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Copyright © 2007 by Oklahoma History Press

7

Chapter 1

EARLIEST OKLAHOMANS

Lesson Plans for Oklahoma History Teacher_________________ Date__________________

Common Core

Content Standard 1: The student will describe the state’s geography and the historic foundations laid by Native

American, European, and American cultures.

1.1 Integrate visual information to identify and describe the significant physical and human features including

major trails, railway lines, waterways, cities, ecological regions, natural resources, highways, and

landforms.

1.2 Summarize the accomplishments of prehistoric cultures including the Spiro Mound Builders.

ASSIGNMENTS:

Read Earliest Oklahomans, Chapter 1, pages 8-16.

Be prepared to participate in class discussion using the questions on page 16.

Complete the following in Student Activity Book:

Vocabulary

Identifying time of events

Fill in statements related to early people

Compare and contrast lifestyles of early people

Map possible migration routes from Beringia

Choose from Activities on next page, Section II. Copy and distribute, or project them for group work.

Read Feature: Oklahoma’s Climate and Geography, pages 38-44. Complete the worksheets.

I. Discussion Questions: See Teacher’s Edition of textbook for answers.

The following questions may be used for classroom oral discussion, independent practice, or essay tests.

Each question should be discussed fully, orally or in writing.

1. Explain the most commonly accepted theory of Indian origin in North America.

2. How did living conditions differ between eastern and western tribes during the early prehistoric era?

3. How did Thor Heyerdahl prove the possibility of Egyptian origin of American Indians?

4. Describe the oldest archeological find in the area that would become the state of Oklahoma.

5. Discuss the advanced state of civilization reached by the Spiro people as evidenced by artifacts found in

the Spiro Mound.

6. What modern technology tells us the age of artifacts?

7. What is the American Vegetable Triad? Outside of Oklahoma, where is it found?

8. Why are the Triad foods so crucial?


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9. Anthropologists see physical and cultural similarities between early Native Americans and

other native peoples around the world. Give examples from the text.

10. Why was salt important in so many cultures and for such a long time? How have civilizations

used it, besides for flavor?

.II. Activities:

1. Time Line of Oklahoma - Students develop a time line that includes the earliest evidence of the

presence of humans in Oklahoma. Use historical evidence from archeology digs to support recordings

on the time line.

Continue the time line through the entire course. Students may make notes, drawings, and even collect

clippings for more recent events. (If you post the time line in the classroom, remove or cover it for

tests.)

2. Plan three dinner menus consisting of wild game which might have been available to Spiro people

composed of the American Vegetable Triad prepared only in ways which can be achieved on open

fires or in clay ovens.

3. Crossword Puzzle - Early Oklahoma This is printed on next page.

4. Field Trip—Visit the Spiro Mounds on a field trip if you are located close enough to the site.

Information available at: http://www.spiro.lib.ok.us/mounds.htm

III. Internet Research:

http://www.ou.edu/cas/archsur/counties/leflore.htm

http://www.mississippian-artifacts.com/html/smain.html

http://lithiccastinglab.com/gallery-pages/spirocraigmoundpage1.htm

http://www.exploresouthernhistory.com/MSOwl1.html

http://en.wikipedia.org/wiki/Spiro_Mounds

IV. Suggested Reading:

Menzies Gavin, 1421: The Year China Discovered America. (New York: William Morrow, 2003)

Helen Roney Sattler. The Earliest Americans (New York: Clarion Books, 1993)

Phil Wilkinson. Early Humans (New York. Alfred A. Knopf, 1989)

Thor Heyerdahl, Early Man and the Ocean: A Search for the Beginnings of Navigation and Seaborn

Civilizations (Garden City, New York: Doubleday, 1979.

Ron Carter, Early Civilizations (Morristown, New Jersey: Silver Burdett, 1979)

http://www.spiro.lib.ok.us/mounds.htm

http://www.ou.edu/cas/archsur/counties/leflore.htm

http://www.mississippian-artifacts.com/html/smain.html

http://lithiccastinglab.com/gallery-pages/spirocraigmoundpage1.htm

http://www.exploresouthernhistory.com/MSOwl1.html

http://en.wikipedia.org/wiki/Spiro_Mounds


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CROSSWORD PUZZLE, CHAPTER 1

Using the key below the crossword puzzle, fill in the squares with the appropriate letters to

complete the puzzle.

Early Oklahoma

ACROSS:

1. A mound found in eastern Oklahoma that contained artworks and artifacts

4. A stick-like spear-thrower

5. Hunters who are believed to have lived in the Oklahoma area 12,000 years ago

DOWN:

1. The oldest archeological find in Oklahoma known as the Domebo mammoth kill

2. A time when huge glaciers covered much of the Northern Hemisphere (2 words)

3. The second known inhabitants of the area believed to have lived in the area 10,000 years ago


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Student Activity Book Chapter 1 - EARLIEST OKLAHOMANS

I. VOCABULARY. Give a short definition for each of the following words, according to how the word is

used in Chapter 1.

1. papyrus ___________________________ 5. obsidian___________________________

2. migration _________________________ 6. atlatl___________________________

3. phenomenon ______________________ 7. velocity___________________________

4. archeologist_________________________ 8. artifact___________________________

II. MATCHING. Match the correct date to the event.

A. 1930s B. 1970 C. 8000 B.C. D. 1300 E. 1961 F.1540

_____ 1. Folsom man lived in Western Oklahoma.

_____ 2. Spiro mound culture existed in Eastern Oklahoma.

_____ 3. Thor Heyerdahl sailed from Africa to North America in a papyrus boat.

_____ 4. Sculpted pieces were found in Mexico and identified as Roman on this date.

_____ 5. Spiro Mounds unearthed.

_____ 6. Recorded history began in Oklahoma

III. COMPLETION. Fill in each blank with a word that best completes each statement.

1. Indian legends about Indian origins were stories about ____________________________.

2. The land bridge thought to exist between Siberia and Alaska was called

_________________________.

3. Scholars of Indian history have divided Indians into classifications according to differences in

_____________________, ____________________, and ______________________.

4. The land area now called Oklahoma measures some _________________________ square miles.

5. The land area is divided geographically by the ____________________________.

6. The three main crops planted by Indians were, _________________, ___________________, and

_____________________ and were called the ____________________________.

7. The most important item for trade was _________________________.

8. The only records of the early dwellers are the ______________________________ and

_________________________________ uncovered in archeological digs.


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IV. On the following chart, compare the lifestyles of the Folsom people, the Clovis people, and the

Spiro people according to the column headings.

FOLSOM CLOVIS SPIRO

Housing

Food

Communities

Commerce

Social Programs

V. Fill in each blank with the word that would complete the sentence correctly.

1. A Norwegian explorer named ____________________sailed from Africa to

North America in a papyrus boat.

2. He may have proved that ancient people could have come to North America from _________________.

3. Life was much more difficult for people who lived in the ______________half of the state.

4. A purple stone traded by ancient merchants in eastern Oklahoma was the __________________.

5. Most scientists believe that the first Indians came during the _________________________age.

6. The ____________________________economic system was advanced for the time.

7. People who lived in Oklahoma 12,000 years ago were the ________________________people.

8. An early archeological discovery in Oklahoma is the _________________mammoth kill site.

9. Along with the mammoth, a small horse, the ground sloth, and the large bison, an ancient animal

once used for food here but no longer found to roam in Oklahoma, is the ____camel_________.

10. Items used by ancient societies which tell archeologists about these people are called _________.

11. People who lived in Oklahoma 10,000 years ago were the _______________________people.

12. Evidence of an advanced ancient tribe was found at _____________________Mound.

13. The mass of forest and thickets dividing the state was the ___________________________.

14. _________________________was the most valuable trade item in ancient Oklahoma.


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VI. On the following map identify the major geographic areas and the possible migration routes from Beringia.


13

Chapter 2

THE FIRST WHITE VISITORS


Common Core



1.1 Integrate visual information to identify and describe the significant physical and human features

including major trails, railway lines, waterways, cities, ecological regions, natural resources, highways,

and landforms.

1.3 Compare and contrast the goals and significance of early Spanish, French, and American expeditions

including the impact of disease, interactions with Native Americans, and the arrival of the horse and

new technologies.

1.4 Compare and contrast cultural perspectives of Native Americans and European Americans

regarding land ownership and trading practices.

ASSIGNMENTS:

Read First White Visitors, Chapter 2, pages 18-25



Vocabulary

Identifying explorers

Identifying dates related to historical events

Fill in statements

Problem solving and reasoning related to Coronado and his exploration

Map routes of European explorers


Read Feature: Indigenous Tribes, pages 44-51. Complete the worksheets.


The following questions may be used for classroom discussion, reading checks, independent practice, or essay

tests. Each question should be discussed fully whether in oral presentation or in writing.

1. Explain the purpose of the Coronado expedition and describe the results of the expedition.

2. What advantages did the Conquistadors have over the Indians and how did they use their advantage?

3. How did European and American Indian cultures learn from one another?

4. What are two theories of Scandinavian expeditions into the area that is now eastern Oklahoma?

5. How did the attitude of the Conquistadors, toward themselves and toward strangers, affect the outcome

of the Spanish expedition?

6. Briefly describe Padilla’s expedition.


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7. How did the things left behind by the Spanish affect the lifestyles of the Indians?

8. How did the French hope to succeed in their explorations and trade?

9. How did the Spanish and French explorers differ in their purposes and actions as explorers?

10. How did the explorers and the Indians make cultural contributions to one another’s lifestyles?

II. Activities:

1. Coronado’s Map Activity

2. Time Line-Add to the following to the time line.

Francisco Vasquez Coronado, 1540 (visited Oklahoma)

Vikings, 1012, (visited Oklahoma)

Hernando De Soto (visited eastern Oklahoma in 1541)

III. Internet Research

http://americanindian.si.edu/subpage.cfm?subpage=visitor&second=ny&third=george

http://www.mariner.org/age/menu.html

http://www.win.tue.nl/cs/fm/engels/discovery/northam.html

http://www.pbs.org/conquistadors/

Suggested Reading:

Matthew G. Grant, Coronado, Explorer of the Southwest (Chicago: Children’s Press, 1974)

Henry Ira Kurtz, John and Sebastian Cabot (New York: F. Watts, 1973)

Claude Hurwicz, Francisco Vasquez de Coronado (New York: PowerKids Press, 2001)

http://americanindian.si.edu/subpage.cfm?subpage=visitor&second=ny&third=george

http://www.mariner.org/age/menu.html

http://www.win.tue.nl/cs/fm/engels/discovery/northam.html

http://www.pbs.org/conquistadors/


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IV. Map Activity:

The map below represents the possible route of Francisco Vasquez Coronado in his search for gold and

other valuables during his explorations for Spain. Using library resources, including a world atlas,

identify the modern-day cities or towns on the map below.

1 Denver, Colorado

2 Little Rock, Arkansas

3 Dallas, Texas

4 Santa Fe, New Mexico

5 Dodge City, Kansas

6 Springfield, Missouri

CORONADO’S JOURNEY

On a separate sheet of paper, write a report describing the terrain that Coronado and his men crossed in

their long journey.


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Student Activity Book Chapter 2 - THE FIRST WHITE VISITORS

I. VOCABULARY. Give short definitions according to use in Chapter 2.

1. runes_________________________ 5. artillery ___________________________

2. viceroy____________________________ 6. mission ____________________________

3. gypsum __________________________ 7. Teutonic ________________________

4. memoirs _________________________ 8. invincible _________________________

II. MATCHING. Match the identification to the correct name.

______ 1. Padilla A. first white explorer to cross Oklahoma

______ 2. LaHarpe B. explorer sent to conquer Florida

______ 3. Onate C. the good viceroy

______ 4. Quivira D. captured Montezuma

______ 5. LaSalle E. leader of the last major Spanish expedition into Oklahoma

______ 6. Ranjel F. a Spanish chaplain who wanted to establish a mission for the tattooed people

______ 7. Coronado G. DeSoto’s private secretary

______ 8. Mendoza H. the tattooed people

______ 9. DeSoto I. a French trader who traded along the Arkansas and Red Rivers

______ 10. Cortez J. never saw Oklahoma but claimed the area for France

III. MATCHING. Match the correct date to the event.

______ 1. Oklahoma was claimed for France. A. 1012 ________

______ 2. Swedish leader of a German colony may have made the Runestones. B. 1540 ________

______ 3. Last Spanish expedition crossed Oklahoma. C. 1541________

______ 4. Vikings may have made the Runestones. D. 1601________

______ 5. A French trader traded along the Red and the Arkansas rivers. E. 1682________

______ 6. Conquistadors crossed Oklahoma for the first time. F. 1700’s________

______ 7. A French explorer may have come into Eastern Oklahoma. G. 1718________


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IV. COMPLETION. Write the word or words in the blanks that would best complete the statement.

1. The most important contribution by, and influence of, the Spaniards to the Indians was _____________.

2. DeSoto’s expedition originated in _______________________________.

3. The French expeditions were primarily interested in ___________________and ___________________.

4. The Indians could not advance in technology because they had no knowledge of the ________________.

5. (TRUE or FALSE): It is __________that the Spaniards found that each tribe had its own government.

V . PROBLEM SOLVING. In working this activity, use problem-solving skills to make your decisions: identify

the problem, gather information, analyze the problem, identify alternative solutions, select a solution, and reach

tentative decisions.

You are a conquistador who will accompany Coronado on his exploration of the area that is now the southwestern

United States. It is your responsibility to chart the way and to keep the expedition from getting lost. You will

march through a rough, arid country for much of your journey and cannot take all your possessions with you. You

must decide what you will take. After you have listed your possessions, you must rank them to determine what is

most important to take. Below is the list you have compiled; write a number “1” beside the article you think is

most important. Continue to rank the items until you have written the number “20” in front of the item of least

importance. Be prepared to defend your choices.

_____compass _____trinkets for trade _____animal traps

_____guns _____lumber _____horse

_____star chart _____gold and silver _____blanket

_____water _____cooking utensils _____flag

_____spices _____food _____rope

_____canteen _____sextant _____ammunition

_____knife _____pieces of flint

VI. On the following map of Oklahoma, trace the routes of the European explorers who crossed this area.


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Chapter 3

AMERICAN EXPLORERS


Common Core





and landforms.



new technologies.



Content Standard 2: The student will evaluate the major political and economic events that transformed the land

and its people prior to statehood.

2.1 Summarize and analyze the role of river transportation to early trade and mercantile settlements

including Chouteau’s Trading Post at Three Forks.

ASSIGNMENTS:

Read American Explorers, Chapter 3, pages 26-32.



Vocabulary

Identifying dates of events

Map study—trace the route of explorers, note the location of rivers and other natural resources

Identifying and completing facts related to the lesson

Use the information learned to write about an imagined experience


Read Feature: Blending Cultures, pages 51-53. Complete the worksheets. (If time is short, you may opt to

assign this in the next chapter.)


1. Explain how the United States came to own the Louisiana Territory.

2. If you were exploring a wilderness 300 years ago, what items would you bring to survive?

To trade?

3. Expeditions consisted of people in various occupations. Name occupations that were important

to the immediate and long-term success of expeditions.

4. What names of traders are still used in Oklahoma as place names? (Chouteau, Pryor, etc.) List

place names of Spanish, French, and Indian origins across the state.

5. Consider place names in your own area. What do they remind you about local history?

6-10. Tell about each expedition below.


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6. Zebulon Pike Expedition.

7. James B. Wilkinson Expedition

8. Richard Sparks Expedition

9. Stephen H. Long Expedition

10. Hugh Glenn Expedition

I. Activities

1. Time Line—Include the explorers and expeditions including the Lewis and Clark Expedition, Wilkinson

and Pike Expedition, and Sparks Expedition.

2. Science Connection-Plant Identification This is printed on next page.

3. American Explorers Crossword Puzzle This is printed on following pages.


http://en.wikipedia.org/wiki/Louisiana_Purchase

http://members.tripod.com/~jtlawson/index.html (on-line game)

http://en.wikipedia.org/wiki/Lewis_and_Clark_Expedition

http://www.lewis-clark.org/content/content-channel.asp?ChannelID=354

http://en.wikipedia.org/wiki/Pike_expedition

http://www.tsha.utexas.edu/handbook/online/articles/CC/fcu47_print.html


Howard Frank Mosher, The True Account: Concerning a Vermont Gentleman’s Race to the Pacific Against

and Exploration of the Western American Continent Coincident to the Expedition of Captains Meriwether

Lewis and William Clark (Boston: Houghton Mifflin, 2003)

Rebecca Stefoff, Westward Expansion (San Diego: Greenhaven Press, 2001)

Stephen E Ambrose, Undaunted Courage: Meriwether Lewis, Thomas Jefferson, and the Opening of the

American West (New York: Simon & Schuster, 1996)

http://en.wikipedia.org/wiki/Louisiana_Purchase

http://members.tripod.com/~jtlawson/index.html

http://en.wikipedia.org/wiki/Lewis_and_Clark_Expedition

http://www.lewis-clark.org/content/content-channel.asp?ChannelID=354

http://en.wikipedia.org/wiki/Pike_expedition

http://www.tsha.utexas.edu/handbook/online/articles/CC/fcu47_print.html


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Science Connection-Identifying Plants Name___________________________

You are traveling with Major Long’s second expedition. You are an assistant to Dr. Edwin James, a botanist.

Using reference materials in the library make a list of 25 plants that you and Dr. James saw along the present

boundary of western Oklahoma.

1. _____________________ 9. ______________________ 17. _____________________

2. _____________________ 10. ______________________ 18. ______________________

3. _____________________ 11. ______________________ 19. ______________________

4. _____________________ 12. ______________________ 20. ______________________

5. _____________________ 13. ______________________ 21. ______________________

6. _____________________ 14. ______________________ 22. ______________________

7. _____________________ 15. ______________________ 23. ______________________

8. _____________________ 16. ______________________ 24. ______________________

25. ______________________


21

CROSSWORD PUZZLE:

American Explorers


22

CLUES FOR THE “AMERICAN EXPLORERS” CROSSWORD PUZZLE

ACROSS

1. France acquired Louisiana from Spain by the Treaty of San __________ .

4. Western tribes exchanged these with the Explorers for various items of interest.

10. Frontier forts created a __________ of defense.

11. This tangled mass clogged the Red River for miles.

13. The ruler of France who sold Louisiana to the United States.

16. The Pike-Wilkinson Expedition was to follow this river to its source.

17. The French-Indian War lasted _______ years.

18. People believed the tribes who lived here were hostile.

20. He led an expedition to the edge of Oklahoma when he was turned back by Spanish soldiers.

21. Some believed this to be an accurate description of the Indian tribes in the North.

22. To give up something, as the Indians did with their land.

23. Outer coverings of corn used for many things by Indian tribes.

26. Long’s second expedition arrived back at the fort (before, after) Bell’s party.

27. They began to move west as soon as Lewis and Clark returned.

30. The place where a river begins.

31. On his second expedition, Major Long sent this man to explore the Arkansas River.

33. Another word for purpose. Major Long’s was to complete Captain Sparks’ mission.

35. Land which is owned by the government but is not yet a state.

36. Meriweather was William’s partner.

38. Major Long missed it and explored the Canadian instead.

39. The Chief Minister of France under Napoleon Bonaparte.

41. Sparks and his men returned here without completing their mission.

42. A poor speller who owned a slave.

DOWN

1. People who live in a region are its ______ .

2. Americans worried that the French might close this port.

3. The Wilkinson party spent Christmas with these people.

5. This was a valued item on the prairie.

6. An unusual, observable fact, such as the Great Raft.

7. Fort Smith was located near the mouth of this river.

8. This major selected the site for Fort Smith. (continued)


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DOWN clues, continued

9. These were kept by the Spaniards when they released Pike and his men.

12. This was the first fort in the West.

14. The site selected for the first fort was Belle __________ .

15. American minister to France in 1801.

18. This unit of government handled all transactions with the Indians, at first.

19. Wilkinson and Pike escorted them home from Washington.

21. His expedition was instrumental in opening trade with Western tribes.

22. Moveable property: some looked upon Indians as this.

24. Becknell’s expedition crossed Oklahoma in this part of the state.

25. Colonel Glenn’s trading post was here.

28. He discovered the Great Salt Plains.

29. This was lost to England by Spain.

32. George Sibley’s was the __________ expedition sent into the Far West.

34. The men who first occupied Fort Smith carried these.

37. On the frontier, people traded here.

40. Spanish word for “river,” as in the “Big River” that separates Mexico from Texas.


24

Student Activity Book Chapter 3 - AMERICAN EXPLORERS

I. VOCABULARY. Give a short definition of each word below as it is used in the textbook.

1. chattel ________________________ 6. geologist ________________________

2. remuneration _____________________ 7. stockade ________________________

3. compensation _____________________ 8. tributary ________________________

4. imperialism ________________________ 9. pelt ________________________

5. expedition ________________________ 10. thwart ________________________

II. MATCHING. Match the correct date for each event described below.

______1. The Glenn-Fowler Expedition opened trade with the Western Tribes. A. 1682 ________

______2. Louisiana came under Spanish rule. B. 1763 ________

______3. George Sibley discovered the Great Salt Plains. C. 1800 ________

______4. Louisiana was purchased by the United States. D. 1803 ________

_____ 5. The Treaty of San Ildefonso gave Louisiana to France. E. 1806 ________

______6. LaSalle claimed Oklahoma for France. F. 1811________

______7. Wilkinson and Pike Expedition set out to explore Louisiana, G. 1817________

including Oklahoma.

______8. Major Stephen H. Long established Fort Smith. H. 1821________

III. MAP ACTIVITY. On the blank map of Oklahoma below, use colored pencils to color-code your map work.

Trace the expeditions of the American explorers in the state.


25

IV. COMPLETION. Write the word or words in the blanks that would best complete each statement.

1. France acquired Louisiana from Spain by the Treaty of _______________________.

2. Western tribes exchanged _____________________ with explorers for various other items.

3. Frontier forts created a ________________________of defense.

4. The ruler of France who sold Louisiana to the United States was ______________________.

5. The Pike-Wilkinson Expedition was to follow the ______________________River to its source.

6. The French and Indian Wars lasted for ___________ years.

7. ___________________led an expedition to the edge of Oklahoma where he was

turned back by Spanish soldiers.

8. On his second expedition, Major Long sent ________________________to explore the

Arkansas River.

9. A ________________________ is land owned by the government that is not yet a state.

10. Americans worried that the French would close the port of ________________________.

11. Ft. Smith was located near the mouth of the _______________________ River.

12. The first fort in the West was Fort _______________.

13. _______________________ was the American Minister to France in 1801.

14. ____________________was the Chief Minister of France under Napoleon.

15. _______________________’s expedition was instrumental in opening trade with Western tribes.

16. Colonel Glenn’s trading post was located at __________________________.

17. ______________________discovered the Great Salt Plains.

18. __________________________is the Spanish word for “river.”

19. __________________Lewis and ___________________Clark explored the Louisiana Territory.

20. _______________were kept by the Spaniards when Pike and his men were released from captivity.

V. THINKING ACTIVITY. Imagine that you are the first Spanish explorer to see one of the early inhabitants of

the Oklahoma Plains. Describe the person.


26

Chapter 4

EARLY GOVERNMENT

Lesson Plans for Oklahoma History Teacher___________________________ Date__________________





and landforms.



new technologies.



2.1 Summarize and analyze the role of river transportation to early trade and mercantile settlements

including Chouteau’s Trading Post at Three Forks.

2.2 Describe the major trading and peacekeeping goals of early military posts including Fort Gibson.

ASSIGNMENTS:

Read Early Government, Chapter 4, pages 33-37



Vocabulary

Complete statements related to facts of the time period with emphasis on trading and Indian Tribes

Examine the terms of the Adams-Onis Treaty.

Identify the dates for major events during this time period.

Identify important people of this time period.

Complete the map related to the Louisiana Purchase.


Read Feature: Blending Cultures, pages 51-53. Complete the worksheets.

(This is if you have not already completed it in the previous chapter.)

I. Discussion Questions:

1. Give four important facts about the Adams- Onis Treaty.

2. What does “Adams-Onis” mean in the name of the treaty? Who/what were Adams and Onis?

3. Locate the national boundary defined by the Adams-Onis Treaty. Is it still the same?

4. Name the son of an early family of traders and what he accomplished in Oklahoma.

5. Why was Glenn’s trade with Santa Fe important?

6. You learned about the importance of salt in Chapter 1. How was salt important in Oklahoma’s growth?


27

7. How did a Mexican revolution affect the U.S.?

8. Discuss the establishment of forts (names and dates). Which is nearest?

9. What effect did forts have on the exploration of Oklahoma?

10. Describe the ceremonies that took place when the Louisiana Territory was transferred from France to the

United States.

II. Activities

1. Using library resources, gather information about the status of the following:

The Three Forks Area

Fort Gibson

Osage Tribe

2. Oklahoma Map—labeling rivers and forts This is printed on next page.

3. Puzzle, Time of the Louisiana Purchase This is on following two pages.

4. Time Line—add the following: establishment of the Chouteau Trading Post, Fort Smith, Fort Towson,

Fort Gibson, Fort Coffee, Fort Holmes, Fort Washita.


http://www.3rd1000.com/history3/biography/pchouteau.htm

http://digital.library.okstate.edu/Chronicles/v013/v013p316.html

http://www.pueblohistory.org/history/fowler%20jeweler.htm


Vine Deloria, Jr., Native American Testimony: An Anthology of Indian and White Relations (New York:

Crowell, 1978)

Jennifer S.H. Brown, Strangers in Blood: Fur Trade Company Families in Indian Country (Norman,

Oklahoma: University of Oklahoma Press, 1996)

Kathleen Duval, The Native Ground: Indians and Colonists in the Heart of the Continent (Philadelphia:

University of Pennsylvania Press, 2006)

http://www.3rd1000.com/history3/biography/pchouteau.htm


http://www.pueblohistory.org/history/fowler%20jeweler.htm


28

Name_______________________________________ Date__________________________

2. Oklahoma Map Study

On the map of Oklahoma below, draw in and locate the following: Fort Gibson, Illinois River, Verdigris

River, Arkansas River, Grand River, Fort Towson.


29

Name_______________________________________ Date__________________________

3. PUZZLE: THE TIME OF THE LOUISIANA PURCHASE

The answers to the 20 questions below the puzzle are hidden in the letter-jumble. Some are horizontal, some

vertical, and some diagonal; but all run from left to right or top to bottom. Circle the words in the puzzle and

fill in the blanks below.

C L A I B O R N E X H I K L M U C T P

O S P R Y N R I E O S A G E I P H H A

N M A M E I C A N W I C H I T A O X B

G I W T H S P A I N O F T H U M U E A

R T N M E R I D I A N R B R A M T G N

E H G T A S D O F R J F L A G S E L D

S W I L H L I A U M V C B E A N A E O

S G I B S O N T O X S I R H A Y U N N

I N D I A N A F Y R T P N B I N U N E

L O U I S I A N A N E Q P G Z V S R D

1. He became governor of Louisiana on December 20, 1803. ___________________________

2. They passed an act creating two territories in the west. ______________________________

3. The largest territory the United States ever owned: _________________________________

4. This territory became the state of Louisiana: ______________________________________

5. They waved side by side, symbolizing brotherhood: ________________________________

6. The District of Louisiana was attached to this territory: ______________________________

7. William Henry Harrison became the _______________ President of the United States.

8. The Adams- ________________ Treaty set the boundaries of the Louisiana Purchase.

9. _______________ ceded Florida to the United States.

10. Part of that boundary, the 100th _______________ became an Oklahoma boundary.

11. He was one of the founders of St. Louis: _________________________________________

12. He owned a salt works business in Indian country: _________________________________

(continued)


30

13. He was a writer who was entertained at Three Forks: _______________________________

14. He opened trade with Santa Fe: ________________________________________________

15. One of the tribes indigenous to Oklahoma: _______________________________________

16. The Quapaws were relatives of this northern warlike tribe: ___________________________

17. This powerful nation was also related to the same tribe: ______________________________

18. This was the first fort established in the west (1817): _______________________________

19. This fort was built between the Arkansas and Grand Rivers: __________________________

20. Fort Smith was ________________________ twice before the Civil War.


31

Student Activity Book Chapter 4 - EARLY GOVERNMENT

1. VOCABULARY. Give short definitions to the following words. Define them as they are used in the textbook.

1. vigorous _________________________ 6. subsistence _________________________

2. parallel __________________________ 7. ammunition_______________________

3. meridian _________________________ 8. interim ____________________________

4. relinquish _________________________ 9. luxurious___________________________

5. hospitality _________________________ 10. established _________________________

II. COMPLETION. Fill in the blanks with the word or words that best complete each statement.

1. _______________________ protested the sale of Louisiana to the United States.

2. The first American governor of the Louisiana Territory was_________________________.

3. The governor over the territory who later became the ninth President of the United States was

_________________________________.

4. The territory of New Orleans was admitted to the Union as the state of ___________________.

5. As the territories divided and changed, the area now known as Oklahoma was included in the

territories of _________________, _________________, and _________________.

6. Spain gave up all claims to Florida and Oregon as a result of the ____________________Treaty.

7. As a result of that treaty, the United States gave up claims to __________________________.

8. A favorite tourist spot in the Oklahoma region was the ____________________________.

9. The two tribes of Indians considered to be indigenous to Oklahoma are the __________________

and the ___________________________.

10. Bean’s Salt Works was established on the ____________________________River.

11. The _______________________and the __________________were relative tribes to the Sioux.

12. Kiowas and Comanches came from the ____________________________and moved into the

western part of the state.

13. The Western Cherokees found themselves at war with the _____________________________.

14. The first fort established was _________________________________ .

15. The first roads were constructed to connect the _____________________________.


32

III. Give four important facts about the Adams-Onis Treaty.

1. _______________________________ 3. _______________________________

2. _______________________________ 4. _______________________________

IV. MATCHING. Match the date to the event; dates may be used more than once.

A. 1817 1. The Adams-Onis Treaty was signed. 1. ________

B. 1819 2. The Territory of New Orleans was admitted to the Union as a state. 2. ________

C. 1824 3. A trading post was established near Salina. 3. ________

D. 1820 4. Arkansas Territory was created. 4. ________

E. 1812 5. Missouri Territory was created. 5. ________

6. Ft. Gibson was built. 6. ________

7. Ft. Towson was built. 7. ________

8. Bean’s Salt Works was established. 8. ________

V . MATCHING. Match the name to the description.

A. Washington Irving 1. First settlers in Oklahoma 1. ____

B. William Henry Harrison 2. Member of a famous trading family 2. ____

C. William Clark 3. Man from Indiana Territory who was governor of Upper Louisiana 3. ____

D. Western Cherokees 4. A co-founder of St. Louis 4. ____

E. Auguste Chouteau 5. A famous literary visitor to the “log palace” 5. ____

F. traders 6. People who removed themselves from the East 6. ____

G. Pierre Laclede Liguest 7. A famous explorer who became governor of Missouri Territory 7. ____

VI. MAP. On the map of the United States below, using colored pencils and color-coding, outline the Louisiana

Purchase and the area effected by the Adams-Onis boundary.


33

Chapter 5

CULTURAL AND RELIGIOUS CONFLICTS


Common Core





new technologies.

1.4 Compare and contrast cultural perspectives of Native Americans and European Americans regarding

land ownership and trading practices.



2.3 Integrate visual and textual evidence to explain the reasons for and trace the migrations of Native

American peoples including the Five Tribes into present-day Oklahoma, the Indian Removal Act of

1830, and tribal resistance to the forced relocations.

ASSIGNMENTS:

Read Cultural and Religious Conflicts, Chapter 5, pages 56-66



Vocabulary

Compare and contrast the beliefs and attitudes of the Indians, whites and government officials

Identify dates of important events

Compare the beliefs of New England Puritans, Pennsylvania Quakers and Jeffersonian farmers.

Complete the map assignment on identifying states and the original homelands of the Five Civilized Tribes.


Read Feature: Cherokee Almanac (pp. 100-102). Complete assigned worksheets.

I. Discussion Questions

1. How did the government officials justify confiscating Indian lands?

2. How did the purchase of the Louisiana Territory affect the problem of taking Indian lands?

3. How did the European “doctrine of discovery” influence government and Indian relationships?

4. How did whites and Indians view one another?

5. What three ways did governmental policies encourage acculturation and assimilation of Indians?


34

6. How did the War of 1812 intensify problems between Native Americans and Euro-Americans?

7. Which were the “civilized” Indian tribes of the Southeast?

8. Why were these tribes considered civilized?

9. Consider what you know about the weather and geography of Florida and Oklahoma. What changes did

the Seminoles have to adapt to?

10. In the presidential election of 1828, who had voting rights?

II. Activities:

1. Time Line –Add information related to War of 1812, King Phillip’s War and William Penn’s treaty

with the Indians.

2. Map states and homelands of the Five Civilized Tribes.

3. Puzzle Word Maze

III. Internet Search:

http://en.wikipedia.org/wiki/Indian_Removal_Act

http://www.mtholyoke.edu/acad/intrel/andrew.htm


Virginia Pounds Brown and Laurella Owens, Southern Indian Myths and Legends. (Birmingham, Alabama.

Beechwood Books, 1985)

Virginia Hamilton. In the Beginning. (Orlando, Florida: Pennyroyal Press, Inc., 1988)

Mildred D Ladner, O.C. Seltzer, Painter of the Old West. (Norman, Oklahoma: University of Oklahoma

Press, 1979.

http://en.wikipedia.org/wiki/Indian_Removal_Act

http://www.mtholyoke.edu/acad/intrel/andrew.htm


35

Name_______________________________________ Date__________________________

MAP WORK

On the map below, identify the states by their current names and draw in the homelands of the Five

Civilized Tribes.

3. As a writing activity, ask the students to pretend that they are members of the Cherokee tribe living in

Georgia in the early 1700s. The tribe has been approached by a representative of the British government

about selling part of their land. The students are to explain their beliefs, as Cherokees, about the land and

about selling it.


36

Name_______________________________________ Date__________________________

PUZZLE: WORD MAZE —Doctrine of Discovery

Moving your pencil from box to box in any direction, connect the letters to form the words which

correctly complete the statements below. In forming a single word you may not use the same box twice,

but one box may be used in several words.

(1) Between 1778 and 1871 the U.S. government negotiated over 400 legal

________________________________ with the Indians.

(2) All of these agreements recognized the Indians as the rightful ________________________________of

the land.

(3) One of the main effects of the belief that the Indians had land rights was that the governments could not

try to ___________________________the Indians.

(4) The belief that the Indians had certain rights to the land, but that the land belonged to the government of

the discovered was called the “________________________________ of Discovery.”

(5) Each of the 400 agreements made between the Indian tribes and the U.S. government was a separate

________________ .


37

Student Activity Book Chapter 5 - CULTURAL AND RELIGIOUS CONFLICTS

I. VOCABULARY. Write a short definition of each word below.

1. assimilation ____________________ 7. coffers ____________________

2. protectorate ____________________ 8. acculturation ____________________

3. acquisition _______________________ 9. expostulate ____________________

4. interdependence ____________________ 10. mollify ____________________

5. desecration ______________________ 11. agrarian ____________________

6. extended family ____________________ 12. cede ____________________

II. Use the following key to identify the beliefs or attitudes listed below.

A= Indians B=White Men C=Government Officials

_____ 1. The land belongs to God or the Great Spirit.

_____ 2. Farming is honorable work for a man.

_____ 3. Land ownership is a sign of success.

_____ 4. Plowing the land is an assault on Mother Earth.

_____ 5. Land ownership is impossible.

_____ 6. Land can be acquired by “right of conquest.”

_____ 7. Land ownership is a sign of industry and hard work.

_____ 8. Services can be exchanged for land.

_____ 9. Plowing and harvesting from the land pleases God or the Great Spirit.

_____ 10. Land can be confiscated as reparations of war.

III. MATCHING. Match the date to the event.

_____ 1. Andrew Jackson was elected President. A. 1638

_____ 2. The Quakers lost control of the Pennsylvania government and the treaty signed by B. 1675-76

William Penn was abolished.

C. 1682

_____ 3. Chief Justice Marshall declared the states’ anti-tribal laws unconstitutional.

D. 1726

_____ 4. New Haven Christian Plantation was established. E. 1787


38

_____ 5. Northwest Ordinance was signed. F. 1796

_____ 6. William Penn signed a treaty recognizing Indian ownership of land. G. 1828

_____ 7. The Government set up the Federal Factory System. H. 1832

_____ 8. King Phillip’s War occurred.

IV. Compare the beliefs of the following people by writing in the spaces below how the people felt about the land

and about land ownership.

New England Pennsylvania Jeffersonian

Puritan-1630 Quaker-1690 Farmer-1800

V. MAP: Pre-territorial tribal locations. On the map of the Southeastern United States below, identify the states

by their current names and then draw in the homelands of the Five Civilized Tribes.


39

Chapter 6

CHOCTAW AND CREEK REMOVALS


Common Core










Content Standard 4: The student will examine the transformation of Oklahoma during times of boom and bust of

the 1920s through the 1940s.

4.1 Compare and contrast the successes and failures of the United States policy of assimilation of the

Native Americans in Oklahoma including the passage of the Indian Citizenship Act of 1924 and the

effects of the Indian boarding schools (1880s-1940s) upon Native Americans’ identity, culture,

traditions, and tribal government and sovereignty.

ASSIGNMENTS:

Read Choctaw and Creek Removals, Chapter 6, pages 67-77.

Be prepared to participate in class discussion using the discussion questions on page 77.


Vocabulary

Matching events and important dates

Matching events with the name of the person involved

Writing: Reporting on causes of death during the removal trips

Map Study-Color coding and tracing the removal routes of the Choctaws and Creeks.


Read Feature: The Trail of Tears section on Choctaws (pp. 112-115) and/or section on Creeks (pp. 116-120).


40

I. DISCUSSION QUESTIONS

1. What was the Georgia Compact and what was its effect on Indian lands?

2. What did the Choctaws promise to do, in the 1830 Treaty of Dancing Rabbit Creek?

3. What did the government promise to do, in the same treaty?

4. Why was the Treaty of Indian Springs declared not valid?

5. What effects did the election of Andrew Jackson have on removal?

6. How did the Indian Removal Act affect the Indians?

7. How did Jackson differ from Jefferson and Calhoun?

8. How did the Choctaws react to removal proposals?

9. What resolution did the Creek Council of 1811 pass?

10. What did Tecumseh propose to do?

II. ACTIVITIES

1. Compare and Contrast-Pro-removal vs. Anti-Removal of the Choctaws

2. Puzzle Letter Scramble

3. Time Line-Add the following to the time line.

Treaty of Doak’s Stand

Treaty of Dancing Rabbit Creek

First and second removal of Choctaws

War of 1812 and the Red Sticks

Forced removal of the Creeks

Internet Research

http://www.archives.state.al.us/teacher/creekwar/creek.html

http://daphne.palomar.edu/llewis/AIS101/101Lectures/M5/Lec51.htm

http://en.wikipedia.org/wiki/Treaty_of_Dancing_Rabbit_Creek

http://en.wikipedia.org/wiki/Opothleyahola


http://en.wikipedia.org/wiki/Tecumseh

http://en.wikipedia.org/wiki/Red_Sticks

http://www.archives.state.al.us/teacher/creekwar/creek.html

http://daphne.palomar.edu/llewis/AIS101/101Lectures/M5/Lec51.htm

http://en.wikipedia.org/wiki/Treaty_of_Dancing_Rabbit_Creek

http://en.wikipedia.org/wiki/Opothleyahola


http://en.wikipedia.org/wiki/Tecumseh

http://en.wikipedia.org/wiki/Red_Sticks


41

IV. Selected Reading:

Shirlee P Newman, The Creek (Indians of the Americas). (Newman. 1997)

Robbie Ethridge, Creek Country: The Creek Indians and Their World, 1796-1816. (Chapel Hill: University of

North Carolina Press, 2003)

H. B. Cushman and Angie Debo, History of the Choctaw, Chickasaw, and Natchez Indians (Norman, Oklahoma:

University of Oklahoma Press, 1999)

Peter C. Mancall, and James H. Merrell, American Encounters: Natives and Newcomers from European Contact

to Indian Removal, 1500-1850. (United Kingdom: Routledge. 1999)

II. ACTIVITIES

1. Compare and Contrast-Pro-removal vs. Anti-Removal of the Choctaws

The student is to pretend that he/she is an Indian Commissioner dealing with the Choctaws in 1831. The tribe is

divided and the student must make a report to Washington about it. The student will describe the contrasting

views by using a chart similar to the one given below:

PRO-REMOVAL ANTI-REMOVAL

___________________________________ ____________________________________

___________________________________ ____________________________________

___________________________________ ____________________________________

___________________________________ ____________________________________

___________________________________ ____________________________________

___________________________________ ____________________________________

___________________________________ ____________________________________


42

2. PUZZLE: LETTER-SCRAMBLE

In each puzzle below fit the letters in each column onto the lines directly above them. They may or may

not go onto the lines in the same order in which they are listed. When the letters are written in the proper

order, they will make a statement which can be verified in Chapter 6 in the textbook.

3. Time Line - add information on the Choctaw and Creek Removal, treaties and other important events.


43

Student Activity Book Chapter 6 - CHOCTAW AND CREEK REMOVALS

1. VOCABULARY. Write a short definition of each word below.

1. abolish ______________________ 7. intrusion ___________________________

2. confiscate _____________________ 8. impractical _________________________

3. civilized ______________________ 9. annuity ____________________________

4. volunteer _____________________ 10. restrained __________________________

5. inevitable _____________________ 11. demand ___________________________

6. dissension ____________________ 12. concession _________________________

II. MATCHING. Match the date to the event. A date may be used more than once.

_____ 1. Indian removal was mentioned for the first time as a government obligation. A. 1831

_____ 2. A spring when 3,500 Creeks died from exposure and disease. B. 1837

_____ 3. War with Britain began and involved many Indian tribes. C. 1802

_____ 4. General Scott ended the Creek War and moved the Creeks west. D. 1836

______ 5. Congress passed the Indian Removal Act. E. 1812

______ 6. Tecumseh, a Shawnee, asked for a tribal alliance with the Creeks. F. 1825

______ 7. Treaty of Doak’s Stand was signed. G. 1820

______ 8. Creek warriors surrounded the home of William McIntosh to carry H. 1811

out his death sentence.

I. 1829

_____ 9. Treaty of Dancing Rabbit Creek was signed.

J. 1830

______10. Creek warriors attacked Fort Mims.

K. 1813

______11. Creeks ceded lands in the East for lands in the West in a new

agreement with the government. L. 1832

______12. The first party of Choctaws removed by the government left the East

for their new home in the West.

______13. William McIntosh and others signed the Treaty of Indian Springs.

______14. Mississippi passed laws revoking special privileges of Choctaws and restricting tribal functions.

______15. Creeks passed a resolution demanding the death sentence for anyone who signed away tribal lands.


44

III. MATCHING IDENTIFICATIONS. Match the name to the identification.

______1. the primary instigator of Indian removal A. Pushmataha

______2. government leader who decided to concentrate B. Tecumseh

on the Choctaws for the first removal

C. John C. Calhoun

______3. leader of the Upper Creeks

D. Andrew Jackson

______4. A Shawnee chief who visited the Creeks

E. McIntosh

______5. President who declared Treaty of Indian Springs invalid

F. Opothleyahola

______6. A Creek who was the victim of a death penalty clause

he had helped to pass G. John Adams

______7. Principal Chief of the Choctaws who believed

Andrew Jackson and persuaded others to believe Jackson

IV. You are a reporter following the removal of the Choctaws and Creeks. List the main causes of death among

the Indians on the removal trips.

____________________________________________________________________________________

____________________________________________________________________________________


45

V. On the map of the Southeastern United States below, using colored pencils and color-coding, trace the removal

routes of the Choctaws and Creeks.


46

Chapter 7

TRAIL OF TEARS

Removals of Choctaws and Cherokees


Common Core
















ASSIGNMENTS:

Read Trail of Tears, Chapter 7, page 78-89.



Vocabulary

Complete factual statement worksheet

Matching dates and important events

Diary Writing

Map Study: Routes of the Chickasaw and Cherokee removal


Read Feature: Assign The Trail of Tears sections on Chickasaws (pp. 115-116) and Cherokees (pp. 120-123).

Students write a paragraph for each, giving details of removal.

Alternate assignment: Read From the Cherokee Almanac pp. 100-102) and Sequoyah and Stand Watie (pp.

102-110). Complete the worksheets.

I. Discussion Questions:


47

1. What actions did the Chickasaws take to avoid removal?

2. What actions did the Cherokees take to avoid removal?

3. Why did the Chickasaws cede their lands north of the Tennessee River?

4. How did the early removal of the Chickasaws compare with the early removal of the Choctaws?

5. Describe the most successful of the Chickasaw removals.

6. What problems did the Chickasaws encounter in Indian Territory?

7. Discuss the early, voluntary removal of the Western Cherokees.

8. What laws passed by the state of Georgia were oppressive to the Cherokees?

9. Who were the leaders of the Eastern Cherokees and how did the signing of the Treaty of New Echota

affect the leadership?

10. Discuss the removal of the Cherokees under the command of General Winfield Scott.

II. Activities

1. Crossword Puzzle

2. Time Line - Enter the removal dates for the Five Civilized Tribes. Enter the following treaties: Treaty

of Pontotoc, treaty of Doaksville, and dates related to the Old Settlers.

3. ESSAY

Assign an essay to be written outside of class on the subject: discuss the political, economic, and

social reasons for the removals of the Chickasaw and Cherokee tribes to Indian Territory. Encourage

the students to use the library resources or any other primary source in the writing of the essay

III. Internet Resources:

http://www.chickasaw.net/heritage/250_1021.htm

http://www.tolatsga.org/chick.html

http://www.historicaldocuments.com/IndianRemovalAct.htm

http://www.arkansaspreservation.org/preservation-services/trail-of-tears/removal-routes.asp

http://www.rosecity.net/tears/trail/tearsnht.html

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2722

http://en.wikipedia.org/wiki/Indian_Removal

http://www.chickasaw.net/heritage/250_1021.htm

http://www.tolatsga.org/chick.html

http://www.historicaldocuments.com/IndianRemovalAct.htm

http://www.arkansaspreservation.org/preservation-services/trail-of-tears/removal-routes.asp

http://www.rosecity.net/tears/trail/tearsnht.html

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2722

http://en.wikipedia.org/wiki/Indian_Removal


48


Michael Burgan, The Trail of Tears (Minneapolis, MN: Compass Point Books, 2001)

Robert J. Conley, The Peace Chief: a Novel of the Real People. (New York: St. Martin’s Press, 1998)

Virginia Driving Hawk Sneve, The Cherokees. (New York: Holiday, 1996)

Jeremiah Evarts, Cherokee Removal: the “William Penn” Essays and Other Writings (Knoxville, TN:

University of Tennessee Press, 1981)

James Mooney, Myths of the Cherokee and Sacred Formulas of the Cherokees (Fairview, NC: Bright

Mountain Books, 1992)

Cherokee Culture 1500-1820 (videorecording), (Tulsa, Oklahoma: Chief Production. 1996)

Cherokee: Indians of North America (videorecording). (Wynnewood, PA: Schlessinger Video Production,

1993)


49

CHAPTER 7 CROSSWORD PUZZLE

ACROSS

1. Whites wanted Indians to move west of the __________ River.

6. In the west Chickasaws submitted to __________ government.

8. Chickasaws and Cherokees both succeeded in ________ .

9. Federal __________ aided in taking Indian lands for whites.

10. The __________ family helped move their neighbors to the west.

12. The Cherokee alphabet was called a _______ .

13. This children’s disease killed many ________ .

14. __________ developed the Cherokee method of writing.

15. In the Treaty of ________ , Choctaws agreed to sell part of western land to Chickasaws.

16. Like whites, many Indians purchased ________ to do their labor.

DOWN

1. Chickasaws were very successful in the __________ business.

2. Chickasaws were paid in __________ .

3. Whites thought Indians were _________ .

4. Chickasaws ceded their lands in the Treaty of __________ in 1832.

5. __________ was a missionary arrested for refusing to take a loyalty oath.

7. Federal factories were _________ posts.

9. The __________ turned to old customs for comfort and to the mixed bloods for leadership.

11. Another missionary arrested for not taking an oath.


50

Student Activity Book Chapter 7

TRAIL OF TEARS Name______________________________________

I. VOCABULARY. Write a brief definition of each word listed below.

1. tactic___________________________ 7. menial ______________________________

2. subsequent ______________________ 8. inevitability __________________________

3. unscrupulous______________________ 9. rations ______________________________

4. commerce ________________________ 10. indomitable _________________________

5. specie __________________________ 11. enforcement _________________________

6. expertise ________________________ 12. emigrate ____________________________

II. COMPLETION. Fill in the blank with the word or words that would best complete each statement.

1. Before removal, the most prosperous of the five tribes was the _______________________.

2. The tribe that gave the name “Trail of Tears” to the removals was the___________________.

3. The tribe that first adapted to the ways of white men was the____________________________.

4. The treaty containing provisions for Chickasaw removal was the Treaty of____________________.

5. Ttreaty of Doaksville was a treaty between the___________________and the______________.

6. The Western Cherokees became known as the Old_________________________.

7. The principal chief of the Cherokees who opposed removal was__________________________.

8. The treaty that resulted in the removal of the Cherokee Nation was the Treaty of______________.

9. The general who commanded the removal of the Cherokees was General____________________.

10. The Chickasaws purchased their land in Indian Territory from the____________________.

11. The most successful of the Chickasaw removals was led by the _________________________,

______________________, and __________________________families.

12. The signers of the Treaty of New Echota were___________________, ____________________, and

________________________.

13. The tribe that suffered the most economically in the removals was the___________________.

14. The state of _____________________________arrested and imprisoned missionaries who were

thought to be working against removal.

15. The last of the five tribes to recover from the removals was the __________________________.


51

III. MATCHING. Match the date to the event; a date may be used twice.

______1. Chickasaws ceded all land north of the Tennessee River. A. 1846

______2. Andrew Jackson called for Indian removal. B. 1829

______3. Assassination of the Ridge brothers and Elias Boudinot took place. C. 1805

______4. Treaty of Pontotoc was signed. D. Winter of

1838-1839

______5. Cherokees were removed.

E. 1832

______6. First treaty signed that referred to removal (with Cherokees).

F. 1839

______7. First group of Chickasaws left for their new home in Indian Territory.

G. 1817

______8. A unity agreement was signed, bringing peace to the Cherokee Nation.

H. 1850

______9. The last of the Chickasaws moved west.

I. 1837

______10. Treaty of Doaksville signed.

IV. You are a white farmer living in Georgia in 1838. You have witnessed the mistreatment of the Cherokees by

members of the Georgia Guard. Pretend you are writing in a diary. Describe what has happened and make

suggestions for solutions.

V. MAP: Using colored pencils and color-coding, mark the routes of the Chickasaw and Cherokee removals

from the Southeast to their lands in Indian Territory.


52

Chapter 8

SEMINOLES AND OTHER SETTLERS


Common Core
















ASSIGNMENTS:

Read Seminoles and Other Settlers, Chapter 8, page 90-99.



Vocabulary

Matching dates and events in Oklahoma History

Completing historical statements correctly

Discussion: How did the issue of slavery play a role in the demands to remove the Seminoles?

Map Study - mark the routes of the Seminole removal


Read Feature: The Trail of Tears section on the Seminoles (pp. 123-125) Write a paragraph giving details of the

removal of the Seminole tribe and/or complete the assigned worksheet. May assign the worksheet as a “jigsaw”

activity, have students works in pairs etc.


1. How did the issue of slavery play a role in the demands to remove the Seminoles?

2. Explain the separation of the Seminoles from the Creeks and conclude with an explanation of why the

Seminoles rejected the government’s idea of rejoining the two tribes for removal.

3. Describe Osceola’s leadership and tell how he was arrested and died.


53

4. What were the provisions of the Treaty of Camp Moultrie?

5. What was the Treaty of Fort Gibson?

6. Briefly describe the removal of the Seminoles.

7. When was Andrew Jackson elected President?

8. Why was No Man’s Land not popular with frontier farmers?

9. What is the American Indian population of Oklahoma now?

10. What is the capital of the Seminole Nation?

II. Activities

1. ESSAY TOPICS. Encourage students to use library resources.

- Discuss the political, economic, and social reasons for the removal of the Seminoles.

- What were the conditions in No Man’s Land and how did those circumstances come about?

2. Time Line—Add the information related to Seminole removal (Fist Seminole War, Treaty of Camp

Moultrie, Treaty of Payne’s Landing, Treaty of Ft. Gibson, The Great Seminole War).

III. Internet Resources:

http://www.seminolenation-indianterritory.org/

http://www.housing.fsu.edu/housing/guide/semheri.html

http://www.pbs.org/wgbh/aia/part4/4p2959.html (contains Teacher Guide)


Daniel F. Littlefield, Africans and Seminoles, From Removal to Emancipation (Jackson, Mississippi:

University Press of Mississippi, 2001)

Jane F. Lancaster, Removal Aftershock: The Seminoles’ Struggles to Survive in the West, 1836-1866

(Knoxville: University of Tennessee Press, 1994)

Bill Lund and Tom Gallaher, The Seminole Indians (Mankato, Minnesota: Bridgestone Books, 1997)

Kathleen V. Kudlinski, Night Bird: A story of the Seminole Indians (New York: Viking, 1993)

Angela Shelf Medearis, Dancing with the Indians (New York: Holiday House, 1991)

Seminole: Indians of North America (videorecording). Adapted by book from Chelsea House Publishers.

InVision Communications, Inc. (Bala Cynwyd, PA: Schlessinger, 1993)

Seminole (Muskogee): Indians of North America (Bala Cynwyd, PA: Schlessinger Video Productions,

1993)

http://www.seminolenation-indianterritory.org/

http://www.housing.fsu.edu/housing/guide/semheri.html

http://www.pbs.org/wgbh/aia/part4/4p2959.html


54

Name____________________________________ Date_________________________

PUZZLE: The Seminoles

In the following letter-jumble find the words which complete the statements below. Circle or draw a line

through those words and fill in the blanks on the corresponding questions. Words may be vertical,

horizontal, or diagonal, but all will be top-to-bottom and/or left-to-right.

A S D F S T U A R T J K L C O N F E D E R A C Y K L M N P Q W E R R

W O R T H X Z N M H R U I P L M N Y T R E W Q Y U I O P M N B V C X

O I L G E X U E T O P M Q W T R I O P G A D S Q E V E R G L A D E S

N Y L E V E R G L M A E D W A T H O K L A S H A P I W U H O M I P S

X G A D S D E N X P I L L O T S P R E A K M A Y S V I N T E L U M E

T E N N C E S M I S A M I O S C E O L A M I O F A R L A K I P W Q X

Y O U T J A K L M O M I C A N O P Y J U M Y T E R W X W I T T I P I

J K U Y B A T I N N O P I T T H Z X E U E M A T H L A A P O K L A C

E P A Y N E S L A N D I N G A S D F G H M J K L A E I Y O U A B C L

S W A T E G A L M I N F A L C O R J A C L P I M E G R S A K L I G I

U M I N I S T R A K I N K L P U M E L I K J E M O U L T R I E K U N

P H I T C H C O C K U Y T R E W G F D S A L K R J H G V B N C B E C

G R E A T S E M I N O L E W A R T Y I P A R L M I E T Y G F E C I H

1. A group of several tribes united together, such as Creeks, ____________________ .

2. The first person to call the Oconees “Seminoles” was British Agent John ________________ .

3. American commissioners and former slave owners went into Seminole country to look for

____________.

4. The Seminoles lived in a swampland today known as the ____________________ .

5. The first treaty with the Seminoles was the Treaty of Camp ____________________ .

6. Colonel James ____________________ met with the Seminoles in 1832.

7. A treaty was signed in 1832 at ______________________________ .

8. Chief ____________________ said his mark was forged to sign the treaty.

9. Chief Charley ____________________ said he was forced to sign the treaty.

10. Indian Agent Wiley ____________________ tried to oust Seminole leaders who were against removal

to the west.

11. ____________________ , who was not a chief, led the Seminoles in a war with white soldiers who

wanted to remove the tribe.

12. This was the Second Seminole War, also known as the ___________________________ .

13. _________________________ was another Seminole leader who stood against removal and who met

with whites to talk peace.

14. Captain Ethan Allen ____________________ believed the Seminoles really wanted peace and he met

with them to discuss terms.

15. Colonel ____________________ attacked the Seminoles in the peace talks.

16. Brigadier General Thomas ____________________ was sent to Florida to end the Seminole wars.

17. Colonel William J. ____________________ was sent to Florida to subdue the Seminoles.

18. _______________________________ was the most formidable leader of the Seminoles.


55

Student Activity Book Chapter 8 SEMINOLES AND OTHER SETTLERS Name ______________________________

I. VOCABULARY. Write a short definition of each word below, as it is used in the textbook.

1. skirmish________________________ 5. evict___________________________

2. forge (verb) ___________________ 6. alliance__________________________

3. staunch ________________________ 7. formidable________________________

4. numerous ________________________ 8. census___________________________

II. MATCHING. Match the date to the event.

______ 1. The Treaty of Camp Moultrie A. 1846

______ 2. The Mexican War B. 1823

______ 3. The beginning of the Great Seminole War C. 1835

______ 4. The ending of the Seminole Wars in Florida D. 1819

______ 5. Spain ceded Florida to the United States E. 1859

III. COMPLETION. Fill in the blanks with words that complete the statements correctly.

1. The Seminoles lived in the present state of______________________________.

2. They inhabited a swampland known today as the______________________________.

3. Government officials tried to attach the Seminole tribe to the _____________________Tribe.

4. White people came into the Seminole villages looking for_____________________________.

5. The first signed agreement or treaty with the Seminoles was the Treaty of________________.

6. The Seminoles had to violate the boundaries set by the treaty because they were

____________________________________.

7. Demands were made to remove the Seminoles, even though the land they inhabited was unfit

for____________________________.

8. The Seminoles rejected being rejoined with the Creeks because (1) _____________________

and (2)___________________________.

9. Colonel ________________________met with the Seminoles at Payne’s Landing.

10. The two Seminole chiefs who signed the Treaty of Payne’s Landing were Chief__________________ and

Chief_________________________.

(continued)

11. The Treaty of Ft. Gibson contained an agreement that the Seminoles would move west as part


56

of the _____________________________Nation.

12. Though not a chief, the most powerful leader of the Seminoles during the Great Seminole War was

13. In 1837, General ___________________was sent into Florida to stop the Great Seminole War.

14. After the death of their great leader, the most formidable Seminole leader was ______________________

15. During the Seminole Removals, more than __________________per cent of their number died.

16. The Seminoles were given a portion of ___________________________land in Indian Territory.

17. The dollar cost for removing each Seminole to Indian Territory was $_____________________.

18. The two events that escalated the westward movement of whites were the __________________

and the ___________________________.

19. The most lawless area of the region of Indian Territory was called________________________.

20. Soon after the removals, the nation was facing the _______________________________War.

IV. DISCUSSION. Answer the question below in paragraph form.

How did the issue of slavery play a role in the demands to remove the Seminoles?

V. MAP: Using colored pencils and color-coding, mark the routes of the Seminole removals from the

Southeast to their lands in Indian Territory.


57

Chapter 9

CIVIL WAR AND RECONSTRUCTION


Common Core







2.4 Summarize the impact of the Civil War and Reconstruction Treaties on Native American peoples,

territories, and tribal sovereignty including the

a) Required enrollment of the Freedmen,

b) Second Indian Removal and the role of the Buffalo Soldiers,

c) Significance of the Massacre at the Washita,

d) Reasons for the reservation system, and

e) Establishment of the western military posts of Fort Sill, Fort Supply, and Fort Reno.

ASSIGNMENTS:

Read Civil War and Reconstruction, Chapter 9, pages 128-144.



Vocabulary.

Complete the statements to make them correct

Matching dates to historical events

Identification of people and events

Map study - Identify the areas of Indian Territory using color-coding


Read Feature: Missionaries, pages 178-179. Complete related worksheets.


1. What role did geography play in the alignment of Indian Territory with the South in the Civil War?

2. What were the major reasons why Indian Territory joined with the Confederacy?

3. How did the tribes settle into a society similar to that of the Old South?

4. How did the Seminoles differ in their attitude toward slavery from that of the Cherokees?

5. Tell about the slave rebellion in 1842.


58

6. How was the Cherokee leadership divided over the issue of taking sides during the Civil War?

7. Why was the Confederacy interested in Indian Territory?

8. What actions did the Plains Tribes take in choosing sides during the Civil War?

9. How did Reconstruction affect Indian Territory?

10. Discuss the role of John Ross in the Civil War as it was conducted in Indian Territory.

II. Activities

1. Time Line of Oklahoma—Add the following information to the time line: the date for the beginning

of the Civil War, the entrance of various tribes into the conflict and the side they supported, neutral

tribes, Battle of Round Mountain, Battle of Honey Springs, and the official end to the war.

2. Map Study-color coding Indian Territory


http://www.historyplace.com/civilwar/index.html

http://americancivilwar.com/statepic/oklahoma.html

www.cr.nps.gov/hps/abpp/battles/ok001.htm

http://www.americancivilwar.com/statepic/ok/ok007.html

IV. Suggested Reading

Frank Cunningham General Stand Watie's Confederate Indians (Norman, OK: University of Oklahoma

Press, 1998)

Jeffery Burton, Indian Territory and the United States, 1866-1906: Courts, Government, and the Movement

for Oklahoma Statehood (Norman, OK: University of Oklahoma Press, 1995)

Roxanne Rhoades, Breaking Ground: the Story of Oklahoma Settlement: a Teachers’ Guide. (Oklahoma

City, OK: Oklahoma Foundation for the Humanities (Teacher Reference)

http://www.historyplace.com/civilwar/index.html

http://americancivilwar.com/statepic/oklahoma.html

http://www.cr.nps.gov/hps/abpp/battles/ok001.htm

http://www.americancivilwar.com/statepic/ok/ok007.html


59

Name_______________________________________ Date__________________________

MAP ACTIVITIES

On the outline maps of Oklahoma below, on Map A, trace the internal boundaries of Indian Territory as

they were from 1855-1866. On Map B, trace the internal boundaries as they were after 1866 until the time

of the land openings, 1866-1889. Label each area.

MAP A

MAP B


60

Student Activity Book CHAPTER 9

CIVIL WAR AND RECONSTRUCTION Name_____________________________


1. supplement_____________________ 5. abolition_______________________

2. plantation_____________________ 6. defected_______________________

3. dragoon _______________________ 7. reconstruction_______________________

4. blockade _______________________ 8. subsidize_______________________

Define the following words as they relate to Chapter 9.

9. alignment ____________________________________________

10. “Golden Years” ____________________________________________

11. freedmen ____________________________________________

12. overseer ____________________________________________

II. COMPLETION. Fill in the blanks below with the word or words that would make each statement correct.

1. The only state bordering Oklahoma that was a Union state was___________________________.

2. Most tribal agents favored the side of the_______________________________________.

3. The first battle of the Civil War in Indian Territory was the Battle of________________________.

4. The battle that was fought on the same day as the Battle of Gettysburg was the Battle of _______

_____________________________.

5. The battle that was a turning point for the war in Indian Territory was the Battle of_____________.

6. Tribal schools were supported financially by_____________________________________.

7. The Confederacy looked at Indian Territory as a source of supply for grain, meat, and____________.

8. The regiment where most Indians served in the Union army was called the_________________.

9. Plains tribes who refused to sign alliance agreements with the South were the ________________

and___________________________.

10. After the war, the severity of the treaties between the tribes and the government depended largely

upon their_________________________.


61

III. MATCHING. Match the date to the event. Name_____________________________

______1 . Creeks signed treaty with the South A. 1861

______2. Seminoles signed treaty with the South B. July 10, 1861

______3. Cherokees signed treaty with the South C. July 12, 1861

______4. Choctaws signed treaty with the South D. August 1, 1861

______5. Plains Comanches signed treaty with the South E. August 12, 1861

______6. The Battle of Cabin Creek F. November 19, 1861

______7. Last Confederate general surrendered G. July 17, 1863

______8. Civil War declared H. September, 1864

______9. General Robert E. Lee surrendered I. April 9, 1865

______10. The Battle of Honey Springs J. June 23, 1865

______11. The Battle of Round Mountain K. January, 1866

______12. Reconstruction treaties signed in Washington between L. October 7, 1861

the Federal Government and the Five Civilized Tribes

IV. MATCHING. Match the names to the identification. Some may be used more than once.

______1. Last chief of the Five Civilized Tribes to sign a treaty with A. Seminoles

the South

B. Creeks

______2. The last Confederate general to surrender

C. Choctaws

______3. A Creek leader who led tribal neutrals and Union

sympathizers D. Cherokees

______4. A slave who lent money to buy provisions for hungry people E. Chickasaws

F. John Ross

______5. The only tribe to treat slaves as freedmen

G. Stand Watie

______6. The only tribe that didn’t adopt slaves into the tribe after

the war. H. Opothleyahola

______7. The only tribe to remain completely loyal to the South I. Albert Pike

______8. Leaders of this tribe were the first to make official contact J. Gopher John

with the Union

______9. Military leader of the Mounted Cherokee Rifles

______10. The most influential Indian leader who favored neutrality


62

V. Using colored pencils and color-coding, mark the major areas of Indian Territory from 1855-1866.


63

Chapter 10

THE WESTERN INDIANS

Lesson Plan for Oklahoma History Teacher________________ Date ___________

Common Core



2.4 Summarize the impact of the Civil War and Reconstruction Treaties on Native American peoples,

territories, and tribal sovereignty including the

a) Required enrollment of the Freedmen,

b) Second Indian Removal and the role of the Buffalo Soldiers,

c) Significance of the Massacre at the Washita,

d) Reasons for the reservation system, and

e) Establishment of the western military posts of Fort Sill, Fort Supply, and Fort Reno.

2.5 Cite specific visual and textual evidence to assess the impact of the cattle and coal mining industries on

the location of railroad lines, transportation routes, and the development of communities.







ASSIGNMENTS:

Read The Western Indians, chapter 10 (pages 145-160).


Vocabulary

Match important dates with events

Complete historical statements

Writing on government compensation

Thinking Activity - Writing that requires using the facts to draw a logical conclusion.

Map Study - Label the areas of Indian Territory 1866-1889.


Read Feature: Men of Peace on the Southern Plains (pages 180-188). Complete the assigned worksheet.

Option: Divide class and reading into sections, then work in pairs or groups on worksheet.


1. Discuss the attempts of the Nez Perce to avoid removal.


64

2. What did the United States Government do to compensate the tribes for the large parcels of land ceded

to the government?

3. What was the “leased district” and how was it used?

4. How did the buffalo play a role in the hostilities between the Indians and the white men?

5. Who were the signing parties to the Treaty of Medicine Lodge Creek and what was the treaty to

accomplish?

6. Describe the Sand Creek Massacre. Give the names of the leaders in the event.

7. Why did the government move the Nez Perce back to the Northwest?

8. Tell about the Battle of the Washita; be sure to include the names of the leaders in the event.

II. Activities

1. Puzzle of the Iroquois and Peoria Confederacies

2. Create an Imaginary Indian Nation



http://digital.library.okstate.edu/Kappler/Vol2/treaties/sen0325.htm

http://www.sandcreek.org/massacre.htm

http://en.wikipedia.org/wiki/Battle_of_Washita_River

http://en.wikipedia.org/wiki/Geronimo

VI. Suggested Reading

Great Western Indian Fights Lincoln, Nebraska University of Nebraska Press, 1960)

Patricia Willis, Danger Along the Ohio (New York: Clarion.1997)

Ible Ann Rinaldi, The Second Bend in the River (New York: Scholastic, 1997)

Russell Shorto, Tecumseh and the Dream of an American Indian Nation (Englewood Cliffs, N.J: Silver

Burdett, 1989)


http://digital.library.okstate.edu/Kappler/Vol2/treaties/sen0325.htm

http://www.sandcreek.org/massacre.htm

http://en.wikipedia.org/wiki/Battle_of_Washita_River

http://en.wikipedia.org/wiki/Geronimo


65

Name_______________________________________ Date__________________________

Unscramble the tribal names of the Indian Confederacies above each column below:

IROQUOIS CONFEDERACY PEORIA CONFEDERACY

(1) YUCAGA _____________________ (1) ISASKAKKA _______________________

(2) GANODANA __________________ (2) AWE ______________________________

(3) AMKWHO ____________________ (3) WAKIPANASH _____________________

(4) NACESE ______________________ (4) ARATOMA ________________________

(5) ENADOI ______________________ (5) AMIMI ____________________________

(6) AKIOCHA _________________________

(7) VIELERRE _________________________

(8) GIMOWANEN ______________________

(9) OPIRAE ___________________________

(10) HAMEGICIMA _____________________


66

Name_______________________________________ Date__________________________

Create an imaginary Indian nation. Name the following things in your nation. An example is given on the right of

a real Indian nation.

EXAMPLE

Tribal name _______________________ Chippewa

_______________________

Meaning of tribal name _______________________ Puckered up

_______________________ (Refers to their moccasins)

_______________________

Ancestral home _______________________ Michigan

_______________________

Terrain _______________________ Forests

_______________________

Means of earning a living _______________________ Fishing, trapping, trading,

_______________________ farming

_______________________

Housing _______________________ Birchbark wigwam

_______________________

Hairstyles _______________________ Both men and women wore

_______________________ hair long and loose

_______________________

Language group _______________________ Algonquian

_______________________

System of government _______________________ Chief and Council (both men

_______________________ and women in council -

_______________________ male chief)

_______________________

Head of government _______________________ Principal chief

_______________________

Famous person from your tribe _______________________ Henry Schoolworth

_______________________ (intermarried citizen)

_______________________

Famous for _______________________ Ethnology

_______________________

Family structure _______________________ Patrilineal. After marriage, the

_______________________ bride’s family moved in with

_______________________ the groom and he supported

_______________________ them.

_______________________

Brief tribal history _______________________ Once a very powerful nation,

_________________________________________________ they traded with the French

_________________________________________________ for guns and drove the Sioux

_________________________________________________ out of the Great Lakes region.

_________________________________________________ They allied with France in the

_________________________________________________ French-Indian War and the

_________________________________________________ English in the Revolutionary

_________________________________________________ War. In the winter they made

_________________________________________________ long migrations in birchbark

_________________________________________________ canoes. They started fires by

_________________________________________________ using a bow to spin a stick

_________________________________________________ placed in punk on a board.


67

Student Activity Book Chapter 10 - THE WESTERN INDIANS


1. devastating ____________________ 9. misnomer ______________________

2. reservation ____________________ 10. disastrous ______________________

3. agitation ______________________ 11. shackle ______________________

4. tenure ________________________ 12. retaliate ______________________

5. latitude _______________________ 13. destitute ______________________

6. bombard ______________________ 14. exile ______________________

7. proposition ____________________ 15. covet ______________________

8. massacre ______________________ 16. marauding ______________________

II. IMPORTANT DATES AND EVENTS. Give the year when each of the following events occurred.

______1. Sandusky Senecas, Mixed Senecas, and Shawnees arrived in Indian Territory to find their assigned

land belonging to someone else.

______2. The Quapaws were moved and settled on the wrong land.

______3. The Quapaws had to move again.

______4. The Nez Percé signed a treaty in which the government promised them perpetual tenure of

their lands.

______5. The Sac and Fox tribe was moved to Indian Territory.

______6. The Nez Percé were moved to Indian Territory. (Give year.)

______7. The Sand Creek Massacre occurred.

______8. The Medicine Lodge Creek Treaty was signed.

______9. The Battle of the Washita occurred.

______10. The government declared that it would no longer deal with Indian tribes through treaties.

III. COMPLETION. Fill in the blanks with answers that would best complete the statements.

1. The Sandusky Senecas were remnants of the original____________________________.

2. The Stokes Commission was appointed by President __________________________________.


68

3. ________________________, Chief of the Modocs, moved his tribe back to its homeland

without government permission.

4. Chief______________________ led the Nez Percé in a futile attempt to escape to Canada.

5. _______________________made several trips to Washington to plead for the return of his people

to their homeland.

6. The three things that government commissioners were to accomplish were

(1) _________________________________________________________________________

(2) _________________________________________________________________________

and (3) _______________________________________________________________________.

7. The leader of the troops at the Sand Creek Massacre was _______________________________.

8. The leader of the troops at the Battle of the Washita was_________________________________.

9. The leader of the Southern Cheyennes at Sand Creek and the Washita was___________________.

10. The Wichitas, Caddoes, and Delawares, with four other tribes, were settled in the

IV. What did the United States Government do to compensate the tribes for the large parcels of land ceded

to the government?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

V. THINKING ACTIVITY. In the space below, write a paragraph predicting what would have happened if

all the tribes that had been removed to Oklahoma had united into a single nation of Native Americans.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


69

VI. Identify the areas of Indian Territory 1866-1889.


70

Chapter 11

CATTLE TRAILS AND RAILROADS

Lesson Plans for Oklahoma History Teacher______________________ Date__________________

Common Core



1.4 Compare and contrast cultural perspectives of Native Americans and European American regarding




2.5 Cite specific visual and textual evidence to assess the impact of the cattle and coal mining industries on

the location of railroad lines, transportation routes, and the development of communities.

ASSIGNMENTS:

Read Cattle Trails and Railroads, Chapter 11, pages 161-169

Be prepared to participate in class discussion using the questions on page 169 and map on 170-171.


Vocabulary

True/False study of historical facts

Sequencing of Events

Identifying use of items in a time period

Identifying cattle trails in Oklahoma


Read Feature: The Cowboy: The Great American Myth, pp. 189-195. Option: Assign only first third (pp. 189-

191) or assign two-thirds, from page 191, “The most famous ranch was the 101 Ranch…”

I. Discussion Questions These include using www.pbs.org.

1. Why were cattle trails founded and why did they decline?

2. How did the Reconstruction treaties between Indian tribes and the United States government bring

about the growth of railroads across Indian Territory?

3. How did the Civil War affect tribal livestock raising?

4 How did the first cattle trail improve the economy of eastern Indian Territory?

5. Why was the Cherokee Livestock Association formed?

6. How did the government obtain rights to Cherokee lands?


71

7. Estimate the mileage of the train tracks from Caldwell, KS, to Colbert’s Ferry, TX. What benefits did

the railroad give to the cattle drivers?

8. Use the www.pbs.org Events Timeline to discuss the role of Chinese laborers in the American West,

particularly the railroad.

9. What was J.J. McAlester’s background and what became of him?

10. Find lyrics of cowboy songs at www.pbs.org. Why do you think they were so long?

II. ACTIVITIES

1. POSTERS

Have the students pretend that they are farmers living near the Chisholm Trail. They should pretend that

their homes, bunk-houses, and barns have become stopping places for cattle drovers during the trailherd

season. Students will make signs advertising the services offered by their farms. Posters should be neat,

decorative, and informative.

2. JOURNAL WRITING

Have the students pretend that they are cowboys or cowgirls on a cattle drive. Have them write one

day’s events in a journal. Entries will be read aloud in class.

3. Puzzle: Message Boxes

4. Biographical writing (Jesse Chisholm)

III. INTERNET RESEARCH

http://www.otrd.state.ok.us/StudentGuide/moreinfo.html

http://en.wikipedia.org/wiki/Chisholm_Trail

http://www.onthechisholmtrail.com/

http://www.pbs.org/weta/thewest/places/trails_ter/cattle.htm

IV. SUGGESTED READINGS

Clive Scott Chisholm, Following the Wrong God Home: Footloose in an American Dream (Norman, OK:

University of Oklahoma Press, 2003)

Rosalyn Schanzer, The Old Chisholm Trail: A Cowboy Song (Washington, D.C.: National Geographic

Society, 2001)

William R Sanford, The Chisholm Trail in American History (Berkeley Heights, NJ: Enslow Publishers,

2000)

Baylis John Fletcher, Up the Trail in '79 (Norman, OK: University of Oklahoma Press, 1968)

http://www.otrd.state.ok.us/StudentGuide/moreinfo.html

http://en.wikipedia.org/wiki/Chisholm_Trail

http://www.onthechisholmtrail.com/

http://www.pbs.org/weta/thewest/places/trails_ter/cattle.htm


72

Taylor, Ross McLaury. We Were There on the Chisholm Trail (New York: Grosset & Dunlap, 1957)

Ryan P. Randolph, Black Cowboys (New York: PowerKids Press, 2003)

John Steinbeck, Of Mice and Men (New York: Penguin Books, 2002)

The Cherokee Strip Adventure, [videorecording] (Shawnee Brittan, 1993)


73

Name_______________________________________ Date__________________________

3. PUZZLE: MESSAGE BOXES

Below are 4 statements about characters in this chapter and how they earned a living. Using the clues below each

grid, solve the puzzles and write the solutions on the blank lines. Start in the upper left-hand square of each grid

and proceed square by square (horizontally or vertically, but NOT diagonally) to spell the answer. DO NOT cross

your path or enter a single square twice. Not all the letters in any grid are used.

(1) Q U A H E L E (3) J B L A Z R A

N A T K R T E E M L D E T I

A L P E D T L S S O A L E L

H R K K O A M C E H C T X L

P A E R F C O H I S A T E Y

CLUE: This Comanche chief CLUE: He led the way for

had 500 in his. others to go to market.

______________________________ ______________________________

(2) P H I H E S X (4) J J M X M I N

I N L T N A N M A C I L A E

C H O T D B O O L E S T O R

O S L L R A O A E L R E C C

R B U I S A L S E D H I S D

CLUE: This enterprising settler CLUE: This miner let someone else

built and re-built and re-built ... do the work.

______________________________ ______________________________

4. BIOGRAPHICAL WRITING. Have the students research the life and times of Jesse Chisholm. Assign

a report to be written on Jesse Chisholm’s life and accomplishments.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


74

Student Activity Book Chapter 11 - CATTLE TRAILS AND RAILROADS


1. subsidize________________________ 5. antebellum__________________________

2. bovine __________________________ 6. quarantine__________________________

3. dwindle __________________________ 7. “wet”______________________________

4. railhead __________________________ 8. “dry”______________________________

II. TRUE or FALSE. In each blank, write “T’ for true and “F” for false.

______1. Numbers of cattle in Indian Territory increased during the Civil War.

______2. The first major cattle drive was up the Dodge City Trail.

______3. Cattle railheads were located only in Kansas.

______4. There were no taxes placed on the cattle by citizens of Indian Territory.

______5. Indian Territory was “wet.”

______6. No cattle trails crossed lands owned by Comanches or Pawnees.

______7. Local landowners refused to rent their pastures to trail bosses for grazing lands.

______8. Towns along the trails suffered economically from the cattle drives.

______9. The Chisholm Trail ran across eastern Indian Territory.

______ 10. Most stockyards were owned by railroad companies.

______ 11. Most cattle on the cattle drives were Herefords.

______ 12. There was never a railhead in Indian Territory.

______ 13. The Sand Bar Saloon was located in the middle of the Red River.

______ 14. After the Civil War, no Indians were involved in raising cattle.

______ 15. Cherokees owned the land in the Cherokee Outlet.

______ 16. The Cherokee Strip Livestock Association cheated the Cherokees of their lands.

______ 17. The Cherokee Strip Livestock Association wanted to improve the grade of cattle.in the herds.

______ 18. The first railroad to cross Indian Territory was the Rock Island.

______ 19. Jackson McCurtain fought building railroads through the territory.

______ 20. Gold and coal were discovered in Indian Territory.


75

III. SEQUENCING. Arrange the following events in chronological order. Place a number “1” beside the event

that occurred first and continue through number “10” for the last occurring event.

______ 1. Purcell, Indian Territory, became a railhead.

______ 2. Coal was discovered by J. J. McAlester.

______ 3. The first major cattle drive crossed Indian Territory.

______ 4. States quarantined Texas cattle.

______ 5. The Cherokee Strip Livestock Association leased the Cherokee Outlet.

______ 6. Cattle drives began up the Chisholm Trail.

______ 7. The deadline date for cattlemen was established to move their herds out of the Cherokee Outlet.

______ 8. President Cleveland signed a bill to open Unassigned Lands to white settlement.

______ 9. The grazing fee was doubled for the Cherokee Outlet.

______ 10. The Atlantic and Pacific Railway was built as an east-west line through Indian Territory.

IV. THINKING ACTIVITY. You’ve been hired as a cook on an 1890 cattle drive from Texas to Purcell, Indian

Territory. Of the 20 items listed below, check the “Yes” column for the 10 items you will take and the “No”

column for the 10 you will not take. Beside the “No” answers write the letter (a, b, or c) corresponding with one

of the following reasons: a) not in general use at that time; b) luxury item for a cattle drive; c) useless on this kind

of trip.

ITEM Yes • No • Reason ITEM Yes • No • Reason

1. 5 iron cooking pots ____ ____ ____ 11. animal traps ____ ____ ____

2. 20 bedrolls ____ ____ ____ 12. small fishing net ____ ____ ____

3. 1 aluminum skillet ____ ____ ____ 13. plastic strainer ____ ____ ____

4. kerosene ____ ____ ____ 14. toiletries ____ ____ ____

5. hatchet ____ ____ ____ 15. wooden spoons ____ ____ ____

6. 20 pillows ____ ____ ____ 16. horseshoes ____ ____ ____

7. gasoline ____ ____ ____ 17. horseshoe nails ____ ____ ____

8. electric saw ____ ____ ____ 18. rat poison ____ ____ ____

9. skinning knife ____ ____ ____ 19. leather strips ____ ____ ___

10. nylon rope ____ ____ ____ 20. coal ____ ____ ____


76

V . MAP. On the following map of Oklahoma, identify the 19th century cattle trails that crossed the state. Identify

each trail and major geographical location by name.


77

Chapter 12

BOOMER SOONER


Common Core



2.6 Analyze the influence of the idea of Manifest Destiny on the Boomer Movement including the official

closing of the frontier in 1890.

2.7 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.

ASSIGNMENT:

Read Boomer Sooner, Chapter 12, pages 172-177.


Vocabulary

Identification of people and terms

Matching dates to events

Complete historical statements


Read Feature: Early Settlers and the Run of 1889, page 238-245 (or assign this during next chapter)

I. Discussion questions

1. Discuss the Boomer efforts to settle in the Unassigned Lands before the lands were opened for

settlement.

2. Identify:

a. Buffalo soldiers

b. Boomers

c. Sooners

d. Colonization Association

e. Unassigned Lands

3. How were Indian leaders divided on the issue of opening their unoccupied lands for settlement?

4. Tell about the attempt of William L. Couch and his followers to settle in the Unassigned Lands.

5. Who were the groups who lobbied for opening the lands for settlement and what were their special

interests?

6. Who were the groups who lobbied against opening the lands and what were their special interests?


78

7. Who was qualified to establish a land claim and then how would the homesteader hold the claim?

8. How many people participated in the Land Run of 1889?

9. Why do both Cleveland and Harrison get credit for the Land Run?

10. On a map with county names, identify three counties named for presidents and three named for tribes.

II. Activities

2. Time Line-Add the dates for Indian Appropriations Act and the April 22, 1889 Land Run.

3. Puzzle Letter Scramble


http://www.library.cornell.edu/Reps/DOCS/landrush.htm

http://www.legendsofamerica.com/OK-ElReno.html

http://en.wikipedia.org/wiki/Land_run

IV. Suggested Reading

Stan Hoig, The Oklahoma Land Rush of 1889 (Oklahoma City, OK: Oklahoma Historical Society, 1984)

http://www.library.cornell.edu/Reps/DOCS/landrush.htm

http://www.legendsofamerica.com/OK-ElReno.html

http://en.wikipedia.org/wiki/Land_run


79

Name_______________________________________ Date__________________________

PUZZLE: LETTER-SCRAMBLE In each puzzle below fit the letters in each column onto the lines directly above them. They may or may

not go onto the lines in the same order in which they are listed. When the letters are written in the proper

order, they will make a statement which can be verified in Chapter 12 in the textbook.


80

Student Activity Book Chapter 12 - BOOMER SOONER

I. VOCABULARY. Write a short definition of each word listed below.

1. Allotment in Severalty______________ 6. discrimination ________________________

2. public domain____________________ 7. entrant ______________________________

3. excursion________________________ 8. proclamation _________________________

4. tentative________________________ 9. disgruntle ____________________________

5. militant________________________ 10. restriction ____________________________

II. IDENTIFICATIONS. Write a sentence identification of each item below.

1. Elias C. Boudinot _________________________________________________________.

2. David L. Payne _________________________________________________________.

3. William L. Couch _________________________________________________________.

4. Buffalo soldiers _________________________________________________________.

5. Boomers _________________________________________________________.

6. Sooners _________________________________________________________.


______ 1. Couch became leader of the Boomers. A. November, 1884

______ 2. Creeks offered to sell their unoccupied lands. B. March, 1885

______ 3. Payne led the Boomers into Indian Territory. C. 1879

______ 4. Unassigned Lands were opened to settlement. D. January, 1889

______ 5. The President signed a bill authorizing a president to open E. March, 1889

land for settlement.

F. December, 1884

______ 6. Couch led the Boomers into Indian Territory and defied

the military for a time. G. April, 1889

______ 7. Payne organized the Boomer Movement. H. February, 1880

______ 8. Congress passed the Indian Appropriations Act.


81

IV. COMPLETION. Fill in the blanks with the words that would best complete each statement.

1. __________________encouraged the tribes to abandon old tribal customs of property ownership.

2. ________________________________was the founder of the Colonization Association.

3. The first Civilized Tribe to offer to sell unoccupied lands was the__________________________.

4. President _______________________signed a bill authorizing a president to open unoccupied

lands for settlement.

5. President ______________________announced that lands would be opened in Indian Territory.

6. People who tried to settle the land before it was legally open were called_____________________.

7. People who slipped into the land early to stake a claim illegally were called___________________.

8. The estimated number of participants in the race for land was_________________________.

9. Land claims were usually parcels containing _______________acres.

10. Town sites were restricted to ________________acres.

11. The Run of 1889 was called President _______________________________Race.

12. The run started at ________________________(time of day).

13. The town of ______________ was on the southern border of the land to be opened for settlement.

14. Of the 14,000 Boomers, only about ______________________________obtained claims.

15. All claims were subject to the ______________________________________Act.


82

Chapter 13

THE FINAL CONQUEST


Common Core





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

prior to statehood.

2.2 Describe the major trading and peacekeeping goals of early military posts including Fort Gibson.




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

the 1940s.





ASSIGNMENTS:

Read The Final Conquest, Chapter 13, pages 198-206.

Be prepared to participate in class discussion using the question on page 206.


Vocabulary

Complete the statement using facts from the chapter.

True/False-determine if the facts are correct or incorrect.

Map Study-Locate and mark the federal courts that had jurisdiction over Indian Territory.


Read Feature: Early Settlers (pp. 238-245), if not used in previous chapter, and complete worksheets.


1. What were the major problems in the earliest judiciary system for Indian Territory and how were the

problems solved?

2. Why did the Indians request the establishment of a federal court in Indian Territory?

3. Why did outlaws take refuge in Indian Territory?

4. Trace the right of whites to own property in Indian Territory, from the time of Indian settlement to the

opening of unoccupied lands for white settlement.


83

5. Trace the movement from land ownership by the Indian tribes to allotments by severalty.

6. Can you compare the status of illegal settlers (according to page 123) to any modern-day group?

7. When was oil first produced as a business?

8. Why did Indian tribes oppose individual ownership of land?

9. Why was Congress dissatisfied with the Dawes Commission in 1898?

10. In what ways did Indians resist the division of their property?

II. ACTIVITIES

1. Identifying people, places, and historical events

2. Time Line—Record the following on the time line with a short explanation:

Major Crimes Act, Organic Act, Dawes Commission forcible enrollment, Atoka Agreement, Curtis Act,

Crazy Snake Rebellion

3. Crossword Puzzle (short)


http://en.wikipedia.org/wiki/Isaac_Parker

http://www.picturehistory.com/find/p/6115/mcms.html

http://en.wikipedia.org/wiki/Organized_territory

http://en.wikipedia.org/wiki/Dawes_Commission


Arthur T. Burton, Black, Red, and Deadly: Black and Indian Gunfighters of the Indian Territory, 1870-

1907 (Austin, Texas: Eakin Press, 1991)

Indians, Outlaws & Angie Debo [videorecording] (PBS Video, 1988)

http://en.wikipedia.org/wiki/Isaac_Parker

http://www.picturehistory.com/find/p/6115/mcms.html

http://en.wikipedia.org/wiki/Organized_territory

http://en.wikipedia.org/wiki/Dawes_Commission


84

Name____________________________________________ Date __________________________

People, Places and Events

Circle the three words or phrases on the right which relate to the subject on the left.

(1) ISAAC PARKER: Congress; General; Judge; Confederacy; 88; notorious

(2) FORT SMITH: federal court; navy port; army post; C.C. Curtis; Isaac Parker;

John Thomas

(3) DAWES COMMISSION: enrollment; removal; Myrtle Dawes; trade; Seminole Agreement;

Indian Appropriations Act

(4) ATOKA AGREEMENT: coal; asphalt; railroads; 8 years; cattle trails

(5) “CRAZY SNAKE”: Pleasant Porter; Isaac Parker; Creek; Chitto Harjo; rebellion;

Choctaw


85

CROSSWORD PUZZLE

Name_____________________________ Date ____________________

DOWN

1. One of the West’s most famous bank robbers and gang leader

3. Belle Starr’s first husband

4. A farm and outlaw haven

5. The outlaw for whom Belle Starr named her farm

ACROSS

2. An outlaw family

6. Bill __________ , the leader of an outlaw gang

7. A famous female outlaw


86

Student Activity Book Chapter 13 - THE FINAL CONQUEST


1. incarceration ________________________ 7. alien _____________________________

2. jurisdiction _________________________ 8. speculation ________________________

3. refuge _____________________________ 9. vigorously _________________________

4. preside ____________________________ 10. penalize ________________________

5. larceny ____________________________ 11. subsequent ________________________

6. manslaughter _______________________ 12. reprimand ________________________

II. COMPLETION. Fill in the blanks in the sentences below with the word or words that would complete the

sentence correctly.

1. The U.S. District Court that had authority over white people in Indian Territory was located at

_________________________________.

2. Prisoners from Indian Territory were incarcerated at the federal prison in_____________________.

3. The federal judge who became known as “the Hanging Judge” was Judge____________________.

4. Indians repeatedly requested the establishment of a federal court in _________Indian Territory.

5. No other federal agency was so hated or distrusted by the Indians as the ___________________.

6. The law in Indian Territory was enforced by two hundred ___________________________

appointed by Judge__________________________.

7. The act that limited the authority of the Indian tribal courts was the ___________________ Act.

8. The Atoka Agreement involved the ________________ and ___________________tribes.

9. The ______________tribe rejected the Atoka Agreement, despite the fact that the tribal leaders had

approved it.

10. At the advice of____________________, the Creek Council rejected the 1897 Creek Agreement.

11. The ________________________Tribe was the first of the Five Tribes to accept land allotments.

12. Under the allotment system, tribesmen could not sell their land for a period of ___________years.

13. A leader of the full-blood Creeks was Crazy Snake or _________________________________.


87

III. TRUE or FALSE. Write the word “true” in the blank if the statement is true; write the word “false” if the

statement is false.

______1 . The major problem with the locations of the court and prison for Indian Territory was distance.

______2. After 1885, all cases involving murder, manslaughter, etc., were tried in state courts rather

than Federal courts.

______3. In the 1890 Census, Indians outnumbered non-Indians three to one.

______4. Some gold was discovered in Oklahoma in the early 1890’s.

______5. When non-Indians first came into Indian Territory, they could not own land.

______6. Allotments in Severalty freed lands for white ownership.

______7. After March 2, 1889, all Indian tribes in Indian Territory were affected by the Dawes Act.

______8. Most Indians vigorously protested the work of the Dawes Commission.

______9. The Dawes Commission did not begin enrollments until tribal governments approved.

______10. The Atoka Agreement preserved the tribal citizenship and tribal judicial system for the Indians.

______11. If Indians refused to select a land allotment, selections were made for them.

______12. The Crazy Snake Rebellion was a successful Creek rebellion.

IV. MAP. The federal courts that had jurisdiction at various times over Indian Territory were located at Van

Buren and Fort Smith, Arkansas: Wichita and Topeka, Kansas; Paris, Texas; and Muskogee, Ardmore, and

McAlester, Indian Territory. Mark and identify each of these courts on the map below.


88

Chapter 14

OKLAHOMA TERRITORY


Common Core






ASSIGNMENTS:

Read Oklahoma Territory, chapter 14, pages 207-217.



Vocabulary

Map—identify the Oklahoma counties and county seats that were in Oklahoma territory.

Complete the statements related to the history of this period.

Match the dates and events of this period

Identify events or places with the correct person, group, or place.


Read Feature: Outlaws and Lawmen, pp. 244-251. Assign worksheet if time allows.

I. DISCUSSION QUESTIONS

1. Trace the status of “No Man’s Land” from the time that Indian tribes were removed to Indian Territory

to the time of statehood.

2. (a) How do provisional governments work? Why they are not completely effective?

(b) How does government by the consent of the people (provisional government) compare with

government by consent of the people in the present United States?

3. Compare and contrast the nine territorial governors and their accomplishments.

4. How did the Organic Act of May 2, 1890, affect Oklahoma?

5. What is another name for the Public Land Strip and where was it located?

6. How did the settlers in the Public Land Strip protect themselves from outlaws?

7. What are “school lands?”

8. Which town did the Organic Act name as territory capital?

9. Discuss reasons that Barnes may have vetoed the public building bill.

10. When allotments left no school lands for a tribe, where did its students go?


89

II. Activities

Arbitration Committee and Land Disputes

Crossword Puzzle (long)

Time Line - Place the names of territorial governors and their terms on the time line. List any

information of importance for each man’s term.


http://en.wikipedia.org/wiki/Oklahoma_Territory



Nancy Antle, Beautiful Land: A Story of the Oklahoma Land Rush (New York: Viking, 1994)

Joyce Carol Thomas, I Have Heard of a Land (New York: Harper Collins, 1997)




90

Arbitration Committee and Land Disputes Name_____________________

Set up an arbitration committee to settle land disputes.

A. In one dispute, two settlers claim the same parcel of land. Each claims that the other is a

“sooner.” There are no witnesses on either side to support or disclaim the allegation. The

committee must arbitrate a settlement.

SUGGESTIONS: Divide the land equally; draw lots; effect a partnership; question the parties to

determine if one of them is Iying; look at any physical evidence such as claim stakes, times of

claim filings, description of the parcel of land for accuracy; examine qualifications; ask each

party what he expects to contribute to the community if he stays; how each expects to improve

the land.

B. In another dispute, a man who had filed a claim as the head of the household died before he could

move onto the claim. His widow alleges that the claim is hers as the surviving head of household.

A male settler says that the death of the male claimant released the parcel of land and he has now

filed a claim on the land as the new owner.

SUGGESTION: Obtain a copy of homesteading rules and determine the rightful owner.


91

CROSSWORD Name_______________________ Date____________________

FOR CHAPTER 14


92

CROSSWORD

FOR CHAPTER 14

ACROSS

2. The President signed this on May 2, 1890.

6. A county in Oklahoma Territory.

7. The Cherokee _________was a strip of land.

8. President who signed the Organic Act.

10. A person who takes the law into his own hands.

12. The real Cherokee Strip was in _____.

13. The cattle stealers who lived in No Man’s Land were called _____.

16. Gov. Frantz was a _____ Rider.

18. He was the first territorial governor.

20. President _____ appointed Gov. Jenkins.

21. He was the only Democrat among the territorial governors.

DOWN

1. Some people called Governor Seay this name, meaning “someone from the North who took advantage of the

South.”

2. Means “Land of the Red Man”

3. Initials of the fifth territorial governor.

4. Provisional governments were _____ .

5. The President had the power to _____ governors to the territory.

9. Another name for the Public Land Strip.

11. This school was established at Edmond.

12. Town nominated as territorial capital.

14. A college for blacks was here.

15. _____ Strip was a strip of land in Kansas.

17. He took office on Feb. 1, 1892.

19. Ferguson was a/an _____ outside the territory.


93

Student Activity Book Chapter 14 - OKLAHOMA TERRITORY

I. VOCABULARY. Write a definition of each word or term below.

1. Oklahoma__________________________ 7. “soddie”__________________________

2. implement (verb)_____________________ 8. bicameral _________________________

3. provisional __________________________ 9. endowment ________________________

4. vigilante __________________________ 10. subscription _______________________

5. “dugout” __________________________ 11. carpetbagger _______________________

6. school lands _______________________ 12. indemnity lands _____________________

II. MAP. Identity the Oklahoma counties and county seats that were in Oklahoma territory.

III. COMPLETION. Fill in the blanks with the word or words that would best complete the sentence.

1. Oklahoma Territory was the _____________________________half of Indian Territory.

2. Official government for Oklahoma Territory was not established until the Oklahoma ____________

______________________Act was passed.

3. Schools were supported by___________________________.

4. There were _____________counties named in the act establishing a government for

Oklahoma Territory.

5. “No Man’s Land” became __________________County.


94

6. The capital of Oklahoma Territory was located in________________________.

7. The act also established a Supreme Court made up of _______________judges.

8. The act established a ______________________legislature.

9. Eight of the territorial governors belonged to the _____________________party.

10. The least controversial of the territorial govenors was Govenor__________________.

11. The last territorial governor was Governor_____________________.

12. The last territorial governor was appointed by President______________________.

13. The sections of land set aside for school lands were Sections _______ and________.

14. In the Cherokee Outlet, Sections ____and ____were set aside for endowments for higher education.

15. When the First Territorial Legislature met, they spent much of their time arguing about the location

of the__________________________________.

IV. MATCHING. Match the date to the event.

______1. When meetings were held to elect the first public officials A. August 5, 1890

and to set up a temporary government

B. April 23, 1889

______2. When the President signed a bill to establish a government C. May 2, 1890

of Oklahoma Territory

D. December 23, 1890

______3. When the election was held to select the first legislative assembly

______4. When the act passed that established the public school system

V . MATCHING. Match the name to the identification; some may be used more than once and some may not

be used at all.

______1. A Choctaw chief who coined the word “Oklahoma” A. George W. Steele

B. Chitto Harjo

______2. Public Land Strip C. No Man’s Land

D. Chickasaw Nation

______3. Cimarron Territory E. Allen Wright

F. Pushmataha

______4. Robber’s Roost G. William Cary Renfrow

H. The Cookson Hills

______5. First Territorial Governor

______6. A Creek who led a rebellion


95

Chapter 15

LAND OPENINGS AND THE SETTLERS

Lesson Plans for Oklahoma History Teacher_________________ Date____________

Common Core






ASSIGNMENTS:

Read Land Opening and Settlers, chapter 16, pages 218-225.

Be prepared to participate in class discussion using the questions on page 225..


Vocabulary

Fill in the facts

Compare and contrast the Oklahoma Constitution

Match dates with events

Match names to identifications


Features (optional): Read Early Settlers and Land Run of 1889 (p. 238) or Outlaws and Lawmen (p. 245), if

not used with previous chapters.


1. Tell about the most famous photograph taken of the land runs.

2. Describe the living conditions of homesteaders in Oklahoma Territory.

3. How did the runs for land in the Cherokee Outlet and in the Cheyenne-Arapaho reservation differ from

previous land runs?

4. What was the Jerome Act?

5. How was the Big Pasture area made available for settlement?

6. Write a brief paragraph describing the various ethnic groups that settled in the early days of territorial

Oklahoma.

7. What were some of the risks of racing in a land run?

8. Why did one Indian agent encourage wheat farming?

9. In the Cherokee Outlet run, were the chances of staking a claim better or worse than 50%?

10. How did it happen that Oklahoma had several entirely African-American towns?


96

II. Activities

Ethnic Viewpoint

Puzzle Word Maze

Time Line-Add the following to the time line:

Jerome Commission (Cherokee Commission)

Opening of Unassigned Lands on Sept. 22, 1891

Land run in Cherokee Outlet

Land runs in Kiowa-Comanche and Wichita lands, Big Pasture


http://www.wikipedia-mirror.co.za/o/k/l/Oklahoma.html

http://digital.library.okstate.edu/Chronicles/v010/v010p115.html#115

(Use the alphabetical order “finder,” and check this site for all land runs.)

IV. Suggested Readings:

Oklahoma Biographical Dictionary; People of all times and places who have been important to the

history and life of the state (Somerset Publishers, Inc., 1999)

Encyclopedia of Oklahoma (Somerset Publishers, Inc., 1999)

Tim Tingle, Walking the Choctaw Road. (El Paso, Texas: Cinco Puntos Press, 2003)

Chris Wheeler, How the West Was Lost II: Volume 2 (Bethesda, Md.: Discovery Networks and 9K*USA.

[videorecording], 1995)

http://www.wikipedia-mirror.co.za/o/k/l/Oklahoma.html

http://digital.library.okstate.edu/Chronicles/v010/v010p115.html#115


97

ETHNIC VIEWPOINT Name ______________________________ Date _____________

You are an immigrant from Germany, Russia, Mexico, or China, and you are participating in the race

for land in the Cherokee Outlet. Answer the following questions about yourself and write a brief

description of the land opening as you saw it. (If possible, use library reference materials to learn about

your country before answering these questions.)

Name Age M F

Country of Origin Marital Status

Children (names and ages)

Other dependents

Type of employment before you came here

Why did you come to the United States?

Describe the Cherokee Outlet opening:


98

PUZZLE: WORD MAZE

Moving your pencil from box to box in any direction, connect the letters to form the words which

correctly complete the statements below. In forming a single word, you may not use the same box

twice; but one box may be used in several words.

(1) The Arapaho tribe favored allotments in severalty, but the ____________________ tribe did not.

(2) The ____________________ lands were the first lands in the territory to be opened to non-

Indian settlement.

(3) Several ethnic groups settled in Oklahoma Territory, including the _________________.

(4) Some of the lands opened to settlement had been Indian ___________________.

(5) Because of the arid condition of the Cheyenne-Arapaho lands, few ____________________ participated

in the opening.


99

Student Activity Book Chapter 15 - THE LAND OPENINGS AND THE SETTLERS

I. VOCABULARY. Write short definitions of each word below.

1. negotiate _________________________ 7. cistern ___________________________

2. extract ___________________________ 8. retain ___________________________

3. conveyance _______________________ 9. invalid ___________________________

4. ethnic ___________________________ 10. deliberation _____________________

5. arid _____________________________ 11. candid _________________________

6. “gyp” water _________________________ 12. clamor ___________________________

II. MATCHING. Match the date to the event.

______1. Jerome Commission appointed A. April 19, 1892

______2. A run for 900,000 acres in Lincoln and B. 1895

Pottawatomie Counties

C. May 4, 1896

______3. Cheyenne-Arapaho lands opened

D. September 16, 1893

______4. Cherokee Outlet opened

E. 1906

______5. Kickapoo lands opened

F. June 30, 1892

______6. The Big Pasture and wood reserve sold at public auction

G. July, 1889

______7. Congress ruled Greer County in Oklahoma Territory

H. September 22, 1891

______8. Governor Seay estimated that 7,600 people settled Cheyenne-Arapahos Lands

III. COMPLETION. In the blanks, fill in the word or words that would complete each sentence correctly.

1. The Jerome Commission was also known as the ________________________ Commission.

2. The Jerome Commission was to negotiate with the tribes in the ___________half of Indian Territory.

3. Most early land holders lived in_________________. (kind of shelter)

4. Farmers found that the most suitable crop for the Cheyenne-Arapaho lands was________________.

5. When land openings began, many people waited for land to be opened in the_________________

6. The most famous of all the land openings was the opening of the__________________________.

7. ___________________was a frontier photographer who took famous photographs of the land run.

8. The last area opened by a land run was the_________________________________Reservation.


100

9. The Kiowa-Comanche-Wichita lands were opened and settled by_________________________.

10. Nearly 500,000 acres of Kiowa-Comanche-Wichita lands were reserved for__________________.

11. More than 50,000 acres were reserved for________________________________.

12. In the land auctions, land sold for an average of _______________dollars per acre.

13. ________________________County was in dispute between Oklahoma and Texas.

14. The ______________________Act ordered a lawsuit to determine the actual boundary between

Oklahoma and Texas.

15. The largest ethnic group settling in Oklahoma was______________________________.

16. The county that was abolished and became a part of Roger Mills and Ellis Counties was

__________________________________County.

IV. MAP. Complete the following map to show the land openings in Oklahoma, naming each area.


101

Chapter 16

STATEHOOD


Common Core

Content Standard 3: The student will analyze the formation and development of constitutional government in

Oklahoma.

3.1 Compare and contrast the development of governments among the Native American tribes, the

movement for the state of Sequoyah, the proposal for an all-Black state, and the impact of the Enabling

Act on single statehood.

3.2 Describe and summarize attempts to create a state constitution joining Indian and Oklahoma Territories

including the impact of the Progressive and Labor Movements resulting in statehood on Nov.16, 1907.

3.3 Compare and contrast Oklahoma’s state government to the United States’ national system of

government including the branches of government, their functions, and powers.

3.4 Describe the division, function, and sharing of powers among levels of government including city,

county, tribal, and state.

3.5 Identify major sources of local and state revenues and the services provided including education,

infrastructure, courts, and public safety.

3.6 Describe state constitutional provisions including the direct primary, initiative petition, referendum, and

recall.



4.2 Examine multiple points of view regarding the historic evolution of race relations in Oklahoma

including Senate Bill 1 establishing Jim Crow laws, the growth of all-Black towns, the Tulsa Race Riot,

and the resurgence of the Ku Klux Klan.

ASSIGNMENTS:

Read Statehood, Chapter 16, pages 226-237.



Vocabulary

Complete the statements

Compare and Contrast views of the State Constitution

Match dates to historical events

Identify important people in Oklahoma history


Read Feature: A section of African-American Experience, p. 406- top of p. 413. (The rest of the feature is

assigned, with the worksheet, in Chapter 18. Students may begin worksheet now or wait till then.)


102

I. Discussion Question

1. Name four proposals for statehood.

2. When did Congress pass the Hamilton Act, and what was its other name?

3. Who was E.P. McCabe?

4. Describe when and where the Sequoyah Convention happened. Who was its president?

5. Define Jim Crowism.

6. Why was the Oklahoma Constitution considered progressive?

7. When did Oklahoma become a state?

8. Who was President of the United States in 1907?

9. Who was the first governor of the state of Oklahoma?

10. Contrast the voting rights of Oklahoma women in 1907 with those of other American women at that

time.

II. Activities

Choose symbols for State of Sequoyah

Map Study-locating cities and towns in Oklahoma

Puzzle: Unscramble the Names

Time Line - On the class time line mark the following important people and events:

First Statehood Convention

Sequoyah Convention

Hamilton Bill (Oklahoma Enabling Act)

Constitutional Convention of Oklahoma

Approval of the State Constitution by voters

Date of Statehood


http://www.okhistory.org/

http://en.wikipedia.org/wiki/Oklahoma

http://www.otrd.state.ok.us/StudentGuide/history.html

http://www.state.ok.us/osfdocs/stinfo2.html

http://www.okhistory.org/

http://en.wikipedia.org/wiki/Oklahoma

http://www.otrd.state.ok.us/StudentGuide/history.html

http://www.state.ok.us/osfdocs/stinfo2.html


103


Jeffrey Burton, Indian Territory and the United States, 1866-1906: Courts, Government, and the

Movement for Oklahoma Statehood (Norman OK: University of Oklahoma Press, 1995)

Fischer, LeRoy H., Oklahoma's Governors, 1907-1929: Turbulent Politics (Oklahoma City, Oklahoma:

Oklahoma Historical Society, 1981)

Activities

STATE OF SEQUOYAH

Let the students pretend that they are members of the Sequoyah Convention and expect Indian Territory to

become the state of Sequoyah. Students are to select state symbols for the new state. They may not use any of

Oklahoma’s state symbols. They should use symbols fitting for the eastern half of the state. They are to select a

state bird, flower, rock, tree, reptile, fish, animal, and grass.


104

MAP STUDY Name______________________________________

On the following blank map, locate these towns which are important in this chapter: Oklahoma City;

Guthrie; Kingfisher; Eufaula; Fort Gibson. Use a wall map or a road map for reference, and mark each town

with an “x” and its name.


105

PUZZLE: USCRAMBLE THE NAMES

The letters in the answers to the following identifications are scrambled. Put the letters in the proper

order for the correct answers. (No middle initials are used.)

________________________________________ (1) RYAM WORNB MAILSIWLON

A black woman who came from

Tennessee

________________________________________ (2) EJAMS NANMOR

A Cherokee lobbyist

________________________________________ (3) NIMNEJAB KINFLARN TEFTELAYA

First territorial settler to be nominated for

a national office

________________________________________ (4) LARCHES SLELHAK

Creek Representative at the Sequoyah

Convention

________________________________________ (5) LIWMAIL YUMRAR

President of the Constitutional

Convention

________________________________________ (6) RENEG RUCNIR

First black legislator

________________________________________ (7) DENIW BECCAM

Former Kansas State Auditor


106

Student Activity Book Chapter 16 - STATEHOOD


1. allotment______________________ 5. suffrage__________________________

2. thwart________________________ 6. progressive_______________________

3. initiative______________________ 7. contingent________________________

4. referendum____________________ 8. constitute_________________________

II. COMPLETION. In the blanks, write the word or words that would complete each sentence correctly.

1. The first territorial settler to be nominated for a national office was_________________________.

2. The first nomination was for the office of____________________________________.

3. The founder of Langston University was______________________________________.

4. A leader who hoped to make Oklahoma Territory a black state was_________________________.

5. The man elected as president of the Sequoyah Convention was____________________________.

6. The five vice presidents of the convention were representatives from the______________________.

7. The proposed name for a state composed of Indian Territory was___________________________.

8. The capital of this state was to have been located at___________________________________.

9. The Hamilton Bill was also known as the_______________________________________.

10. The Congressional act combining the twin territories into the state of Oklahoma was the ________

_________________________________________Act.

11. The constitution for the new state of Oklahoma was declared legal by President_______________.

12. A man appointed head of a committee to prepare an enabling act was______________________.

III. STATE CONSTITUTION. Oklahoma’s Constitution was both modern and restrictive when it was passed in

1907. In the column on the left give three reasons why the Constitution was considered “Progressive.” In the

column on the right give three reasons why some groups did not like it.

(1)_____________________________________ (1)____________________________________

_______________________________________ ______________________________________

(2)____________________________________ (2)____________________________________

_______________________________________ ______________________________________

(3)____________________________________ (3)____________________________________

_______________________________________ ______________________________________


107

IV. MATCHING. Match the date to the event below.

______ 1. Oklahoma Enabling Act passed A. January 25, 1892

______ 2. Enrollment of Indians began B. November 20, 1906

______ 3. First statehood convention in Oklahoma City held C. September 17, 1907

______ 4. Oklahoma became a state D. November 16, 1907

______ 5. Constitutional Convention in Guthrie held E. June 16, 1906

______ 6. First state officials elected F. 1905

______ 7. First statehood bill introduced G. December 16, 1891

______ 8. Five bills introduced into Congress to make twin H. June 10, 1896

territories one state

V. MATCHING. Match names to identifications. Some may be used more than once.

______ 1. A Cherokee lobbyist A. James Norman

______ 2. An attorney and builder of railroads B. William H. Murray

______ 3. A Creek chief C. W. C. Rogers

______ 4. Cherokee representative at Sequoyah Convention D. Pleasant Porter

______ 5. Choctaw representative E. Green I. Currin

______ 6. Seminole representative F. Charles N. Haskell

______ 7. Creek representative G. John F. Brown

______ 8. Chickasaw representative H. Green McCurtain

______ 9. First African American elected to political office

______ 10. President of Constitutional Convention at Guthrie

______ 11. The first governor of the state of Oklahoma

______ 12. Legislator who introduced first civil rights bill into the Oklahoma legislature


108

Chapter 17

EARLY GOVERNMENT


Common Core






4.3 Summarize the impact of the national Socialist movement and organized labor on various segments of

Oklahoma society including agriculture, mining, and state politics.

4.4 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.

ASSIGNMENTS:

Read Early Government, Chapter 17, pages 254-270.


Complete the following assignments:

Vocabulary

Complete the statement

Identification of dates and events, matching

Optional research and writing on Green Corn Rebellion


Read Feature: The Greatest Athlete, pages 327-334. Complete the worksheets.


1. Discuss the removal of the capital from its first site as the state capital to the new site in Oklahoma City

(Include the role played by Charles N. Haskell and the different legends about the transporting of the

seal).

2. Tell about the problems and the growth of the oil industry in Oklahoma.

3. What was the Green Corn Rebellion?

4. Explain why a governor might call out the militia to stop horse races and prize fights.

5. Identify Joseph Oklahombi and tell what he accomplished.

6. Explain whether you think the capitol dome should have been built and tell why.

7. The towns of Stillwater, Edmond, and Norman competed to be the capital city, but received other honors

instead. What were they?


109

8. Name the first three governors of the state, in order.

9. Why does the state concern itself with care for the mentally ill?

10. Describe the tactics of the WCU to recruit members.

II. Activities

Match Oklahoma towns with a description found in chapter 17.

Puzzle: Charles N. Haskell

Add the following to the classroom time line:

Kate Barnard

Governor Charles N. Haskell

The movement of the state capital from Guthrie to Oklahoma City

Information on discovery of oil and the Corporation Commission

1908 Elections

Governor Lee Cruce

Governor Robert L. Williams

Construction of the Capital building

Green Corn Rebellion

World War I


http://www.answers.com/topic/green-corn-rebellion

http://www.aapg.org/explorer/2005/04apr/glennpool.cfm

http://www.okmoga.com/historical.html

http://www.britannica.com/ebc/article-9073732


The Glenn Pool Story: A Documentary (Tulsa, Oklahoma: Schnake Turnbo Frank Inc., 2005)

[videorecording]

Betty Crow, A History of the Oklahoma Governor's Mansion (Oklahoma City, Oklahoma, Oklahoma

Heritage Association, 2004)


LeRoy H. Fischer, Oklahoma's Governors, 1907-1929: Turbulent Politics (Oklahoma City, Oklahoma:

Oklahoma Historical Society, 1981)

http://www.answers.com/topic/green-corn-rebellion

http://www.aapg.org/explorer/2005/04apr/glennpool.cfm

http://www.okmoga.com/historical.html

http://www.britannica.com/ebc/article-9073732


110

TOWNS Name__________________________________

Match each Oklahoma town with its description, as found in Chapter 17. Some descriptions may be

used more than once.

____ (1) Ardmore ____ (8) Korn a. an oil boom town

____ (2) Bismark ____ (9) Martha b. first state capital

____ (3) Cushing ____ (10) McAlester c. present state capital

____ (4) Dewey ____ (11) Okarche d. state penitentiary location

____ (5) Guthrie ____ (12) Oklahoma City e. a governor’s home

____ (6) Kiefer ____ (13) Sapulpa f. militia was sent here

____ (7) Kiel ____ (14) Tulsa g. changed its name

h. home of a war hero


111

PUZZLE: CHARLES N. HASKELL Name _________________________________

In the following letter-jumble are 20 words relating to the life and administration of Governor Charles N.

Haskell. Find them and write them on the lines below.

M U S K O G E E R T R E S T L I A G O I L A K

I E G E S T I R K E Y S P A U B I P L A Q W Y

L E X I N G U W M A P E A N E S B J O N T O Q

L A S I G O J K L G I A U Q E P G U T H R I E

I W E G O V A M I L P T L H S S L I L L I A N

O Z A Z M E X I C O E E D Z P U B L I S H E R

N E L N X R J O H Q L A I N C A P I T A L Z R

A T T O R N E Y W A I C N O M I L I T I A S I

I M O N S O T E R T N H G P U R C E S T W O O

R Y A S T R W O O W E E R A I L R O A D S T E

E P E N I T E N T I A R Y F A T H E R L E S S

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________

_____________________________________ _________________________________


112

Student Activity Book Chapter 17 - EARLY GOVERNMENT


1. certified __________________________ 6. conclusive __________________________

2. “grandfather clause”_________________ 7. Jim Crowism ________________________

3. contending ________________________ 8. sedition ____________________________

4. incorporate ________________________ 9. profound ___________________________

5. proclamation _______________________ 10. controversy _________________________

II. COMPLETION. In the blank, write in the word or words that would complete each sentence correctly.

1. The temporary state capital in Oklahoma City was housed in the__________________________.

2. The first official act of the first governor was to prevent__________________________________.

3. Haskell’s administration is best known for the removal of the_____________________________.

4. Oklahoma City was ratified as the official state capital by the legislature on__________________.

5. The greatest problem of early oil producers was________________________________________.

6. The average cost of drilling the first oil wells in Oklahoma was __________________ dollars.

7. The _________________________Commission was given authority to regulate and govern the oil

industry.

8. _________________________________became one of Oklahoma’s biggest contributions to the

war effort in World War I.

9. The “grandfather clause” was declared unconstitutional because of the _____________Amendment.

10. War was declared on Germany on __________________________.

11. World War I ended on________________________________.

12. Oklahoma women were given the right to vote in ____________________(year).


113

III. MATCHING. Match the name to the identification; some may be used more than once.

______ 1 . First governor of Oklahoma A. Dennis T. Flynn

______ 2. First Commissioner of Charities and Corrections B. Thomas P. Gore

______ 3. Congressional delegate who prevented moving the C. W. B. Anthony

capital to Oklahoma City

D. H. H. Munson

______ 4. One of the first senators from Oklahoma

E. Kate Barnard

______ 5. Second governor of Oklahoma

F. Joseph Oklahombi

_____ 6. First woman to be elected to state office

G. Lee Cruce

_____ 7. A socialist leader

H. Charles N. Haskell

_____ 8. The governor’s secretary who removed the state seal

to Oklahoma City

_____ 9. World War I’s “Most Decorated Soldier”

_____ 10. Governor when capital was moved

Optional Note: Student book does not indicate this is optional.

IV. GREEN CORN REBELLION. Using library reference materials, read about the Cuban Bay of Pigs

invasion in 1961, and then write a paragraph explaining the ways in which the Bay of Pigs invasion was like the

Green Corn Rebellion,


114

Chapter 18

THE ROARING TWENTIES


Common Core










4.3 Summarize the impact of the national Socialist movement and organized labor on various segments of

Oklahoma society including agriculture, mining, and state politics.

4.4 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.

4.7 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).

ASSIGNMENTS:

Read The Roaring Twenties, Chapter 18, pages 271-286.


Complete the following assignments:

Vocabulary

Complete the statements using correct facts.

Matching—identify each person with a statement.

Identify the statements as True or False.

Tulsa Race Riot


Read more of Feature: African American Experience: Days of Segregation, pages 413 through half of page

418. Complete worksheets as much as possible.


1. Give the accomplishments of the Robertson administration, including social and labor reforms.

2. Describe the period of social, economic, and racial unrest in Oklahoma during the twenties.

3. Describe what you think it would be like to live in Oklahoma today if the Ku Klux Klan had remained

as powerful as it was in the 1920s.

4. Describe the loss of lives and property during the Tulsa Race Riot.


115

5. List five outlaws who lived in Oklahoma.

6. Look up the word ‘impeachment.’ Is it an accusation or a conviction of guilt?

7. Make a list of governors from 1908 to 1930. How many governors were impeached?

8. Visit www.rootsweb.com for a list of governors. Do you think their controversies influence the public’s

perception of state government?

9. What did the 19th Amendment legalize nationally?

10. What was the Russell Amendment?

II. Activities

Ku Klux Klan - Identify their beliefs.

Puzzle Letter Scramble

Time Line- Add the following events and identifications to the class time line:

Alice Mary Robertson

Governor J. B. A. Robertson

Indian Citizenship- When and why was it granted?

Boundary dispute with Texas - When was it final? Where was the southern Okla. boundary?

Tulsa Race Riot

“Pretty Boy” Floyd

Governor John Walton, Martin Trapp, Henry Johnston, and W. J. Holloway


http://www.nebraskastudies.org/0700/frameset_reset.html?http://www.nebraskastudies.org/0700/stories/070

1_0146.html (Indian Citizenship Act)

http://digital.library.okstate.edu/kappler/Vol4/html_files/v4p1165.html

http://en.wikipedia.org/wiki/Tulsa_Race_Riot


Joan Lowery Nixon, David's Search (New York: Delacorte, 1998)

Anthony Walton, Mississippi: An American Journey (New York: Knopf, Distributed by Random House,

1996)

V. Video recordings - Teacher Preview Recommended

The Birth of a Nation (Chatsworth, California: Image Entertainment, 1998)

Once Upon a Time When We Were Colored (Los Angeles, California: Republic Entertainment, 1996)

Susan Green, Witness to History: The Roaring ’20s (www.GuidanceAssociates.com)

http://www.nebraskastudies.org/0700/frameset_reset.html?http://www.nebraskastudies.org/0700/stories/0701_0146.html

http://www.nebraskastudies.org/0700/frameset_reset.html?http://www.nebraskastudies.org/0700/stories/0701_0146.html

http://digital.library.okstate.edu/kappler/Vol4/html_files/v4p1165.html

http://en.wikipedia.org/wiki/Tulsa_Race_Riot


116

Student Activity Book Chapter 18 - THE ROARING TWENTIES

I. VOCABULARY. Write a short definition for each word listed below.

1. incur _________________________ 9. Bolshevism ____________________________

2. nomination_______________________ 10. evolution ______________________________

3. perimeter_________________________ 11. atheism _______________________________

4. refugee_________________________ 12. fundamental ___________________________

5. jurisdiction_______________________ 13. infiltrate ______________________________

6. impudent_________________________ 14. subversive ____________________________

7. hysterical________________________ 15. indictment ____________________________

8. “yellow journalism”_________________ 16. workman’s compensation ________________

II. COMPLETION. In the blank, write in the word that would complete the sentence correctly.

1. The _______________________Amendment to the Constitution of the United States gave

women the right to vote.

2. The first woman elected to Congress from Oklahoma was a member of the ______________Party.

3. “Minerva Place” later became_________________________.

4. The last states to grant full citizenship privileges to Indians were _________________________

and___________________________.

5. The treaty that set the boundary of Texas at the south bank of the Red River was the Treaty.

III. MATCHING. Match the name to the identification; some may be used more than once.

______1. First American woman to earn a doctor of philosophy A. Sawakla

degree B. Martin E. Trapp

C. Alice Mary Robertson

______2. Governor who broke the hold of the Ku Klux Klan on D. Alice Brown Davis

state government E. Jack Walton

F. E. K. Gaylord

______3. First woman to preside over the U.S. House of Representatives G. Ann Eliza Worcester

Robertson

______4. A governor impeached and removed from office

______5. A governor who couldn’t succeed himself because he had served more than half of his

predecessor’s term

______6. An orphanage for Creek Indian girls

______7. Publisher of the Daily Oklahoman.


117

______ 8. First governor under whose administration Klansmen were convicted of crimes

______ 9. Second woman ever to be elected to the U.S. Congress

______10. Chief of the Seminole tribe

IV. TRUE or FALSE. Write “true” for true statements and “false” for false statements.

______1. The first woman to be elected to Congress from Oklahoma was opposed to Women’s Suffrage.

______2. Governor Robertson escaped impeachment by a single vote.

______3. The two houses of the legislature worked in harmony during the Robertson administration.

______4. Indians throughout the country were granted full citizenship as a result of their participation

in World War I.

______5. Unlike the rest of the nation, there was little unrest in Oklahoma after World War I.

______6. The first Oklahoma woman representative to Congress was a Democrat elected from a strong

Republican district.

______7. Many social and labor reforms were enacted in the post-World War I period.

______8. Economically, Oklahoma was thrust into a major depression in the 1920’s.

______9. Although the southern bank of the Red River was established as the state boundary between

Oklahoma and Texas, Texas was given the mineral rights of the southern half of the river.

______10. By 1920, the lynchings of African Americans by angry mobs had ceased in Oklahoma.

V . TULSA RACE RIOT. Of the following items, check the 15 which relate to the Tulsa Race Riot.

____1. Oklahoma National Guard ____11. detention camps ____21. Greenwood

____2. Col. W. J. Simmons ____12. church ____22. Sarah Page

____3. amps 8 ammunition ____13. elevator ____23. impeachment

____4. Indian problems ____14. labor strikes ____24. bootleggers

____5. Dick Rambo ____15. Bolshevism ____25. Democrats

____6. Alice Mary Robertson ____16. Thanksgiving ____26. Claremore

____7. Tulsa Post-Dispatch ____17. Hollywood ____27. maids

____8. racial prejudice ____18. Dick Rowland ____28. Tulsa Tribune

____9. concentration camps ____19. Sarah Parker ____29. Col. L.J.F. Rooney

____10. telephone operators ____20. Convention Hall ____30. mob violence


118

Chapter 19

THE DIRTY THIRTIES


Common Core



4.5 Cite specific textual and visual evidence to evaluate the impact of the boom and bust cycle of

Oklahoma’s agricultural production as a response to the needs of World War I, and its effect as a

precursor of the Great Depression.

4.6 Cite specific textual and visual evidence of the environmental conditions and the impact of human

mismanagement of resources resulting in the Dust Bowl including the migration of the Okies, the

national perceptions of Oklahomans as shaped by The Grapes of Wrath, and the New Deal policies

regarding conservation of natural resources.




ASSIGNMENTS:

Read Dirty Thirties, Chapter 19, pages 287-297.



Vocabulary

Complete the statements of facts

How was Oklahoma agriculture affected by the Great Depression?

Match the dates with historical events

True or False

Writing a personal opinion


Read Features: The Humor of Will Rogers, pages 308-309, and Oklahoma’s Favorite Son, pages 310-315.

Consider assigning the second reading in “jigsaw” fashion and have students collaborate on the worksheet.

Read Wiley Post and Other Aviation Pioneers, pages 316-323. Consider assigning this in “jigsaw” fashion and

have students report to each other. Assign the worksheet only if you assign the section after Wiley Post,

Oklahoma Astronauts. The worksheet covers pages 316-326.


1. Identify “Wild Mary Sudik” and tell why the word “wild” was attached to the name.

2. Explain how William H. Murray’s personality, beliefs, and actions affected his administration as

governor.

3. What was the Great Depression?

4. What were some of the causes of the depression? Consider (1) the stock market, (2) agriculture, and (3)

the Dust Bowl.

5. Who were two famous Oklahomans who died in a plane crash in August, 1935?


119

6. Which state industries were hit hard by the Great Depression?

7. What were the state’s two most important crops in 1931?

8. Go to State Resources at http://digital.library.okstate.edu and find the chart on the Civilian Conservation

Corps. Locate the CCC camp nearest you.

9. What is a bank run? How was it prevented in the 1930s?

10. What does ‘relief’ mean in relation to the Great Depression?

II. Activities

Map Study - Locate the important towns in Oklahoma in this time period.

Study of William H. Murray

Time Line - Add the following:

Beginning of the Great Depression

Election of W. H. “Bill” Murray as Governor

Red River Bridge War

The Dust Bowl

Deaths of Will Rogers and Wiley Post


http://digital.library.okstate.edu

http://www.odl.state.ok.us/oar/governors/Murray.htm

http://www.willrogers.org/wrbio.html

http://www.willrogers.com/index3.html

http://en.wikipedia.org/wiki/Wiley_Post

http://www.acepilots.com/post.html


LeRoy H. Fischer, Oklahoma's Governors, 1929-1955, Depression to Prosperity (Oklahoma City,

Oklahoma: Oklahoma Historical Society, 1983)

Bob Burke, From Oklahoma to Eternity: the Life of Wiley Post and the Winnie Mae (Oklahoma City:

Oklahoma Heritage Association, 1998)

Will Rogers, The Papers of Will Rogers (Norman, Oklahoma: University of Oklahoma Press, 1995)

Francis Anthony Keating, Will Rogers: An American Legend (San Diego, California: Silver Whistle

Harcourt, 2002)

Ben Yagoda, Will Rogers: A Biography (Norman, Oklahoma: University of Oklahoma Press, 2000)

http://digital.library.okstate.edu/

http://digital.library.okstate.edu/

http://www.odl.state.ok.us/oar/governors/Murray.htm

http://www.willrogers.org/wrbio.html

http://www.willrogers.com/index3.html

http://en.wikipedia.org/wiki/Wiley_Post

http://www.acepilots.com/post.html


120

MAP Name____________________________

On the blank map of Oklahoma below locate these towns which were important in Chapter 19:

Oklahoma City; Durant; Atoka; McAlester; Oologah. Use an atlas, a wall map, or a roadmap for

reference.


121

WILLIAM H. MURRAY Name ____________________________

A controversial figure in Oklahoma History, Murray not only did some rather outrageous things, but he

accomplished some great things as well. In the 4 columns below, list 5 of his more bizarre actions, 5 of his

accomplishments, types of jobs he held, and 5 beliefs on which he based his life. (One answer is provided in

each column.)

BELIEFS BIZARRE ACTIONS

__________________________________ ____________________________________

__________________________________ ____________________________________

__________________________________ ____________________________________

____Believed in the family farm ________ ____________________________________

__________________________________ ____________________________________

__________________________________ ____________________________________

__________________________________ __Had guard collect tickets at football game _

__________________________________ __Between OU and Nebraska ____________

JOB EXPERIENCE ACCOMPLISHMENTS

__________________________________ ____________________________________

__________________________________ ____________________________________

__Politician ________________________ ____________________________________

__________________________________ ____________________________________

__________________________________ __Income tax reform ___________________


122

Student Activity Book Chapter 19 - THE DIRTY THIRTIES

I. VOCABULARY. Write a short definition for each word below.

1. prolific___________________________ 6. ad valorem_____________________________

2. spewed___________________________ 7. gusher _____________________________

3. revenue___________________________ 8. stringent_____________________________

4. yeoman___________________________ 9. debilitating_____________________________

5. unkempt__________________________ 10. barricade _____________________________

II. COMPLETION. Fill in the blanks in the sentences below with the word or words that would make each

sentence correct.

1. The crash of the ____________________is the day used to mark the plunge of the

United States into the_________________________________.

2. During the first two years of the Depression, farm prices fell___________percent.

3. The oil well that spewed more gas and oil into the air than any other well in the state’s history was

called _________________________________.

4. William H. Murray believed that the only lasting society was a/an __________________society.

5. William H. Murray took a group of followers to_____________________to establish the kind of

society that he thought would last.

6. ____________________________ reform was the foundation of Murray’s campaign for governor.

7. The State ________________________Commission was created during Murray’s term as governor.

8. Migrants traveling from the dust bowls of Arkansas, Kansas, Texas, and Oklahoma were called

________________________________________.

III. How was Oklahoma agriculture affected by the Great Depression?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________


123

IV. MATCHING. Match the date to the event.

______ 1. The day the stock market fell. A. August 4, 1931

______ 2. The date of the Great Red River Bridge War B. 1939

______ 3. Governor Murray ordered the National Guard C. January, 1931

to stop oil production.

______ 4. Two days after Oklahoma’s banks were closed, D. October 29, 1929

President Roosevelt ordered a national bank

closing for more than two weeks. E. July, 1931

______ 5. The date the Governor closed all Oklahoma banks.

F. 1933

______ 6. The date severe drought hit Western Oklahoma.

G. August, 1935

______ 7. The date Will Rogers and Wiley Post were killed.

______ 8. The date William H. Murray became Governor.

______ 9. The date Wiley Post became the first man to fly solo around the world.

______10. The date Steinbeck’s The Grapes of Wrath published.

V. TRUE or FALSE. Write ‘True” for true and “False” for false in the blanks.

______1. The Depression arrived in Oklahoma after it did in the rest of the nation.

______2. Thousands of farms went bankrupt and were foreclosed during the first half of the 1930’s.

______3. Except for the oil industry, all major industries were hit hard by the Depression.

______4. By opening the free bridge between Durant and Denison, Governor Murray defied a Federal

Court order.

______5. The Texas governor agreed with Governor Murray about the free bridge.

______6. Murray strongly supported Franklin Roosevelt’s New Deal policies.

______7. Murray succeeded in making the state government financially sound during the worst economic crisis

in American history to that time.

VI. In this age of television and Internet, do you think that “Alfalfa Bill” Murray could be elected Governor of

Oklahoma? Give reasons for your answer.

___________________________________________________________________________________________

___________________________________________________________________________________________

__________________________________________________________________________________________


124

Chapter 20

WORLD WAR ll


Common Core






4.8 Summarize and analyze the impact of mobilization for World War II including the establishment of

military bases and prisoner of war installations and the contributions of Oklahomans to the war effort

including the Native American code talkers and the 45th Infantry Division.

Content Standard 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.

5.2 Analyze the impact of economic growth in various sectors including the

a) Impact of rural to urban migration,

e) Improvement of the state’s transportation infrastructures and the Kerr-McClellan Navigation

System.

ASSIGNMENTS:

Read World War II, pages 298-306.



Vocabulary

Complete the statements.

True and False statements

Map Study - locate 7 military institutions

There is no Feature assigned for this chapter.


1. Discuss the accomplishments of Robert S. Kerr as governor and as the United States Senator from

Oklahoma.

2. Why was Woody Guthrie’s work significant?

3. Discuss the controversy between Leon Phillips and Ernest Marland.

4. What roles did women play in World War II?

5. Identify:

Woody Guthrie

E. W. Marland

Code talkers

“Willie and Joe”

Charles Chibitty

Robert S. Kerr


125

6. Use the governors page at http://digital.library.okstate.edu to find Marland’s importance to Ponca City.

7. Define economy and solvency, named as priorities of Phillips.

8. Where did the U.S. house its prisoners of war? How did the U.S. make use of them?

9. Why is Oklahoma a good location for military bases?

10. What was the purpose of the Geneva Convention of 1929? Research its name.

II. Activities:

Using library sources, the textbook, and other sources (see below), research Senator Josh Lee and his

contributions. Write a 500-word report.

Timelines for 45th Infantry Division and for Robert S. Kerr

Puzzle Letter Scramble

Time Line- Add the following information to the time line.

Woody Guthrie

Governor E. W. Marland

Governor Leon “Red” Phillips

Governor Robert S. Kerr

Service of the 45th Infantry Division in WWII and the Korean War


http://www.ou.edu/pccenter/joshleelectures2006.htm

http://en.wikipedia.org/wiki/Robert_S._Kerr

http://www.woodyguthrie.org/biography.htm

http://www.45thdivisionmuseum.com/Information/

http://www.m38a1.com/Misc-MV/thunderbirds.htm


Anne Hodges Morgan, Robert S. Kerr: The Senate Years (Norman: University of Oklahoma Press, 1977)

Elizabeth Partridge, This Land Was Made For You and Me: The Life and Songs of Woody Guthrie (New York:

Viking, 2002)

Bonnie Christensen, Woody Guthrie: Poet of the People (New York: Alfred A. Knopf, 2001)

Woody Guthrie, This Land is Your Land (Boston, MA: Little, Brown, 1998)

Joe Klein, Woody Guthrie: A Life (New York : Alfred A. Knopf : distributed by Random House, 1980)

Woody Guthrie Bound for Glory (New York: E.P. Dutton, 1968)

http://www.ou.edu/pccenter/joshleelectures2006.htm

http://en.wikipedia.org/wiki/Robert_S._Kerr

http://www.woodyguthrie.org/biography.htm

http://www.45thdivisionmuseum.com/Information/

http://www.m38a1.com/Misc-MV/thunderbirds.htm


126

45th INFANTRY DIVISION TIMELINE Name___________________________

Listed below are 5 important dates in the history of the 45th Infantry Division. On the blank lines to the right, list

the important events which match the dates.

1923 _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

1940 _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

1944 _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

by V.E. Day _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

1968 _______________________________________________________________

_______________________________________________________________

_______________________________________________________________


127

PUZZLE: LETTER SCRAMBLE Name__________________________

Alongside the names of the following 8 figures are phrases describing them at some phase in their lives, but

the letters are scrambled. Put the letters in their proper orders to learn what these people did.

Woody Guthrie LICOSA DARBORTROU (1) _____________________

Ernest W. Marland LAMINO (2) _____________________

Josh Lee TAGER TARROO (3) _____________________

Leon Phillips AFLOTOLB YELPAR (4) ____________________

Bill Mauldin DRUTHERBIND ROTACINTSO (5) _____________________

George Tapscott BRINTURHEDD GOHOPTPHERAR (6) _____________________

Robert S. Kerr LOI YACMOPN ROFUNED (7) ____________________

Mrs. Claude Hill CEDROTADE ZIETNIC (8) ____________________


128

ROBERT S. KERR TIMELINE

Listed below are 5 important dates related to Robert S. Kerr. On the blank lines on the right, fill in the

important events which occurred in those years.

1942 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

1948 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

1952 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

1963 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

1984 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


129

Student Activity Book

Chapter 20 - WORLD WAR II


1. hindered_________________________ 5. emigrate____________________________

2. avid_____________________________ 6. infamous____________________________

3. notorious_________________________ 7. proficient____________________________

4. patronage_________________________ 8. indomitable__________________________

II. COMPLETION. Fill in the blanks in the sentences below with the correct word or words.

1. One of the migrants from the Dust Bowl in the thirties was an Oklahoma balladeer

named _________________________.

2. William H. Murray was succeeded as governor by____________________________________.

3. William H. Murray’s nickname was “______________________________” Murray.

4. Murray’s successor devised a state relief aid plan that was known as the “Little___________.”

5. Because of their handling of state finances, the 16th Legislature was known as the_______ Sixteenth.

6. The agreement among several states to organize a council to provide guidance in regulating and

stabilizing the oil industry was called the_________________________.

7. The Senator known as the great orator from Norman was Senator__________________________.

8. The constitutional amendment prohibiting the state from spending more money than it takes in was

passed during the administration of Governor_______________________________.

9. Most political limitations against women holding office were removed during the administration of

Governor________________________________.

10. The Oklahoma National Guard changed its insignia because the original symbol resembled the

insignia of the________________________.

11. The Germans called the men of the 45th Division the_______________________

12. Two cartoon characters who helped make the 45th famous were____________________and

____________________________.

13. The U.S. Navy’s only inland base was located at______________________________.

14. The first governor born within what is now Oklahoma was_____________________________.

15. The governor who improved the state’s image nationwide and left a surplus in the state treasury was

____________________________.

16. The Oklahoman who was known as the “King of the Senate” was ____________________.


130

III. TRUE or FALSE. Write “True” for true and “False” for false.

_____ 1. Governor Marland served with a friendly legislature which was ready to pass any bill he sent to it.

_____ 2. Many state relief programs were successful, despite the problems and abuses.

_____ 3. An Oklahoma law prohibited a governor succeeding himself.

_____ 4. Military communication for the 45th was not broken by the Germans because communications were

in Indian languages.

_____ 5. In Oklahoma, there were several training facilities for the Army and Air Force but none for the Navy.

_____ 6. Some Prisoners of War were imprisoned in Oklahoma.

_____ 7. According to the Geneva Convention, Prisoners of War could not be used as a labor force.

_____ 8. Leon Phillips defeated several candidates, including Robert S. Kerr, for the office of governor.

_____ 9. The greatest problem in getting to use Prisoners of War as farm labor was government red tape.

_____ 10. Robert S. Kerr believed in and supported “big government.”

_____ 11. Kerrs interests were more national and international than local so he did little for Oklahoma when

he was senator.

_____ 12. Kerr died while in office as Senator.

IV. MAP. Using a wall map, a roadmap, or an atlas, locate the following seven military installation sites which

were active in Oklahoma during World War II: Midwest City; Muskogee; Lawton; Clinton; Norman; Miami; El

Reno.


131

Chapter 21

“JUST A LITTLE POLICE ACTION”

Lesson Plans for Oklahoma History Teacher________________________ Date____________

Common Core



4.8 Summarize and analyze the impact of mobilization for World War II including the establishment of

military bases and prisoner of war installations and the contributions of Oklahomans to the war effort

including the Native American code talkers and the 45th Infantry Division.



5.1 Cite specific textual and visual evidence to evaluate the progress of race relations and actions of civil

disobedience in the state including the

b) Landmark Supreme Court cases of Sipuel v. Board of Regents of the University of

Oklahoma (1948) and McLaurin v. Oklahoma Board of Regents for Higher Education (1950)



e) Improvement of the state’s transportation infrastructures and the Kerr-McClellan Navigation

System.

5.4 Summarize the impact of Oklahoma’s leadership on state and national politics including the rise of

viable two party elections; Gov. Henry Bellmon; and U.S. Representative Carl Albert.

ASSIGNMENT:

Read ‘Just a Little Police Action,’ Chapter 21, pages 344-351.


Complete the following written assignments.

Vocabulary

Completion-Complete the statement correctly

Identifying phrases that describe historical figures or events

Wartime Improvising-Personal interviews to collect information


Read Feature: Oklahoma Women with the Pioneer Spirit, pages 424-438. Assign all students to read the

introduction (page 424 and top of 425). Divide students into groups and assign each group a section:

Social Reform, Civil Rights, The Arts, Sports, or Government. Most sections are about 2 pages.

The Government section is longer, about 6 pages.

Students report to each other or collaborate on worksheets.


132


1. When Oklahoma veterans of World War II returned to their native state, what major changes had taken

place?

2. Tell about the polio epidemics of the 1940s.

3. What were the accomplishments of the Turner Administration?

4. What products were scarce nationally during World War II and how were the sales of these products

handled?

5. Identify: Ada Lois Sipuel Fisher and Major General Patrick J. Hurley

6. Who was Governor at the end of World War II?

7. Who was President at the end of World War II?

8. Why did the U.S. not manufacture cars during the war?

9. Why does the state have an Air Force base named Tinker? Where is it?

10. Explain how Sipuel and McLaurin changed higher education.

II. Activities

Time Line-Add the following to the time line including accomplishment and date:

Dr. Jonas Salk

Roy J. Turner

45th Infantry Division

Korean Conflict

Segregation-Creative writing journal entry

Crossword Puzzle -Military Officers


http://www.achievement.org/autodoc/page/sal0bio-1

http://en.wikipedia.org/wiki/Jonas_Salk

http://en.wikipedia.org/wiki/Roy_J._Turner

http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/index.htm

http://www.okhistory.org/enc/tinker.htm

http://www.answers.com/topic/hurley-patrick-jay

http://www.achievement.org/autodoc/page/sal0bio-1

http://en.wikipedia.org/wiki/Jonas_Salk

http://en.wikipedia.org/wiki/Roy_J._Turner

http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/index.htm

http://www.okhistory.org/enc/tinker.htm

http://www.answers.com/topic/hurley-patrick-jay


133


Edward F Dolan, America in the Korean War (Brookfield, Conn.: Millbrook, 1998)

T. R Fehrenbach, This Kind of War: The Classic Korean War History (Washington: Brassey’s, 1994)


Betty Crow, A History of the Oklahoma Governor's Mansion (Oklahoma City: Oklahoma Heritage

Association, 2004.

Leroy Fischer, Oklahoma's Governors, 1955-1979: Growth and Reform (Oklahoma City: Oklahoma

Historical Society, 1985)


134

SEGREGATION Name________________________

You are George W. McLaurin. You have been admitted to the Oklahoma University School of Education,

but you are required to be segregated from the white students. It is the end of your first day of classes.

Record the events of the day in your journal, and describe your feelings about those events.

JOURNAL OF GEORGE W. McLAURlN

DATE: 9-6-1949


135

Student Activity Book Chapter 21 - “JUST A LITTLE POLICE ACTION”


1. ration_____________________________ 5. epidemic_____________________________

2. diplomatic_________________________ 6. factor_______________________________

3. envoy_____________________________ 7. influx______________________________

4. convert___________________________ 8. subside_____________________________

II. COMPLETION. Fill in the blanks in the sentences below with the correct word or words.

1. The name of the airplane that dropped the atomic bomb on Hiroshima was__________________.

2. The number of Oklahomans killed in World War II was___________________________.

3. The number of Oklahomans killed in the Korean Conflict was__________________.

4. General Clarence L. Tinker was a member of the ______________________ Tribe.

5. The only man in the army during World War II who rose from civilian status to the rank of general

was Lt. Gen.___________________.

6. Educational benefits for veterans were called the_____________________________.

7. The President of the U.S. at the close of World War II was_______________________

8. The first bull to sire offspring worth $2 million belonged to the ___________________ Ranch.

9. The Korean Conflict occurred ____________years after the end of World War II.

10. The Chinese Jeri Hai, or “_______________ ,” engaged the 45th Division in combat in Korea.

III. Circle the 3 words or phrases on the right which describe or relate to the subjects on the left.

1. ROY J. TURNER rancher, war hero, TR Zato Heir, 4-H, senator

2. ADA LOIS SIPUEL Chicano, Chickasha, law school, segregation, OSU

3. GEORGE W. MCLAURIN separate table, Chickasha, OU, ECSU, law school

4. MAURICE AHEARN fire, OSU, sacrifice, reward, dormitory, ECSU

5. 45TH INFANTRY DIVISION Japanese Jeri Hai, T-Bone Hill, Thunderbirds, navy,

Kuwait, music teacher

6. TOM ANGLIN governor, senator, congressman, gunplay, Scott


136

7. POLIOMYELITIS Infantile Paralysis, tuberculosis, iron lung,

Crippled Children’s Hospital, influenza, aging

8. ENOLA GAY Hiroshima, Tokyo, atom bomb, hydrogen bomb,

neutron bomb, surrender

IV. WARTIME IMPROVISING. During World War II, numerous items were rationed and others were scarce, so

that citizens who remained at home often found even the most menial daily chores difficult to accomplish. Daily

menus had to be planned to include only foods which were readily available. Walking became a normal means of

transportation because of the scarcity of gas, oil, and rubber. Paper products were extremely hard to obtain. Soap

was nearly impossible to find. Boxes of detergent were in short supply, and once a consumer obtained one, the

powdered substance inside was carefully doled out.

Talk with the older people in your family or in your neighborhood who might remember the war. Library

references may be used, also. Then, on the lines below, record two alternatives to soap which may be used for

cleaning in the specified situations.

WASHING DISHES DOING LAUNDRY BATHING

____________________ ____________________ ____________________

____________________ ____________________ ____________________

____________________ ____________________ ____________________

V. Interview a senior citizen and ask him or her how to make lye soap. In the space below, explain how lye soap

is made.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

___________________________________________________________________


137

Chapter 22

ROADS AND ROCKETS


Common Core





a) Judicial interpretation of the equal protection clause of the 14th Amendment which ultimately

resulted in the desegregation of public facilities, and public schools and universities,

b) Landmark Supreme Court cases of Sipuel v. Board of Regents of University of

Oklahoma (1948) and McLaurin v. Oklahoma Board of Regents for Higher Education (1950),

c) Lunch counter sit-ins organized by Clara Luper and the NAACP, and

d) Leadership of Governor Gary in the peaceful integration of the public common and higher

education systems.



b) Development of water and timber resources,

c) Emergence of the tourism as an industry,

d) Discovery of new fossil fuel resources, Tulsa’s designation as Oil Capital of the World,

and the opening of the Anadarko Basin, and

e) Improvement of the state’s transportation infrastructures and the Kerr-McClellan

Navigation System.

5.9 Examine major cultural and ethnic groups’ contributions to the social and economic transformation of

the modern state of Oklahoma.

ASSIGNMENT:

Read Roads and Rockets, pages 352-358.



Vocabulary

Complete the statements correctly

Matching people and events with historical dates

True and False Statements


Read Features: Diversity in Oklahoma, pages 439-448. It can be assigned in sections, e.g. European

Immigrants, Hispanic Heritage, and Religious Diversity (including half of page 448). Then students can report to

each other and/or complete worksheets collaboratively. If time allows, read Native Americans in the 20th

Century, pages 451-457, divided into two or three sections as needed. Have students report or work

collaboratively. (As an alternative, this second reading is also assigned with Chapter 24.)


138


1. What were major accomplishments of Raymond Gary’s administration?

2. How was Johnston Murray related to William H. Murray?

3. What was the Better Schools Amendment?

4. Identify Dean A. McGee.

5. Compare and contrast the two governors named Murray.

6. How did Governor Gary show his own commitment to integration?

7. What special anniversary occurred during the Gary term?

8. What was the Federal-Aid Highway Act?

9. Thirty years after getting the vote (nationally), women won another right of citizenship. What was it?

10. How does the OCAW case against Kerr-McGee represent a common relationship between unions and

company management?

II. Activities:

Time Line - Add the following people and events, include accomplishment and dates.

Governor Johnston Murray

Governor Raymond Gary

Better Schools Amendment

Dean A. McGee

Research on First Ladies

Puzzle: Letter Jumble - Dean A. McGee

Compare and Contrast: The Governors Murray


http://bioguide.congress.gov/scripts/biodisplay.pl?index=A000073

http://en.wikipedia.org/wiki/Carl_Albert#Early_history

http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr

http://en.wikipedia.org/wiki/Henry_Bellmon






139


Bellmon Henry, The Life and Times of Henry Bellmon (Tulsa, Oklahoma: Council Oaks Books, 1992)

Reporting Vietnam (New York: Library of America, 1998)

Murray, Stuart. Vietnam (New York: DK Publishing, 2005)

Philip Caputo, Ten Thousand Days of Thunder: A History of the Vietnam War (New York: Atheneum

Books for Young Readers, 2005)

Warren, Andrea. Escape from Saigon: A Vietnam War Orphan Becomes an American Boy (New York:

Farrar, Straus and Giroux, 2004)

Taylor Branch, At Canaan's Edge: America in the King years, 1965-68 (New York: Simon & Schuster,

2006)

Martin Luther King, Jr. Day [videorecording] (Schlessinger Media, 2004)

Diane McWhorter, A Dream of Freedom: the Civil Rights Movement From 1954 to 1968 (New York:

Scholastic, 2004)

Activities

RESEARCH ON FIRST LADIES

Using library resources, research wives of Oklahoma governors in the 20th Century and compare Willie Murray’s

activities with activities of others. Write a 500-word report explaining how Willie Murray was unique among

women of her time.


140

PUZZLE: LETTER JUMBLE - DEAN A. McGEE Name _____________________

In the following letter-jumble are 20 items relating to the life and career of Dean A. McGee. Find them and

circle them in the puzzle, and then write them in the spaces provided below. Items may run horizontally,

vertically, or diagonally, but will run from left to right and/or top to bottom.

R O B E R T S K E R R A T N U C L E A R F U E L S

E A E I Y A S D F G J K L Z X I O F F S H O R E X

T S W P R E S B Y T E R I A N M F O R T U L O M B

I I K L U C R E T I M O P R E M S B Y J M A B X U

N L G U E O L E O G Y Q L U R B A N L E A G U E S

A K B T U S I N S Y M P H O N Y C R E S N U C L I

P W F O R T U N E E P A W B G R X I Z V I J P Q N

O O K N L A H O R T A D R I L I P A M X T I O U E

X O D I R E C T O R X R Z A P A S M L A A X P A S

T D R U R A N I U M Y W C R O U W T T I R F I L S

Z O J M C R E S C E N T Y H I E C R E S I R N T M

C H A M B E R O F C O M M E R C E N U C A R O B A

O K L A H O M A A R T S C O U N C I L Z N X Y N N

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________


141

THE GOVERNORS MURRAY Name ______________________________

In this exercise, some items are listed about William H. Murray and his son Johnston Murray, both of

whom were governors of the state of Oklahoma. Although they were father and son, they had very

different personalities and served in very different times.

In the exercise below, several traits and facts are given about each of the two governors. Wherever a trait

or fact is given about one of them, fill in the corresponding or contrasting information about the other on

the blank lines provided. The first item in each column is filled in as an example.

WILLIAM H. “ALFALFA BILL” MURRAY _______________ JOHNSTON MURRAY

(1) took office in Jan., 1931 took office in Jan., 1951

(2) professional politician __________________________________

__________________________________

(3) ___________________________________ first Oklahoma governor of Indian

___________________________________ descent

(4) the “common man” __________________________________

__________________________________

(5) quick-tempered __________________________________

(6) attorney __________________________________

(7) ___________________________________ sent to Latin America by the State

___________________________________ Department

(8) ___________________________________ used National Guard only once

___________________________________

(9) wife stayed in background __________________________________

__________________________________


142

Student Activity Book Chapter 22 - ROADS AND ROCKETS


1. disenfranchise___________________ 6. terminated ______________________________

2. unscrupulous____________________ 7. regulation_______________________________

3. confrontation____________________ 8. generosity _______________________________

4. assignment______________________ 9. journalism ______________________________

5. extensively______________________ 10. anti-nuclear ____________________________

II. COMPLETION. Fill in the blanks in the sentences below with the word or words that complete each sentence

correctly.

1. Major accomplishments in Roy J. Turner’s term as governor were_______________________,

___________________________, and______________________________.

2. Things that Turner wanted to accomplish but was unable to were to____________________,

____________________, and _______________________.

3. Turner was succeeded by___________________________.

4. The new governor was sworn into office by his 81-year-old father,______________________.

5. The first woman to run for the office of Governor of Oklahoma was________________________.

6. The first governor born in Oklahoma after statehood was________________________________.

7. The Federal-Aid Highway Act provided for a/an__________________________________system.

8. The Supreme Court decision that ruled that all types of educational segregation was unconstitutional

was__________________________vs._______________________________.

9. Raymond Gary campaigned on_________________________________issues.

10. Interstate 44 included the ____________________Turnpike, the_____________________

Turnpike, and the _______________________Turnpike.

11.Gary’s first step toward complying with laws on segregation was a constitutional amendment

reorganizing _____________________________________.

12. The biggest state celebration during Gary’s administration was in celebration of_______________.

13. Gary felt that Oklahoma’s economy relied too heavily on _____________and________________.

14. The founder of a nationally known institute for eye treatment and research was_____________.


143


______ 1. Turner’s term as governor ended.. A. 1954

______ 2. Roy J. Turner died. B. 1956

______ 3. The Turner Turnpike opened. C. October 4, 1947

______ 4. Swearing a court-approved Loyalty Oath became D. October 11, 1955

a requirement for state officials and employees.

E. 1957

______ 5. The National Guard was called out to guard polling places

in some counties. F. 1955

______ 6. Raymond Gary became governor. G. 1953

______ 7. The Federal-Aid Highway Act passed. H. June 11, 1973

______ 8. The Brown v. Board of Education of Topeka. Kansas,

decision became law. I. January 10, 1955

______ 9. The Better Schools Amendment was passed by the

people of Oklahoma. J. January, 1951

______10. “Oklahoma” premiered on Broadway in New York.

______11. Oklahoma’s International Exposition was held.

______12. Out of sight of land, an Oklahoma oil company drilled the first successful offshore oil well.

IV. TRUE or FALSE. Write “T’ for true and “F” for false.

______1. Johnston Murray had never held a state office before being elected governor.

______2. Johnston Murray was the first Oklahoma governor of Indian descent.

______3. It was during Johnston Murray’s term that legislation was passed permitting women to serve on

juries.

______4. Raymond Gary did not succeed in building 2500 miles of highways as he had promised,

______5. Gary said that he intended to comply with laws on segregation in education.

______6. The Better Schools Amendment abolished separate funding systems for African-American and white

schools.

______7. Russia was the only major nation that did not have an exhibit at Oklahoma’s International Exposition.

______8. Gary was unable to balance the state budget without increasing taxes.

______9. Raymond Gary refused to attend meetings where there was racial discrimination.

______10. Gary later ran for governor again and for the U.S. Senate but was defeated.


144

Chapter 23

PROHIBITION, PROTESTS, AND POLITICS


Common Core


Oklahoma.



3.6 Describe state constitutional provisions including the direct primary, initiative petition, referendum, and

recall.





a) Judicial interpretation of the equal protection clause of the 14th Amendment which ultimately

resulted in the desegregation of public facilities, and public schools and universities

5.4 Summarize the impact of Oklahoma’s leadership on state and national politics including the rise of

viable two party elections, Governor Henry Bellmon, and United States Representative Carl Albert.

5.8 Explain the leadership of Oklahoma and its people in the field of aeronautics including the Federal

Aviation Administration, NASA space program, and the influence of weather research on national

disaster preparedness.

ASSIGNMENT:

Read Prohibition, Protests, and Politics, pages 359-367.



Vocabulary

Completion of statements with historical facts

Matching historical names and events with dates

True and False statements related to this time in history


Read Feature: Inventors, pages 448-450, and complete the worksheet. Read Astronauts, pages 324 through top

of 327. The worksheet is optional. It covers Wiley Post and Other Aviation Pioneers, including astronauts.


1. What were the major accomplishments of J. Howard Edmondson’s term as governor?

2. Describe the working relationships between Oklahoma’s Republican governors and their Democratic

legislatures and tell what the accomplishments were of each administration.

3. How was Oklahoma significant in the Civil Rights movement?

4. Considering Oklahoma’s Democratic background, explain the changes leading to the election of two

Republican governors in the 1970s.


145

5. Explain why Carl Albert was close to the Presidency of the United States.

6. Which animals are symbols for Democrats and Republicans?

7. Who were the first Republican governors?

8. Discuss the advantage and disadvantages of youthful government leaders.

9. What is legislative reapportionment? Identify your own congressional district.

10. How long did Mike Monroney serve in the U.S. Senate and which industry did he advance?

II. Activities:

Timeline: Add these names, with events and dates, to the classroom timeline.

Governors J. Howard Edmondson, Henry Bellmon, George Nigh, Dewey Bartlett

Dr. Martin Luther King, Jr.

Carl Albert

Timeline: Fill in the blanks

Puzzle: J. Howard Edmondson







Henry Bellmon, The Life and Times of Henry Bellmon (Tulsa, Oklahoma: Council Oaks Books, 1992)

Reporting Vietnam (New York: Library of America, 1998)

Murray, Stuart. Vietnam (New York: DK Publishing, 2005)

Philip Caputo, Ten Thousand Days of Thunder: A History of the Vietnam War (New York: Atheneum Books for

Young Readers, 2005)

Warren, Andrea. Escape from Saigon: A Vietnam War Orphan Becomes an American Boy (New York: Farrar,

Straus and Giroux, 2004)

Taylor Branch, At Canaan's Edge: America in the King years, 1965-68 (New York: Simon & Schuster, 2006)

Martin Luther King, Jr. Day [videorecording] (Schlessinger Media, 2004)

Diane McWhorter, A Dream of Freedom: the Civil Rights Movement From 1954 to 1968 (New York: Scholastic,

2004)






146

ACTIVITIES Name _______________________________

TIMELINE

In the following items, supply the necessary information (either the date or the event) in the blank spaces to

show a sequence of events in Oklahoma history during the decade from 1958 to 1967.

(1) August 19, 1958 ___________________________________________________

___________________________________________________

(2) April 7, 1959 ___________________________________________________

___________________________________________________

(3) _________________ Charlton Heston, a famous actor, helped to demonstrate for Civil

Rights in Oklahoma City.

(4) October 31, 1961 ___________________________________________________

___________________________________________________

(5) _________________ Political torchlight parade—a fight occurred and three elephants

were “arrested.”

(6) _________________ First Republican governor inaugurated.

(7) July 11, 1967 ___________________________________________________

___________________________________________________


147

PUZZLE: MESSAGE BOXES - J. HOWARD EDMONDSON Name ___________________________

Below are 4 statements relating to Governor J. Howard Edmondson and his term of office. Using the clues on the

right, solve the puzzles and write the solutions on the blank lines. Start in the upper left-hand square of each grid

and proceed square by square (horizontally and vertically, but NOT diagonally) to spell the answer. DO NOT

cross your path or enter a single square twice. Not all letters in any grid are used.

(1) CLUE: His record still stands.

E D M O E S A H O

_______________________________________ X S D N G T L Y M

_______________________________________ Y O N U N G K E A

_______________________________________ S A W O V O O F O

_______________________________________ T H E Y E R N O R

(2) CLUE: “How Dry I Am” was no longer the theme

song of many Oklahomans. P L E U R I N G E

_______________________________________ R A D D Y Z S N D

_______________________________________ O E X M R E T O M

_______________________________________ H P E R S A W S O

_______________________________________ I B I T I O N D N

(3) CLUE: He was appointed by the governor for

this job. G D M O N D S O N

_______________________________________ O E T O E R R S F

_______________________________________ V R A R K R E T I

_______________________________________ E O N E X M A B N

_______________________________________ R N Z S D E H S I

(4) CLUE: He made a senatorial appointment

during this time. G E O T E R M O F

_______________________________________ H G R S C I F F O

_______________________________________ C I G R E J K O G

_______________________________________ O N E O N R E V E

_______________________________________ M P L E T E D T H


148

Student Activity Book Chapter 23 - PROHIBITION, PROTESTS, AND POLITICS


1. accustom___________________________________________________________________.

2. stalemate___________________________________________________________________.

3. inconvenient________________________________________________________________.

4. referendum_________________________________________________________________.

5. reapportionment_____________________________________________________________

6. expenditure ________________________________________________________________.

II. COMPLETION. Fill in the blanks in the sentences below with the word or words that would complete each

sentence correctly.

1. Edmondson’s very effective Attorney General was___________________________________.

2. Repeal of prohibition became the _______________Amendment to Oklahoma’s constitution.

3. A federal court ordered___________________________________to equalize state voting.

4. The youngest person to be elected governor of Oklahoma was____________________________.

5. Edmondson was succeeded by _________________, who was governor for_______days.

6. Presently, Oklahoma City is the ____________largest city in the U.S.

7. The state’s first Republican governor was Governor ______________________________.

8. The most controversial issue during Bellmon’s first administration was in the area of_____________.

9. The State Merit System was established during Governor __________________’s administration.

10. Edmondson resigned as governor so that he could be appointed to the office of_______________.

11. The young teenage protestors who began the sit-ins in Oklahoma City were led by____________.

12. Henry Bellmon was succeeded as governor by_______________________________.

13. The state’s first Republican Attorney General was_____________________________________.

14. The person who achieved the highest political office attained by an Oklahoman was____________

______________________________.

15. The highest political office held by an Oklahoman is the office of_________________________.

16. Dewey Bartlett was succeeded by__________________________________________.


149

Ill. MATCHING. Match the date to the event.

______1. Prohibition was repealed in Oklahoma. A. January, 1959

______2. Oklahoma City became the largest city in land area in the U.S. B. November 5, 1962

______3. Henry Bellmon was inaugurated. C. April 7, 1959

______4. Civil rights protests began in Oklahoma City. D. 1962

______5. The Justice of the Peace system was eliminated in Oklahoma. E. January 14, 1963

______6. The first Republican Attorney General was elected to office. F. July 11, 1967

______7. Stores began to sell liquor legally. G. October 31, 1961

______8. The first Republican governor of Oklahoma was elected H. September 1, 1959

to office.

______9. Edmondson inaugurated as governor. I. 1966

______10. Republicans and Democrats involved in near-riot in J. August 19, 1958

Oklahoma City.

IV . TRUE or FALSE. Write “T” for true and “F” for false.

______ 1. Edmondson was elected governor by largest voting majority ever given a gubernatorial candidate.

______ 2. Edmondson was determined to prevent the repeal of prohibition in Oklahoma.

______ 3. Edmondson’s programs grew increasingly popular with the people near the end of his administration.

______ 4. Edmondson resigned as governor only days before his term of office ended.

______ 5. Edmondson was re-elected to the U.S. Senate in 1964.

______ 6. Henry Bellmon favored an increase in the state sales tax.

______ 7. Oklahoma experienced a scandal in the Oklahoma Supreme Court during Bellmon’s first term in

office.

______ 8. Although a Republican working with a Democratic legislature, Bellmon was able to get

more bills passed through the legislature than any of his three predecessors had.

______ 9. Professional sanctions against Oklahoma because of the low salaries of teachers and the poor

educational conditions were opposed by the Oklahoma Education Association.

______10. The county attorney system was replaced by a district attorney system during Bellmon’s

administration.


150

Chapter 24

Highlights of the 1970s and 1980s


Common Core


Oklahoma.






c) Emergence of the tourism as an industry

5.3 Cite specific textual and visual evidence to describe the artistic contributions of Oklahomans in the

fields of music, art, literature, theater and dance including Ralph Ellison and the Five Indian Ballerinas

as well as the perceptions of Oklahoma by the rest of the nation because of the musical Oklahoma!

5.5 Analyze the evolving relationship between state and tribal governments impacting tribal self-

determination and control over Native American lands and resources including issues of joint

jurisdiction, taxation, and gaming.

5.6 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.

5.7 Describe the contemporary role the state’s agriculture plays in feeding the nation and the world

including the wheat, corn, cattle, pork, and chicken industries.

ASSIGNMENTS:

Read Highlights of the 1970s and 1980s, Chapter 24, pages 227-244.



Vocabulary

“You said it!”

Oklahoma in the 1970s and 1980s (fill in the blank)

Identifying phrases that describe historical figures or events


Read Feature: Native Americans in the 20th

Century, pages 451-457, if time allows. Divide it into two or three

sections as needed. Have students report to each other or work collaboratively on worksheet.


1. What did Governor David Hall do to improve the financial condition of the state?

2. What were the results of the McAlester Prison riot?

3. What are some of the major accomplishments of George Nigh’s first term as governor?

4. What political scandals made news in Oklahoma during the 1970s and 1980s?


151

5. What problems did the Department of Corrections encounter in the 1970s?

6. What is a women’s liberationist? Why did Mayor Latting not want the label?

7. What did a grand jury charge Hall with in 1975?

8. Describe Bellmon’s career from the 1960s to 1990.

9. When did the Vietnam War end on paper, and when did it actually end?

10. Summarize the boom and bust of the 1980s, including the effects on petroleum companies.

II. Activities:

1. Time Line - add the following people, events and dates to the time line.

Governors David Hall, David L. Boren, George Nigh, David Walters, Henry Bellmon

McAlestor Prison Riot

Vietnam War

The Gulf War

2. Vocabulary

3. Interview a veteran of the Vietnam War concerning his feelings about his service experiences and

about the anti-war activities that occurred in the U.S. during the war. Ask about his treatment by other

Americans after he returned home. Write a 500-word report about the veteran’s views.

4. Make a bar graph showing Oklahoma's percentage of national or world markets in at least four

product areas.

5. Write a short essay describing Oklahoma’s place in the world community. Explain how Oklahoma

affects the nation and the world and how the nation and the world impact Oklahoma.

III. Internet Sources:

http://bioguide.congress.gov/scripts/biodisplay.pl/inde

http://www.historyplace.com/unitedstates/vietnam/

http://en.wikipedia.org/wiki/David_Walters also ... /wiki/George_Nigh

http://en.wikipedia.org/wiki/David_Hall_(Oklahoma_governor)

http://en.wikipedia.org/wiki/Vietnam_War also .../wiki/Gulf_

IV. Suggested Readings:

Betty Crow, A History of the Oklahoma Governor's Mansion (Oklahoma City: Oklahoma Heritage

Association, 2004)


Henry Bellmon, The Life and Times of Henry Bellmon (Tulsa, Oklahoma: Council Oaks Books, 1992)

Leroy H. Fischer, Oklahoma's Governors, 1955-1979: Growth and Reform (Oklahoma City: Oklahoma

Historical Society, 1985)

http://bioguide.congress.gov/scripts/biodisplay.pl/inde

http://www.historyplace.com/unitedstates/vietnam/

http://en.wikipedia.org/wiki/David_Walters

http://en.wikipedia.org/wiki/George_Nigh

http://en.wikipedia.org/wiki/David_Hall_(Oklahoma_governor)

http://en.wikipedia.org/wiki/Vietnam_War


152

Chapter 24 Vocabulary Name_______________________________

Write a short definition of the following vocabulary and/or give an example that explains the meaning in relation

to the study of Oklahoma.

1. “cronyism” ________________________________________________

2. “loan sharking” ________________________________________________

3. phenomenon ________________________________________________

4. pari-mutuel betting ________________________________________________

5. escalation ________________________________________________

6. extortion ________________________________________________

7. indictment ________________________________________________

8. collateral ________________________________________________

9. corporate takeover ________________________________________________

10. right of sovereignty ________________________________________________

11. prison riot ________________________________________________

12. incarceration ________________________________________________

13. bribery ________________________________________________

14. inheritance tax ________________________________________________


153

Chapter 24 Vocabulary Key

1. “cronyism” the employment of friends or relatives by an elected official

2. “loan sharking” lending money at excessive rates of interest

3. phenomenon any state or process known through the senses rather than intuition or reasoning

4. pari-mutuel betting a law which allows wagering on horse races

5. escalation to increase rapidly

6. extortion felonious act of extorting money of officials for doing their sworn duty

7. indictment formal document charging a person with a criminal offense

8. collateral a security pledged for the repayment of a loan

9. corporate takeover using a targeted company’s own assets to buy or take over the company and to

pay off the debt incurred

10. right of sovereignty the right a country or nation to exist independently

11. prison riot wild or violet confusion within a prison by inmates

12. incarceration the state of being imprisoned

13. bribery anything given to induce someone to do something wrong

14. inheritance tax the tax on the estate of a deceased person


154

“YOU SAID IT!” Name_________________________

Match the statement to the person in Chapter 24 who said it.

______ (1) “Please don’t make me out a A. Government spokesman

women’s liberationist.”

B. Patience Latting

_______ (2) “Running against a woman is the most

impossible thing I ever had to do.” C. Unknown prison inmate

_______ (3) “This is a revolution!” D. Idabel citizen

_______ (4) “I was left to mind the store.” E. Bill Bishop

_______ (5) “Arrest the killer by 7 p.m. or face F. Joe Bailey Cobb

violence in the streets.”

_______ (6) “Rumors and a lack of communication

are responsible for this isolated incident.”


155

Oklahoma in the 1970s and 1980s Name___________________________________

Complete the following statements.

1. David Walters was elected governor in _______________.

2. Walters had run for governor in 1986 but was defeated by __________________.

3. During Walter’s tenure in office, he developed and promoted a ____________________.

4. Walters’s successful efforts resulted in the first measure of its kind to be approved in

___________________ years.

5. On October 21, 1993, Governor Walters became the first Oklahoma governor to plead guilty to a

___________________ while in office.

6. An Oklahoman who served as Chairman of the Joint Chiefs of Staff in the mid-1980s is

___________________.

7. In 1994, ___________________was appointed to serve as ambassador to the Court of St. James (Britain).

8. Oklahoma enjoyed a boom in its economy in the early 1980’s because of the __________________market.

9. The failure of ___________________in 1982 caused financial problems for many banks.

10. The largest number of bank failures occurred in ___________________.

11. By __________________the oil boom slid all the way to bust.

12. __________________, an Oklahoman from Holdenville, became well known as a corporate raider in the

1980s.


156

Student Activity Book Chapter 24 - HIGHLIGHTS OF THE 1970s AND 1980s


1. women’s liberation___________________ 5. collateral______________________________

2. extortion______________________ 6. “loan shark” __________________________

3. allege____________________________ 7. “inheritance tax” _________________________

4. expenditure___________________________ 8. ultimatum _____________________________

II. COMPLETION. Fill in the blanks.

1. The reapportionment plan adopted by the legislature was written mostly by__________________.

2. The most serious, acute state problem faced by Governor David Hall was the_________________.

3. David Hall was defeated in his bid for reelection by____________________________________.

4. David Hall was indicted by a Federal Grand Jury on the charges of ______________________.

5. The first governor to have more than 500,000 votes in a general election was_________________.

6. Some of David Boren’s most important work as governor was in __________________________

and___________________________.

7. Boren resigned as governor __________________________days before the end of his term so

that he could be appointed___________________________________________.

8. The governor of Oklahoma during the remaining days of Boren’s term was____________________.

9. David Boren was succeeded by_________________________________________.

10. The youngest person to be elected state representative was__________________________.

11. The first Oklahoma governor to succeed himself was___________________________________.

12. The biggest news stories in the state in 1981-82 were the ________________________scandals.


______ 1. Patience Latting was sworn in as mayor. A. July 27, 1973

______ 2. David Hall was elected governor. B. 1975

______ 3. McAlester Prison riot occurred. C. September 28, 1982

______ 4. A “double celling” ruling was ruled illegal by a Federal judge D. April 13, 1971

______ 5. The double celling was court-approved. E. January, 1980

______ 6. A former governor was indicted by a Grand Jury F. March 14, 1976


157

______ 7. A former governor convicted on charges G. May 30, 1974

and sent to Federal prison.

H. 1970

______ 8. David Boren was inaugurated as governor.

I. August 29, 1983

______ 9. The Idabel race riot occurred.

J. January 13, 1975

______10. The Connors Prison riot occurred.

K. July 5, 1982

______11. Voters approved pari-mutuel betting.

L. September 21, 1982

______12. The Penn Square Bank failed.

IV. TRUE or FALSE. Write “T” for true and “F” for false.

______ 1. Patience Latting was the only woman mayor of cities with more than 30,000.people.

______ 2. Latting was the first woman to be mayor of a city with more than 200,000 people.

______ 3. David Hall inherited a state with financial problems.

______ 4. Most of the state’s increased revenue during Hall’s administration went to fund and improve

education.

______ 5. Despite personal efforts, few industries came into the state during Hall’s administration.

______ 6. David Boren was the youngest man to serve as governor of Oklahoma.

______ 7. Boren was responsible for eliminating inheritance tax between husbands and wives.

______ 8. Oklahoma produces more race horses per capita than any other state.

______ 9. Penn Square Bank’s failure had no effect on banks in other states.

______10. The county commissioner scandals were largely confined to Oklahoma and Tulsa counties.

V. FOR GROUP ACTIVITY, PANEL DISCUSSIONS, OR ESSAYS.

1. Explain the “Boom and Bust” cycles that cause severe problems in Oklahoma’s economy.

2. Explain the interrelationships of “Boom and Bust” on various sectors of the economy, including

energy, industry, financial, and real estate sectors.

3. What were the results of the grand jury investigation into Gov. Walters’ campaign of 1990?

4. What were some of the positive accomplishments of the Walters administration?

5. Discuss the role of Oklahomans in the Gulf War; include military involvement

of Oklahomans who helped to extinguish the oil well fires in Kuwait.

6. Discuss the accomplishments of William J. Crowe.


158

Chapter 25

THE NEW CENTURY


Common Core


Oklahoma.

3.4 Describe the division, function, and sharing of powers among levels of government including city,

county, tribal, and state.





5.5 Analyze the evolving relationship between state and tribal governments impacting tribal self-

determination and control over Native American lands and resources including issues of joint

jurisdiction, taxation, and gaming.

5.7 Describe the contemporary role the state’s agriculture plays in feeding the nation and the world

including the wheat, corn, cattle, pork, and chicken industries.

5.10 Cite specific textual and visual evidence to analyze the causes and effects of the domestic terrorist

attack on the Murrah Federal Building in Oklahoma City including the responses of Oklahomans to the

event, the concept of the “Oklahoma Standard” and the creation of the Oklahoma City National

Memorial and Museum.

ASSIGNMENTS:

Read The New Century, Chapter 25, pages 387-405.



Vocabulary

Lists

Take a Closer Look

Matching


1. Why was the bombing of the Alfred P. Murrah Building called “the worst act of terrorism in history?”

2. Identify:

Timothy McVeigh

Terry Nichols

Branch Davidians

Stephen Jones

Michael Tigar

Michael Fortier

Richard Matsch


159

3. Describe the tragedy that occurred on May 3, 1999.

4. Describe the major change in corrections in the 1990s.

5. What are pros and cons of the large number of tribal gaming facilities here?

6. Give examples of renewal projects developed with public funding.

7. List animals raised as an industry in the state.

8. List cash crops that thrive in the state.

9. Describe the length of the first Persian Gulf War and Oklahoma’s role in it (refer to previous chapter).

10. Describe the length of the second Gulf War and Oklahoma’s role in it.

II. Activities:

1. Time Line - add the following people, events and dates to the classroom time line.

Oklahoma City Bombing

Governor Frank Keating

May 3, 1999 Tornado

Governor Brad Henry

September 11, 2001

War with Iraq

2. End of the Century Vocabulary

3. Matching/Current News

4. Research a terrorist attack in the United States. Find out where it happened, who did it, why, how many

were killed or injured, and what changes were made afterward to prevent similar occurrences.

5. Debate: State funds should be spent on prevention programs like education, job training, and drug

rehabilitation more than on prisons.

6. What three things would you want to save if your home were threatened by a tornado? Why these

things?

7. Why might attorneys refuse to defend Timothy McVeigh? Why would others agree to represent him?


160

END OF THE CENTURY VOCABULARY Name____________________________

I. Identify:

1.century_____________________________________________________________

2. millennium___________________________________________________________

3. Y2K bug_____________________________________________________________

4. heartland_____________________________________________________________

5. extensive _____________________________________________________________

6. encouragement _________________________________________________________

7. expectation ____________________________________________________________

8. mourning _____________________________________________________________

9. devastation ____________________________________________________________

10. renovation ___________________________________________________________


161

Name ____________________________________________________

LISTS:

a. List at least 3 fears that people had about the turn of the century/millennium:

______________________________________________________________________________

______________________________________________________________________________

b. List at least 3 ways in which Oklahoma responded to the emergencies caused by the bombing of the Alfred P.

Murrah Federal Building:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

c. List 3 facts about “the fence” that was erected around the bombing site:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

d. List 3 problems identified by people who object to the large hog farms in northwestern Oklahoma:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


162

e. List 3 items said to be needed for success in a project such as MAPS:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


163

TAKE A CLOSER LOOK Name ________________________

Complete the following statements or identify as directed.

1. What was the exact time of the bombing of the Alfred P. Murrah Building?

________________________________________________________________________

2. Why was it called the worst act of terrorism in history?

_________________________________________________________________

_______________________________________________________________________.

3. Identify:

a. Timothy McVeigh______________________________________________________.

b. TerryNichols__________________________________________________________.

c. Branch Davidians_______________________________________________________.

d. Stephen Jones__________________________________________________________.

e. Michael Tigar_________________________________________________________.

f. Michael Fortier________________________________________________________.

g. Richard Matsch________________________________________________________.

4. What major tragedy occurred on May 3, 1999?

__________________________________________________________________.

5. How many people died in this event?

_______________________________________________________________________.

6. What is a safe room?

_______________________________________________________________________.

7. In the elections of 1996, who was elected to be a United States Senator?

_______________________________________________________________.

8. What political party won all of the Congressional district representative positions?

___________________________________________________________________.

9. In 1998, who was elected:

a. Governor ____________________________________________________________

b. Lieutenant Governor____________________________________________________

c. United States Senator____________________________________________________

10. How many farmers are operating in the state?

_______________________________________________________________________


164

11. What is the most notable change in farm production in the last five years of the century?

_______________________________________________________________________.

12. What is the controversy about hog production?

_______________________________________________________________________.

13. What is the number-one cash crop in Oklahoma?

_______________________________________________________________________.

14. What was the major change in corrections in the last five years of the century?

_______________________________________________________________________

_______________________________________________________________________

15. Where are the private prisons located?

_______________________________________________________________________

_______________________________________________________________________.

16. Where is the first private city/county jail located?

_______________________________________________________________________

17. What was the unemployment rate in non-farm jobs as of November, 1999?

_______________________________________________________________________.

18. What is the MAPS Project?

________________________________________________________________________

________________________________________________________________________

19. What new facilities were to be built?

________________________________________________________________________

________________________________________________________________________

20. What facilities were to be renovated?

_____________________________________________________________________


165

Match the following: Name ______________________________

____ Brad Henry 1. Leader of al-Qaeda

____ Republican Party 2. Terrorist group led by Osama bin Laden.

____ Casinoes 3. A location that suffers from a natural disaster.

____ September 11, 2001 4. Sworn in as Governor on January 13, 2003.

____ Osama bin Laden 5. Headquarters of U.S. Defense Department

____ Saddam Hussein 6. Gained a majority in House of Representatives in 2005.

____ al-Qaeda 7. Date of terrorist attack on World Trade Center and the Pentagon.

____ Afghanistan 8. Gaming centers owned and operated by Indian tribes.

____ disaster area 9. President of Iraq before the invasion by the U.S.

____ Pentagon 10. Country where al-Qaeda conducted training and possible hiding place of

Osama bin Laden.

Using the current news as a resource, evaluate the state of the Iraq war at this time.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

________________________________________________________________


166

Student Activity Book Chapter 25 - END OF THE CENTURY

I. Identify:

1. century____________________________________________________________

2. millenium_______________________________________________________________

3.Y2K bug________________________________________________________________

4. heartland_______________________________________________________________

5. extensive _______________________________________________________________

6. encouragement __________________________________________________________

7. expectation _____________________________________________________________

8. mourning ______________________________________________________________

9. devastation _____________________________________________________________

10. renovation ______________________________________________________________

11. terrorists _______________________________________________________________

II. COMPLETION. Fill in the blanks.

1. What was the exact time of the bombing of the Alfred P. Murrah Building? ___________________

2. Why was it called “the worst act of terrorism in history” up to that time? ______________________

___________________________________________________________________________________

3. Identify:

a. Timothy McVeigh __________________________________________________________

b. Terry Nichols ______________________________________________________________

c. Branch Davidians ___________________________________________________________

d. Stephen Jones ______________________________________________________________

e. Michael Tigar ______________________________________________________________

f. Michael Fortier _____________________________________________________________

h. Osama bin Laden ___________________________________________________________

4. What major tragedy occurred on May 3, 1999? __________________________________.

5. How many people died in this event? __________________________________________.


167

6. What is a “safe room?”__________________________________________________________.

7. In the elections of 1996, who was elected to be a United States Senator? __________________.

8. What political party won all the congressional district representative positions in 1996?

_____________________________________________________________________________

9. In 1998, who was elected?

a. Governor________________________________________________________________.

b. Lieutenant Governor_______________________________________________________.

c. United States Senator_______________________________________________________.

10. How many farmers are operating in the state? _________________________________________.

11. What is the most notable change in farm production in the last five years of the century? _______

_________________________________________________________________________________.

12. What is the controversy about hog production? ________________________________________

_________________________________________________________________________________.

13. What is the No. 1 cash crop in Oklahoma? ______________________________________.

14. What was the major change in corrections in the last five years of the century? ______________

________________________________________________________________________________.

15. Where are the private prisons located? ______________________________________________

________________________________________________________________________________.

16. How many American Indian tribes are recognized in the state of Oklahoma? ___________________

17. What industry do the American Indian tribes operate in the state?

_____________________________________________________________________________________

_____________________________________________________________________________

18. What are some advantages and disadvantages to the tribes and the people of the state?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

19. Who was elected governor and took office in 2003? What was his party affiliation?

_____________________________________________________________________________________

_____________________________________________________________________________________

20. What is the MAPS Project? ___________________________________________________

____________________________________________________________________________.


168

21. What new facilities were to be built or renovated?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

22. What event happened on September 11, 2001?

______________________________________________________________________________________

______________________________________________________________________________________

__________________________________________________________________________.________

23. What reason did the terrorists give for attacking the United States on September 11, 2001?

______________________________________________________________________________________

______________________________________________________________________________________

___________________________________________________________________________________

24. What were some of the problems that resulted from the attacks?

______________________________________________________________________________________

______________________________________________________________________________________

_______________________________________________________________________________.___

25. How did the United States respond to the attack?

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