is a brief explanation of the responsibilities for each role. Before preparing your section of the presentation, work together to review information previously learned in the lesson on “Wildcatters, Roughnecks, and Good Ol’ Boys”. What core democratic values support your argument of your topic?

1. Group Organizer: Your job is to organize your group’s three to five minute presentation to North Dakota Energy Resources Task Force. In organizing your presentation, you will receive help from the other members of your group. Keep in mind that although you are expected to take the lead in organizing your group, your group will be expected to make the presentation together.

2. Community Activist: Your job is to explain how your proposal would improve life in North Dakota due to the energy boom. Gather research on how families, existing small businesses, local governments, and individuals are affected by your topic. Make sure that your area of expertise is reflected in the presentation of the group.

3. Reporter: Your job is to explain how your proposal would address the state’s interests. You should do research that contains statistics and measurements that support your proposal. Make sure your area of expertise is reflected in the presentation of your group.

4. Historian: Your job is to show how the lessons of history support your proposal. Look over the Boomtown Checklist and biographies of the oil barons in Oklahoma. Make sure that your area of expertise is reflected in the presentation of your group.

5. Illustrator: Your job is to design a poster or political cartoon illustrating your proposal. Be sure to use large graphics that are easy to see, include a catchy slogan, and color. Make sure that your illustration supports the one or more of the perspectives of other group members.

Making Your CaseAfter your preparations are completed, your group will deliver a three-to-five minute presentation to the North Dakota Energy Resources Task Force. Notes may be used, but you should speak clearly and convincingly. After your presentation, committee members will ask you clarifying questions. Any member of your group may respond during the cross-examination period.


How to Create a Poster Using PowerPointStudent Handout

1. Gather your contents in the form of text, graphs and photos. If you need to scan slides or photos, locate where there is a scanner available for use in the (often in the library or a computer lab.

2. Open PowerPoint, choose Blank Presentation and click OK.3. Choose the Blank slide layout and click OK.4. Go to File in the toolbar and click Page Setup.5. Enter the Height and Width of your poster. Please be aware that PowerPoint’s maximum

size is 52”; therefore to produce a PowerPoint poster with dimensions larger than 52”, both dimensions are entered at half the desired size. For example, for a 44” x 66” poster, you would enter 22” in the box for height and 33” in the box for width, and click OK. The poster’s size will be doubled during the printing phase to bring it up to 44x66 inches as desired. Important: Many schools may not have a poster printer, so you may have to use a private printing company. The bigger your poster, the more expensive it is to print. The printer’s maximum size paper roll is 44”, meaning that one of your dimensions, width or height, may not exceed 44”. Also, other roll sizes are 24”, 36” and 42”, so it is best to set either the height or width of your poster to one of these measurements.

6. Click Insert on the toolbar, choose Text Box. A text box drawing tool will appear on your PowerPoint slide. Click and drag to create the box. This is where you will place your prepared text. Simply cut and paste from Word or type directly into the text box. The box will expand to fit the information entered. Remember to consider your font size and make it suitable for poster use. Font sizes of approximately 36 to 54 are recommended for titles, approximately 18 for text. Use your judgment for your specific poster needs. PowerPoint does not recognize all fonts; Arial and Times New Roman are recommended for use. Symbol is the font recommended for scientific symbols. To choose the characteristics of the text box such as line, color or size, go to Format in the toolbar or right click on the text box and select Format Text Box. You can copy and paste directly from Word documents into PowerPoint text boxes. We would suggest using black on a white background in text boxes for easy reading.

7. To add logos, charts or photos, go to Insert in the menu bar and select Picture, and then From File and browse to your file containing your charts or scanned and saved pictures. Select it and click the Insert button.

8. Once you have inserted your pictures, you can move or resize them to suit your needs. The dotted guide lines on the templates are there to tell you where on the sheet your boxes are and can help in getting things properly aligned. If you click and hold them, a box will appear giving the lines’ locations on the sheet. You can then move them into position. They will not appear when the poster is printed. If the Guide lines are not visible on your screen, select View, then Guides.

9. Once your text and pictures are in place, you may decide to add some color or texture effects. The color options and background effects are found under Format on the toolbar, or you may double click the border of any text box to view Format Text Box with color and line options. Please check with your printing sources for any additional fees in printing in color.

10. Carefully review your poster. When you are completely satisfied with it, save the file and make the necessary phone call to set up an appointment for printing.


That Was When? This is NowPost Test

Name: ______________________________ Class: _______________



A. 20,000B. 176,000C. 450,000D. 1,200,000










Social Studies - OERB | Homeroom

Documents