NO RBNS
Past and Future
linda S. Beckham, Ed.D.
Charles Keirn
Author & Educational Consultant
Marketing & Production Manager
© 1995 All rights reserved.
Innovative Educational Products, L.L.C.
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Introduction
Lesson Overview
Suggested Learning Activities
Background Lessons
A Presidential Proclamation An American Drama
The Oklahoma Opening - A Proclamation (Student Text A)
Extra! Extra! Read All About It..
New York Times - The Oklahoma Situation (Student Text B)
Oklahoma Standard - Oklahoma Territory News (Student Text C)
1
3
4
6
7
Historical Photograph Lessons
Boomer or Bust.
Geographer's View of the Past..
Diverse Faces From All Kinds of Places
Pack Him Light For Flight..
The Race For Life and Land
Train Tracks to Land Tracts
Land, Lottery, and the Line
Tent Cities
Haste Makes Waste (Student Text D)
Counting the Cost of Free Land
Home Is Where the Heart Is
Pa's Hopes and Dreams (Student Text E)
8
10
13
16
18
21
23
25
28
29
32
34
Historical Photograph Postcards
Reading Historical Photographs
35
Suggested Reading List.
36
Appendix
Introduction
It has been said that unless we know and understand the events of history, we are destined as
a nation and as humanity to repeat the mistakes of the past. American history is filled with
moments of intrigue and adventure. As students investigate the history of their nation, the
images developed in the "minds' eye" is critical to a complete understanding of the circumstances
surrounding the event. Land Runs Past and Future places each learner in the position of using
authentic photographs of historical events in order to fully realize the tantalizing significance of
one important period in history. Viewing events from a unique primary source, students will be
encouraged to view the future with renewed enthusiasm. The future will be real because the past
will be alive in ways the traditional study of history was unable to recreate.
Land Runs Past and Future is an interdisciplinary unit designed to be used one day or a nine
week unit. Teachers have the latitude to organize and design the best program for their students.
Lesson Plans For Each 11" x 14" Photograph
Land Runs Past and Future has been created for busy teachers in search of student-centered,
activity-based teaching strategies. Each lesson plan begins with an overview of the concept from
the photograph to be examined. Each 11" x 14" historical photograph has a multi-level lesson
plan adaptable to the lower grades and higher grades, as well as students with a range of ability
levels. Teachers may use one level of activities or design new lessons using a combination of
activities taken from the two levels.
Analyzing the Historical Photograph discusses interesting aspects of the scene captured in
the 11" x 14" photograph. The section provides background information to assist the teacher in
capturing the students' imagination and interest with the details represented in the photograph.
Suggested Learning Activities assist teachers with a variety of cooperative learning and
activity-based lesson plans that can be used with students at lower and higher levels of learning.
The learning experiences suggested can be used in combination enabling the teacher to
streamline the activities for individual student groups.
Postcards With Individual Reading Lessons
The Postcards are suggested for individual study by students. The class set of 30 postcards
was designed to increase student interest and provide additiqnal historical information in a minilesson format. Each postcard can be read, individually examined and reflected upon with the
opportunity to write a reaction paper for each scene.
Land Runs Past and Future provide opportunities for individual student reflection, team
investigation, map skill development, as well as an interdisciplinary approach to learning.
Consequently, students will have the opportunity to dream about future explorations and
challenged to avail themselves to the opportunities in the future. Ask students to think about
where we have been as a nation. Dare them to dream about the adventures and opportunities that
still lie ahead.
Linda S. Beckham, Ed.D.
Lesson Overview
Lesson 1: A Presidential Proclamation
Lower Level
Students will define and discuss differences in a law and presidential proclamation.
Examples will be determined by students for city, state, and federal laws. Students will develop
a perspective of their location relative to the 1889 Land Run on the Unassigned Lands in Indian
Territory. Map skills will be developed through the use of an outline map of Oklahoma to
discover the physical features found in the land run area. The extended lesson encourages
students to compose a school law as a proclamation to give direction to the principal.
Pages: 1-3
Length of Lesson: One 45 Minute Period
Materials:
- Outline Map of U.S. for Students (Appendix A)
- Transparency Outline Map of U.S. for Teacher (Made from Appendix A)
- Map Pencils or Markers
- Outline Map of Oklahoma for Students (Appendix B)
- Transparency Map of Oklahoma for Teacher (Made from Appendix B)
Resources:
- Atlas
Interdisciplinary Areas: Map Skills, Research, Reading, Art, and History
Higher Level
An atlas will be used to locate and label physical features in the 1889 Land Run area of
Oklahoma. Students will read and interpret the Presidential Proclamation issued by Benjamin
Harrison, to indicate the land run area to be opened in the Indian Territory. An imaginary
proclamation will be written by students to open a selected state in the United States.
Pages: 1-3
Length of Lesson: Two 45 Minute Periods
Materials:
- Outline Map of Oklahoma (Appendix B)
- Map Pencils or Markers
Resources:
- Atlas
- Presidential Proclamation (Student Text A)
Interdisciplinary Areas: Map Skills, Reading, Writing, and History
Lesson 2: Extra! Extra! Read All About It
Lower Level
Students will learn from a primary source the perspective of one segment of American
society regarding the opening for settlement of the Unassigned Lands in Indian Territory. Group
research will provide information on the Boomer Movement that was instrumental in pressuring
11
the government into opening the land to homesteaders. Student research will be organized and
illustrated in a book. An advertisement or commercial will be created to entice others to the
Unassigned Lands for the first chance at a homestead.
Pages: 4-6
Length of Lesson: Five 45 Minute Periods
Materials:
- New York Times article entitled The Oklahoma Situation (Student Text B)
Resources:
- Library Books
Interdisciplinary Areas: Research, Reading, Writing, and History
Higher Level
This lesson investigates the role of reporter bias in influencing a reader. An 1889 article
from the New York Times and one article from the 1889 Oklahoma Standard allow students to
compare bias and perspective along with writing styles to newspapers oftoday. The students
will gain experience using the writing styles exhibited in the 1889 articles to write a newspaper
story for a contemporary issue.
Pages: 4-8
Length of Lesson: Two 45 Minute Periods
Resources:
- Current Newspaper
- New York Times article entitled "The Oklahoma Situation"
(Student Text B)
- Oklahoma Standard article entitled "Oklahoma Territory News"
(Student Text C)
Interdisciplinary Areas: Reading, Writing, and History
Lesson 3: Boomer or Bust
Lower Level
Students will consider the agricultural crops produced in their state and at least one
other state in the United States. Thematic maps will be used to determine precipitation, average
temperature, and soil types of the researched areas. Library research will help students determine
the major crops of their assigned state. An outline map ofthe U.S. will be drawn by students to
illustrate the collected data.
Pages: 9-10
Length of Lesson: Two to Three 45 Minute Periods
Materials:
- Outline Map of the U.S. for Students
Resources: Atlas
Interdisciplinary Areas: Map Skills, Research, Reading, Art, and History
Higher Level
Students will make judgments concerning the use of an abundant U.S. food supply in
conducting foreign policy. Student groups will produce an outline map of one assigned state.
11l
An atlas of thematic maps will be used to include within the state drawing the following
information: physical features, soil types, precipitation, and natural vegetation. The states major
crop will be identified and illustrated. The state's history will be researched for information
regarding the crops produced in the l880s and l890s. If the assigned area was not a state during
that period, information about the general area will be collected. The extended lesson offers the
opportunity to produce a timeline representing advances made with specific pieces of farming
equipment.
Pages: 9-10
Length of Lesson: Three to Five 45 Minute Periods
Materials:
- Posterboard
- Map Pencils or Markers
Resources:
- Atlas ofD.S. Thematic Maps
- Historical Photograph No.1
Interdisciplinary Areas: Map Skills, Research, Art, and History
Lesson 4: The Geographers' View of the Past
Lower Level
Students will examine the significance of an areas' environment on impacting the
lifestyle of the inhabitants. An outline map of the U.S. will be drawn by groups with the focus
on one assigned region. The means for people to live and work will be determined for the
region. Similarities and differences between environments, economic activities, and lifestyles
will be evaluated.
Pages: 11-13
Length of Lesson: Three 45 Minute Periods
Materials:
- Historical Photograph No.2
- Wall Map of the U.S.
- Posterboard
- Map Pencils or Markers
- Atlas
Resources:
- Encyclopedia
Interdisciplinary Areas: Map Skills, Research, Reading, Writing, Art, Math,
and History
Higher Level
Taking the role of the geographer, students will identify the physical or human
characteristics that may be associated with the identification of their home town. Student groups
will research the physical environment and human characteristics for one of the new town sites
from the 1889 Land Run (Example: Kingfisher, Oklahoma City, or Guthrie). The extended
lesson challenges students to create maps that illustrate their home town's growth at 10 year
intervals. Trends in growth will be cited.
IV
Pages: 11-13
Length of Lesson: Three to Five 45 Minute Periods
Materials:
- Map Pencils or Markers
Resources:
- Historical Photograph No.2
- Historical Reference Materials (Example: Newspaper articles, personal
diaries, historical atlas)
- Current Reference Materials
Interdisciplinary Areas: Map Skills, Research, Reading, Art, and History
Lesson 5: Diverse Faces From All Kinds ofPlaces
Lower Level
"'
Students will use their knowledge of clothing worn by members of various types of
jobs/careers in the community to speculate the profession of selected people in the historical
photograph. A collage will be created of Americans At Work. Students will recommend changes
for uniforms.
Pages: 14-16
Length of Lesson: Two 45 Minute Periods
Materials:
- Historical Photograph No.3
- Posterboard
- Variety of Magazines and Newspapers
Interdisciplinary Areas: Research, Art, and History
Higher Level
Using Historical Photograph No.3, students will identify differences in clothing styles.
Student teams will select a region of the United States to research clothing styles of the 1880s
and 1890s. Taking the role of the American Indian, students will speculate the thoughts of the
Indians as they observed the intruding homesteaders. Students will write a position paper as one
of the settlers in the photograph.
Pages: 14-16
Length of Lesson: Three 45 Minute Periods
Materials:
- Posterboard
- Map Pencils or Markers
Resources:
- Historical Photograph No.3
Interdisciplinary Areas: Map Skills, Research, Writing, Art, and History
v
Lesson 6: Pack Him Light For Flight
Lower Level
Students are asked to consider farming as a career choice. An investigation of organic
farming vs. farming with fertilizers and pesticides encourages students to make judgments based
upon the results of their research.
Pages: 17-18
Length of Lesson: One 45 Minute Period
Interdisciplinary Areas: Research, Reading, Science, and History
Higher Level
Students will interview grandparents or other older relative, friend, or neighbor about
individual experiences during interesting periods in American history. The interview will be
recorded with a recorder, video camera, or in written form to use in a presentation to the class.
Similarities and differences in emotions and experiences among the individuals interviewed will
be discussed.
Pages: 17-18
Length of Lesson: Two to Three 45 Minute Periods
Materials:
- Recorder, Video Camera, or written means to record a personal interview
Resources:
- Grandparents or an older relative, friend or neighbor
Interdisciplinary Areas: Research, Presentation, and History
Lesson 7: The Race For Life and Land
Lower Level
Students will design a new form of transportation for a future land run to an area at the
bottom of the ocean. A small model will be built from clay, wood, paper, or tinker toys.
Students will take the role of a participant in the ocean land run. An autobiography will be
written to reveal emotions and experiences.
Pages: 19-21
Length of Lesson: Three 45 Minute Periods
Materials:
- Building Materials (Example: Clay, wood, paper, Tinker Toys, glue)
Resources:
- Atlas
Interdisciplinary Areas: Map Skills, Reading, Writing, Art, and History
Higher Level
Students will use census data to speculate future events if population growth continues
to escalate at previous trends. Students will be asked to speculate what person or groups of
people would be most likely to favor a land run to the bottom of the ocean floor. Newspapers
will be used to search for examples of political cartoons for a discussion of unwritten messages
implied in the cartoons. Students will be challenged to create original political cartoons, one to
VI
support and one to condemn, an ocean floor land run. A song may be composed to reveal the
possible attitude and mood of the country before the beginning of the ocean floor land run.
Pages: 19-21
Length of Lesson: Three to Five 45 Minute Periods
Resources:
- Data from the U.S. Census Bureau
Interdisciplinary Areas: Research, Reading, Writing, and History
Lesson 8: Train Tracks To Land Tracts
Lower Level
Students will discover the contribution of the railroad to the growth of towns in the
opening of the Unassigned Lands in Indian Territory. Students will read and report to classmates
interesting facts and stories about trains.
Pages: 22-23
Length of Lesson: Two 45 Minute Periods if library book on railroads are read
as an outside activity.
Materials:
- Posterboard
- Map Pencils or Markers
Resources:
- Library books on Trains
Interdisciplinary Areas: Map Skills, Research, Reading, Art, and History
Higher Level
Students should begin with the lower level activities on the role of trains during the
1889 Land Run. Then expand the role of the train in modem day with the activities in the higher
level lessons. Information will be collected and organized into a Train Vacation Book. Maps,
cost, booking information, interesting cities along the route will be identified with highlights on
the important activities to see and do while visiting the location. Students will research the
technological advances made in modem trains within the United States and overseas.
Pages: 22-23
Length of Lesson: Three 45 Minute Period
Resources
- Library Books
- Train Travel Brochures
Interdisciplinary Areas: Map Skills, Research, Reading, Writing, Art, and
History
Lesson 9: Land, Lottery, and the Line
Lower Level
Students will work in a team to represent the role of a homesteader and claim jumper.
The view of each person will be portrayed in poetry. Music can be composed by students that
will allow the students to sing each poem. Optimistic and pessimistic views will be considered.
Vll
Pages: 24-25
Length of Lesson: Three 45 Minute Periods
Resources:
- Library Books
Interdisciplinary Areas: Research, Reading, Writing, and History
Higher Level
The focus of this lesson is on survey instruments of the past and present. Team research
will be conducted to create drawings of 1800 and modem day survey instruments. A discussion
of how the land was marked, claimed, and filed in the 1889 and 1893 Land Runs will be
discussed.
Pages: 24-25
Length of Lesson: Three 45 Minute Periods
Materials:
- Posterboard
- Map Pencils or Markers
Resources:
- Library Books
Interdisciplinary Areas: Research, Reading, Art, and History
Lesson 10: Tent Cities
Lower Level
Students will assume the role of a city planner. An outline map will be drawn of the
student's home town indicating physical features inside and around the city limits. One city
service will be selected with recommendations for planning. Students will write letters to
homeowners explaining the need for them to relocate.
Pages: 26-29
Length of Lesson: Three 45 Minute Periods
Materials:
- Paper for drawing an outline map
- Map Pencils or Markers
Resources:
- City Map
Interdisciplinary Areas: Map Skills, Writing, Art, and History
Higher Level
Students will read Haste Makes Waste (Student Text D) and speculate the possible
problems that could have resulted from establishing a city without a design plan. Groups will
design a city plan for a new city in the Oklahoma Territory. Students will take the role of a city
planner, government official, or settler and participate in a panel discussion. The city planner
and government officials will have to convince the settler to release part of his claim to make
room for city services (Example: Streets) and public buildings (Example: Post Office). The
lesson can be extended to include a study of the student's city or town. A bulletin board and
Vlll
timeline can be created. Students can assume the role of a settler and design postcards to send
the family "back home."
Pages: 26-29
Length of Lesson: Three to Four 45 Minute Periods
Materials:
- Posterboard for cutting into postcards
- Map Pencils or Markers
Resources:
- Haste Makes Waste (Student Text D)
- Historical Photograph No.8
Interdisciplinary Areas: Map Skills, Research, Reading, Writing, Art, and
History
Lesson 11: Counting the Cost of Free Land
Lower Level
The focus of this lesson is on the significance of the environment in determining the
livelihood of inhabitants. A comparison between the student's state and the American Great
Plains will be discussed. Students will learn about sod grass and how it was used in the land run
areas to build shelter. Student groups will produce a replica of a sod house.
Pages: 30-32
Length of Lesson: Three 45 Minute Periods
Materials:
- Mud and grass to produce a sod house
Resources:
- Library Books
- Encyclopedia
Interdisciplinary Areas: Research, Reading, Art, and History
Higher Level
Students will examine the regulations that governed the 1889 land run into Unassigned
Lands. They will work in groups to construct two sets of regulations. The first list will be the
requirements students believe would be appropriate for a modem day land run. The second list
by students will challenge them to propose the regulations that might be appropriate for a land
run 100 years from today.
Pages: 30-32
Length of Lesson: One 45 Minute Period
Interdisciplinary Areas: Writing and History
Lesson 12: Home Is Where the Heart Is
Lower Level
Students will read a journal entry written by a young girl living during the 1889-1893
era. Students will use their imaginations to create a drawing of the home scene described in the
journal entry. A chart will be developed resulting in suggestions of how household items from
IX
the 1880s evolved to household items of today.
Pages: 33-35
Length of Lesson: One 45 Minute Period
Materials:
- Construction Paper
- Map Pencils or Markers
Resources:
- Pa's Hopes and Dreams (Student Text E)
Interdisciplinary Areas: Reading, Art, and History
Higher Level
Students will read one entry in a young girl's diary in 1889. Students will be selected to
play the role of each character in the diary scene. A second drama of the scene will be presented
to reveal what the students believe the characters are thinking. A group of students will take part
in a discussion dramatizing the role of each character in the scene. Class members will ask
questions of each family member concerning how the person felt about the issues discussed. A
mural can be created showing how the family might have appeared in the 1880s.
Pages: 33-35
Length of Lesson: Two 45 Minute Periods
Resources:
- Pa's Hopes and Dreams (Student Text E)
Interdisciplinary Areas: Reading, Role Play, and History
Lower and Higher Level Activities
Lesson 13: Readin2 Historical Photo2raph Postcards
Students will work individually to examine the 30 postcards. The activities are
designed to assist students in looking beyond the obvious to become part of an exciting period in
history. Students may discuss the postcard photographs or respond to each photograph in the
form of written reactions.
Page: 36
Length of Lesson: One to Five 45 Minute Periods
Resources:
- 30 Historical Photograph Postcards
Interdisciplinary Areas: Reading, Writing, and History
x
A Presidential Proclamation
II
An American Drama
II
On March 23, 1889, President Benjamin Harrison issued a proclamation that opened the
Unassigned Lands to anxious frontier settlers. In one short month, approximately 50,000 people
from across the United States and overseas gathered at the starting lines on the border of the
Oklahoma Territory to take part in the frantic race for land. The date was April 22, 1889. The
focus of this lesson is to determine the location of the land opened for homesteaders by using
map and analysis skills to determine the area of land opened for settlement.
Objectives
The student will:
Lower Level (LL)
* Define the terms law and proclamation.
* Identify examples of city, state, and federal laws.
* Locate on a U.S. map the area known as the Unassigned Lands of the 1889 land run.
Higher Level (HL)
* Identify the area of Indian land to be opened for white settlement by the land run
of April 22, 1889.
* Interpret written directions provided by the Presidential Proclamation of
March 23, 1889, to locate the area ofland to be opened for settlement April 22, 1889.
Materials
*
*
*
*
Atlas
* Map of Oklahoma (Appendix B)
Map Pencils or Markers *Political Map of the United States (Appendix A)
(LL) Transparency Outline Map of Oklahoma and United States
(HL) Presidential Proclamation of March 23, 1889, entitled The
Oklahoma Opening - A Proclamation (Student Text A)
Suggested Student Activities
(Lower Level)
Opening the Lesson
Ask students to define the term law. Why do we need laws? Give examples of city,
state, and federal laws. Discuss the differences in a law and a presidential proclamation. The
two documents are not the same. A presidential proclamation does not have the force of law
though it may provide direction for federal executive agencies that are under the president's
direction. A federal law can only be approved by Congress with the signature ofthe President or
with an override of a presidential veto.
Developing the Lesson
Provide each student with an outline map of the United States. The teacher should use a
transparency of the map to assist as students work. Ask students to label and color their city and
1
state. Locate, label and color the State of Oklahoma. Say: "In 1889, the President of the United
States was Benjamin Harrison. He signed a law or proclamation opening the land in Oklahoma
that at one time was promised to the Indians. The opening of the land meant that anxious
settlers could take the land for themselves. In the proclamation, President Harrison described
the exact location of the land opened for settlement. We will follow the directions in President
Harrison's proclamation to find the Unassigned Lands in Indian Territory."
Concluding the Lesson
Provide each student with an outline map of Oklahoma (Appendix B). The teacher
should work from a transparency as the students work with their map. Identify and label
important physical features to be used as points of reference within the Land Run area (Cimarron
River, Arkansas River, Canadian River). Ask students to outline the Unassigned Lands that
would be opened in the 1889 Land Run as the teacher demonstrates on the transparency map.
(Appendix C for Teacher Reference).
Extending the Lesson
Organize students into small groups. Instruct each group to think of a new school law
that should be considered by the principal of the school. Write the proposed school law as a
proclamation that gives direction to the principal. Ask the principal to discuss the proclamation
with the students. What must be considered before s/he can consider recommending it into law?
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Working in a team of two, ask students to use an atlas to locate and label on an outline
map of Oklahoma (Appendix B) the following physical features of Oklahoma: Cimarron River,
Arkansas River, Canadian River. Outline each river with a blue map pencil.
Developing the Lesson
Instruct students to carefully read the Presidential Proclamation (Student Text A) issued
on March 23, 1889, by Benjamin Harrison. Students should follow the directions outlined in the
proclamation to identify the Unassigned Lands to be opened for settlement. Outline on the map
of Oklahoma the area proposed for opening. When the students have completed their maps,
provide for comparison a correctly shaded map of the Unassigned Lands.
Concluding the Lesson
Ask students to write an imaginary proclamation opening the land of any state in the
United States. Use the atlas to determine topographic information and mapping information.
Write a proclamation that includes identifying information. Students may exchange
proclamations with other students to determine if the written instructions lead to the correct state.
Extending the Lesson
Ask students to think of the school building as the land run area. Designate each as a
surveyed lot within the Unassigned Lands. Instruct students to select one of the school lots and
devise a plan to claim the lot before other classmates. A simulation land run could be played to
claim school territory. Students should justify their choices.
2
The Oklahoma Opening
A Proclamation
(l) Beginning at a point where the degree of longitude ninety-eight west from
Greenwich, as surveyed in the years 1858 and 1871, intersects the Canadian River; go north
along the same degree to a point where the longitude line intersects the Cimarron River; (2) then
up the river along the right side of the bank, to a point where the same is intersected by the south
line of what is known as the Cherokee lands lying west of the Arkansas River or as the
"Cherokee Outlet," the line being the north line of the lands ceded by the Muskogee (or Creek)
Nation of Indians to the United States by the treaty of June 14, 1866; (3) then go east along the
line to a point where it intersects the west line of the lands set apart as a reservation for the
Pawnee Indians by act of Congress approved April 10, 1876, being the range line between ranges
four and five east of the Indian Meridian; (4) then go south on the line to a point where it
intersects the middle of the main channel of the Cimarron River; (5) go (west) up the river along
the middle of the main channel, thereof, to a point where the line intersects the range line,
between range one east and range one west (which is called the Indian Meridian) which line
forms the western boundary of the reservations set apart for the Iowa and Kickapoo Indians, by
executive orders, dated, August 16, 1886, (6) go south along the range line or meridian to a point
where it intersects to the right bank of the North Fork of the Canadian River; (7) go up (west)
that river, along the right bank, to a point where the line is intersected by the west line of the
reservation occupied by the Chickasaw Nation of Indians; (8) go north along the west line of the
reservation to a point where the line intersects the middle of the main channel to a point opposite
the place of beginning; and then north to the place of beginning...
Revised from original document for student use.
3
(Student Text A)
Extra! Extra!
II
Read All About It
II
In the 1880s and 1890s, there were many views associated with all situations. The
American land runs that opened Indian reservations for settlement was not an exception. A
review of the newspapers of the day reveal a number of positions. This lesson will focus on
1889 newspaper articles in order to uncover the "pulse of the country" regarding the land runs
and the proposed area of settlement.
Objectives
The student will:
Lower Level (LL)
* Read the March 21, 1889, New York Times article, The Oklahoma Situation.
* Identify by examples, the meaning of the term "a strained situation."
* Use library and computer resources to research the Boomer Movement.
* Create a convincing advertisement or commercial to entice settlers to slip into
the Unassigned Lands before it was legal.
Higher Level (HL)
* Read articles concerning the 1889 Land Run from the March 21, 1889, New York
Times and the August 13, 1889, Oklahoma Standard.
* Analyze the New York Times and Oklahoma Standard newspaper articles for
evidence of perspective and reporting bias.
* Contrast the styles of writing between 1889 and modem day newspaper writing.
* Investigate claims made in the 1889 newspaper articles.
Materials
*
*
*
New York Times article The Oklahoma Situation (Student Text B)
(HL) Oklahoma Standard article Oklahoma Territory News (Student Text C)
(HL) Current Newspaper
Suggested Learning Experiences
(Lower Level)
Opening the Lesson
As a class, read the March 21, 1889, New York Times article (Student Text B). Discuss
what is meant by the phrase "the situation is becoming very much strained." Ask students to
identify current instances in which they may be familiar when a "situation was very much
strained."
Developing the Lesson
Ask students to speculate what is meant by the name Boomer. The Boomers were the
land hungry settlers that believed the Unassigned Lands were public lands and should be open to
homesteading. Consequently, under the leadership of David L. Payne, between 1879 to 1884,
4
the Boomers constantly crossed illegally into Indian Territory and attempted to stake
homesteads.
Divide students into groups to complete research on the Boomer Movement. As students
collect information, create a book that illustrates the Boomer Movement in written reports and
drawings.
Concluding the Lesson
Working in groups or as an individual project, ask students to create an advertisement or
commercial that would cause people to want to slip into the Unassigned Lands for the first
chance at a homestead.
Suggested Learning Experiences
(Higher Level)
Opening the Lesson
Write the word "bias" on the chalkboard. Ask students to suggest other words that
convey bias. Direct students to scan a current newspaper for articles that reflect bias by the
reporter. Identify techniques used by the reporter to bias the reader? Discuss the newspaper
articles identified by students.
Developing the Lesson
Ask students to read the March 21, 1889, New York Times article entitled "The
Oklahoma Situation" (Student Text B). Complete the Critical Thinking activities following the
New York Times article. Examine the writing style of the article. Compare the 1889 writing
style to the style of writing commonly used in newspapers today.
Ask students to read the August 13, 1889, Oklahoma Standard article entitled
"Oklahoma Territory News" (Student Text C). Arrange the students into teams to complete the
Critical Thinking activities.
Concluding the Lesson
Discuss the concept of perspective. Ask students to compare the two articles for
differences in the tone of each article as well as the manner in which each was written. What
evidence between the two articles can students identify where perspective played a role. Ask: "If
reporting does not reveal bias, how does the reporter's perspective influence the tone of the
article?"
Extending the Lesson
Student groups could collect information concerning a contemporary issue and write a
variety of newspaper articles on the subject. Each student would report from a different
perspective. Write one article that reflects the style of writing exhibited in the 1889 articles.
5
NEW YORIi TIMES
March 21, 1889
Price Two Cents
THE OKLAHOMA SITUATION
General Weaver's Advice To Impatient Boomers
HAS THE EX-CONGRESSMAN AN EYE ON THE HIGH PLAINS?
-INSTRUCTIONS TO THE SOLDIERS
WPEKA, KANSAS- The Oklahoma situation is becoming very
much strained, not withstanding the attempts of prominent men
to pacify the would be settlers. Hundreds of these are discouraged
over the report that the country is not likely to be opened until
June and unless the advocates of peace redouble their efforts a
general advance regardless of what consequences may result.
Congressman Mansur of Missouri has been traveling along
the border counseling the boomers to remain quiet until the
President's proclamation is issued, and it is said he has done much
to avert the threatened invasion.
Ex-Congressman Weaver bobbed up unexpectedly at
Oklahoma Station last night in company with Capt. Couch, Payne's
successor. Mr. Weaver was in Topeka Monday and lobbying the
the interest of Oklahoma all Winter to Washington. Mr. Weaver
left on Tuesday ostensibly for Atchison, but it was learned that he
went directly for Oklahoma with Couch. As soon as he was
recognized he was forced to make a speech by the evening at a
dance in the Post Office Building.
There is little doubt that he, in connection with other
Congressional advocates of the opening, has got his eye on the
rich plains which Oklahoma is expected to develop, hence his
secret journey. His presence being known, he gracefully took the
bull by the horns and made the boomers a rousing speech. He said
the country was excelled by none he had ever seen and summarized
briefly the advantages of soil and climate and general topography
which had displayed themselves to him for the first time in the
day's ride. This, he said, was the rightful heritage of the people
and the effort which had been made to keep it from them was
nothing short of a crime.
The fight in Congress for the possession of this fair land had
been long and arduous, and it had been in many ways a bitter
contest on account of the interests involved and the active opposition
which had been made by the cattle men. It was to be regretted that
the Springer bill, with its wise provisions for government had not
passed. Still Oklahoma had not been left entirely without law, as
a court has been established at Muskogee with jurisdiction over
the Indian Territory in minor civil and criminal matters and the
courts of Fort Smith and Wichita has jurisdiction in cases of felony
and the most important civil matters.
Land offices would be established in ample time to most all
requirements. It now only remained for the President to issue his
proclamation, and there was no doubt that he would do it in a very
short time.
All good citizens would wait until that was done before entering
upon the land. He knew that those present would do this. They
might pass through the country and look at it, but should come
with no purpose on staying. In conclusion, Mr. Weaver predicted
that within two years Oklahoma would be a State.
The presence of Mr. Weaver in the Oklahoma country will
strengthen the feeling in Kansas that Senator Plumb simply struck
a blow at the town site speculators when he smashed the Springer
bill. In the meantime the season is advancing and the thousands
just in sight of the "Promised land" see their stock of patience fast
disappearing.
1. Analyze the article for evidence of biased reporting. Offer evident for your position. Rewrite the article
using modern reporting techniques.
2. Idioms are words and phrases used in a language that have meaning different from the way the word is
normally defined (Example: She is light as a feather). Identify idioms that appear in the article. Look
for context clues in the article in which the idiom appears. Determine the meaning of the idiom. Substitute
the article's idiom with one used today.
3. Take the position of the Indian Tribes that were affected by the land run. Report the events described
in the article form the Indian's perspective.
4. Conduct a panel discussion to present differing views. One student should take the position of each of
the following people: Mr. Weaver, Captain Couch, Settler, Indian.
(Student Text B)
6
August 13, 1889
IILAHIMATEIIITIIYNEWS
Reno City is talking of a flouring mill. Roasting ears
are all the go at EI Reno. Selis Bros. will visit
Guthrie August 10th. Oklahoma City is soon to
have waterworks. Native hay is selling for from $4
to $6 per ton. There are plenty of claims in
Oklahoma yet. As yet there is not a street railway
in Oklahoma. A great many cattle are being shipped
from Purcell. A large number of mineral claims are
now being filed. Oklahoma has corn twelve feet
high and still growing. The papers at Guthrie are
in a big fight over the city printing. Oklahoma City
has an invention of an improved mail bag. Work is
being pushed on the ice factory in south Oklahoma.
Guthrie's electric light plant will be going inside of
a month. EI Reno will soon have a daily mail to and
from Oklahoma City. All Oklahoma has an expectant
eye on the next session of congress. Oklahoma
has thirty-one towns and cities and ten daily
newspapers. The people are moving into Oklahoma
with their families at a rapid rate. Young turkeys
and chickens are very plentiful this season in the
nation. Edmond claims the first church and the first
school house erected in Oklahoma.
Critical Thinking
1. Discuss the differences in optimism and pessimism. Identify evidence of the reporters use
of optimism.
2. Select one of the reporting statements. Work with a group to further investigate the claim.
Use library resources, newspaper microfiche, Internet connections to prove the statement
true, false or biased.
(Student Text C)
7
Boomer or Bust
II
II
Homesteaders staking claims in the land runs were anxious to begin the task of turning
the l60-acre tract of land into a working farm. They quickly learned that farming in the eastern
part of the United States and farming in the Great Plains was not the same. Land in the Great
Plains did not produce the yield expected in the east and the rainfall was unpredictable. The sod
grass that produced the building bricks to build the farmers house became the enemy in the field.
This lesson will focus on the methods of farming that were common in the l880s and 1890s as
well as the advances that have produced the agribusinesses of today.
Objectives
The student will:
Lower Level (LL)
* Identify major crops produced in at least two states in the United States.
* Interpret information from an atlas to determine the agricultural environment in
the selected states.
* Illustrate with drawings the major crops produced in each ofthe selected states.
Higher Level (HL)
* Identify the significance of agriculture in conducting foreign policy.
* Illustrate with examples the major crop, soil type, natural vegetation, and
precipitation of an assigned state in the United States.
* Determine similarities and differences in major crops, soil types, natural vegetation,
and precipitation between states within a region ofthe United States.
Materials
*
*
*
Historical Photograph No.1
Map Pencils or Markers
Atlas of United States Thematic Maps
* (LL) Outline Map of United States
* Posterboard
Analyzing Historical Photograph No.1
The photograph reveals a family anxious for a new life. Notice the number of children
posing for the photograph. Study the style of clothing worn by the children. Are any of the
children wearing shoes? What would the daily life of a child in the developing Oklahoma
Territory have been like? Notice rope tied from tree to tree around the family camp. Even when
a tent was all the family had to call home, they were anxious to stake their claim of land and
begin the process of building a new life. Most of the homesteaders were farmers. How can
moving from one region of the United States to another affect the success or failure of the
farming experience?
8
Suggested Learning Activities
(Lower Level)
Opening the Lesson
Ask students if they know a farmer. What kind of crops are grown in the student's area
of the United States? Direct students to refer to an atlas for information to be used in
understanding why certain crops are grown in different areas ofthe United States.
Developing the Lesson
Challenge students to consider two areas of the United States where agriculture is an
important part ofthe economy (Example: Florida - Citrus Crops). Refer to the atlas to collect
information regarding precipitation, average temperature, and soil type.
Concluding the Lesson
Ask students to consult library resources to identify the major crops grown in each of
the areas studied. On an outline map ofthe United States, draw a picture within the borders of
the designated state of the major crop. Include a chart inside each of the two states that includes
the data collected regarding precipitation, average temperature, and soil type.
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Ask students to consider the importance of maintaining an efficient agribusiness in the
United States. In what way does an efficient and abundant production of food supply contribute
to America's world leadership? In what way does the United States utilize American agriculture
in conducting foreign policy? What are reasons for and against the use of agriculture to conduct
foreign policy?
Developing the Lesson
Group students into teams of two. Assign each group a different state to research in the
United States. Ask student groups to draw an outline map of their assigned state on the
posterboard. Include the physical features found within the state (Example: Mountains, rivers).
Instruct students to refer to an atlas for information about soil types, precipitation, and natural
vegetation of their assigned state. Include the information within the state map.
Concluding the Lesson
Ask students to identify the major crop produced in the assigned state. Illustrate the
crop in a picture on the map. Challenge each group to research the state's history for information
regarding the crops produced during the 1880s and l890s. If the assigned area was not a state
during that period, refer to information about the general area. Provide student groups the
opportunity to share their research and drawings with other classmates. Ask students from a
region of states to display their map drawings as a group. Say: "What similarities in the
environment can you identify among this region of states? Can you identify differences in the
environment among the states in this region?"
Extending the Lesson
Students could research and illustrate with pictures examples of farming equipment used
during the l880s and l890s. Advances made with each identified piece of farming equipment
can be traced with a timeline and illustrated with pictures.
9
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To gain a complete understanding of the land runs into the Unassigned Lands in 1889
and the Cherokee Strip in 1893, a variety of perspectives should be developed. The view of a
geographer is unique in many ways. It provides opportunities to investigate the significance of
place and how the interaction of humans with their environment affect events. This lesson
directs students to analyze Historical Photograph #2 for clues that will facilitate a clear
understanding of the historical event.
Objectives
The student will:
Lower Level (LL)
* Identify ways in which the settlers from different regions of the United
States and overseas adapted culturally to the physical environment of
the Central Plains.
* Describe the changes settlers from different regions of the United States and
overseas were required to make in order to adjust to the new environment
they had chosen for homes.
* Illustrate the adaptations made by the settlers in a specially designed map.
Higher Level (HL)
* Identify the physical and human characteristics of cities established during the
1889 Land Run.
* Detect ways in which the settlers modified the physical environment.
Materials
*
*
*
Historical Photograph No.2
(LL) U.S. Wall Map With Physical Features
(LL) Desk Map ofthe United States
* Atlas
* (LL) Journal
* Posterboard
* Map Pencils or Markers
Analyzing Historical Photograph No.2
(All Levels)
Ask students to focus on Historical Photograph #2. Consider the large number of
wagons that seem to loom far into the horizon. Say: "The 1889 Land Run has been reported to
have from 50,000 to 100,000 settlers eager to participate in the race. The gathering place for
settlers on the northern edge of the Unassigned Lands was in Wichita and Arkansas City, Kansas.
The gathering place on the southern border of the territory was in Dallas, Ft. Worth, and
Gainesville, Texas. The proposed starting time for the run was April 22, 1889, at 12:00 noon.
However, the settlers were allowed to cross the Indian Territories between Kansas and the
Unassigned Lands, as well as, between Texas and the Unassigned Lands before opening day.
Two regiments of soldiers were on guard to assure that overzealous settlers did not enter the
territory until the assigned time. Yet, some of the settlers did sneak past the soldiers to position
themselves in the best places to claim land. These over-anxious settlers were called Sooners. "
10
Suggested Student Activities
(Lower Level)
Opening the Lesson
Ask students to examine Historical Photograph #2 for clues that would suggest the
lifestyle required of settlers in the Great Plains. What natural resources could be found in the
environment that settlers could use to build homes, tools and equipment? (Example: Sod for
building shelter)
Developing the Lesson
On a wall map viewed by the class, identify the environmental regions of the United
States during the 1880s and 1890s (Example: Northeast, Southeast, Southern, Central Plains,
etc.). Assign groups of students to investigate each of the regions. Challenge each team to
identify the physical qualities that made their assigned region distinctive from other regions.
Students should produce a large drawing of their assigned region indicating the specifics of the
physical environment. Ask student groups to identify how the assigned environment provided a
means for people to live and work. Refer to an encyclopedia for information on physical
environment, economic activities, and lifestyle of states within the assigned region. The
information will offer clues relevant to the region.
Concluding the Lesson
Each student team should draw a display map of the United States. Illustrate with
drawings on the display map the information that was learned concerning the environment and
its' influence on the people living within that region (Example: Trees in a forested area, seafood
drawings in an area that depends upon the ocean for livelihoods). Draw a connecting line from
the assigned region to the Indian Territory in the Central Plains. Analyze Historical Photograph
No.2 for environmental clues to the manner settlers had to be prepared to live and work.
Connect the drawings in the assigned regional section of the map to the corresponding drawing
in the Indian lands in the Great Plains region (Example: Connect the physical environment
drawings, the livelihood drawings). Ask students to share their illustrated map with other
students in the class. Evaluate the similarities and differences between the various regions.
Extending the Lesson
Ask students to take the place of one of the settlers moving to the available land in the
Oklahoma Territory. Write a journal entry describing the changes that have been required to
make the transition to the new home. How does the change feel? Is the change in lifestyle easy
or difficult? What will the student-settler need to consider when making this adjustment?
Students could plan an imaginary journey by covered wagon to the land run area of
1889. Begin from their assigned region and plot the safest route ofjourney to the Unassigned
Lands ofthe Indian Territory. Based upon an average of 15 miles per day, use the map scale to
determine the length of time it would take to get to the starting point. When would be the best
time to leave for the Unassigned Lands? Consider the seasons when making plans. Provide
reasons for the team's choice of departure time.
11
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Ask students to think about their home town. Say: "Every city or town has
characteristics that make it different from other places. When a geographer describes a place
s/he generally refers to the physical or human characteristics that make the city or town unique."
Challenge students to identify the physical or human characteristics that may be associated with
the identification of their city (Example: Salt Lake City, Utah or the Golden Gate Bridge for San
Francisco).
Developing the Lesson
Examine Historical Photograph #2. Describe the physical environment. Say: "What
kind of physical environment would you expect to find in the Great Plains?" Organize students
into research groups. Assign each group one of the new town sites located within the Oklahoma
Territory: Kingfisher, Oklahoma City, or Guthrie. Use reference materials (Example: Newspaper
articles, personal diaries, historical atlas) to identify the physical environment and human
characteristics for each town site in 1889. In what way did the physical environment affect the
living conditions? What human characteristics caused changes in the environment made by the
settlers?
Concluding the Lesson
Consider the changes that were made to the physical environment by the interaction of
settlers. Ask students to refer to to current reference information to identify the physical
environment of each city today. Identify what effect humans have made to the physical
environment during the past 100 years. Ask students to make judgments regarding the positive
or negative effects that humans have made to the physical environment. Each group should
report to the class the information they have located.
Extending the Lesson
Students could research their own city/town. What was the physical environment like
when the city/town was first established? What effect have humans had upon the physical
environment? Has the physical landscape been altered for the better or worse? Students should
be challenged to justify their position with intrinsic and extrinsic reasoning.
Create maps that illustrate the cities/towns growth at 10 year intervals. What trends in
growth can be identified?
12
Diverse Faces
II
From All Kinds ofPlaces
II
People from all "walks oflife" took part in the 1889 and 1893 Land Runs. It is not
always possible to correctly identify the lifestyle or career of a person by the clothes, hat, and
accessories worn, but clues are often insightful. This lesson examines the wearing apparel of the
people waiting in Historical Photograph No.3 for indications to their backgrounds. In addition,
the activities within the lesson will lead students to an awareness ofthe styles and regional
differences in wearing apparel during the 1880s and 1890s.
Objectives
The student will:
Lower Level (LL)
* Recognize uniforms associated with various careers.
* Create an exhibit of uniforms associated with various careers.
* Analyze uniforms for clues to the functional reasons associated with each style.
* Compare the clothing styles of individual participants in Historical Photograph #3
to speculate the careers of participants.
Higher Level (HL)
* Recognize period clothing of the 1880s and 1890s from different parts of the
United States and Europe.
* Create an exhibit of regional fashions worn from 1880 and 1890 in the
United States and Europe.
* Analyze the differences in fashions among people of different regions of the
United States and Europe for clues to the geographic reasons for
differences.
* Compare the fashions for clues to cultural differences.
Materials
*
*
*
Historical Photograph No.3
Posterboard
Map Pencils or Markers
Analyzing Historical Photograph No.3
(All Levels)
Ask students to look into the faces in the sea of people. Speculate the thoughts that may
be running through the mind of each person. The differences in clothing styles worn by many of
the participants might suggest a wide variety of backgrounds represented in the crowd. Ask
students to select different people in the crowd and suggest the personal history of the selected
person. Ask: "Why do think the person wanted to take part in the land run?"
Notice the slips of paper held in each settler's hat. It was the entry form that gave
13
authorization for the settler to participate in the land run. Ask: "How will the individual
participants feel ifhe is unable to claim land? Think of the individuals previously analyzed."
Suggested Learning Activities
(Lower Level)
Opening the Lesson
Ask students to think of the types ofjobs/careers members of their community may do
each day. Say: "How do we recognize a fireman, nurse, or police officer? The clothing or
uniform worn by the fireman, nurse, etc. helps us to identify the jobs done by each. Do you
know of other examples ofjobs that members of our community perform that can be recognized
by the uniform worn?"
Developing the Lesson
Divide students into working groups. Instruct each group to look through magazines and
newspapers to locate examples of people performing jobs that can be identified by the uniform
worn. Create a collage entitled Americans At Work.
Concluding the Lesson
Ask students to evaluate each uniform that is identified on the collage. Next to each
picture on the collage, students should create a drawing that has been changed to reflect the
suggested revisions each group has suggested for the uniform. Upon completion, students
should present their collage to the class indicating the changes made to each uniform and
justifying the reasons for the suggested change.
Extending the Lesson
Ask students to analyze Historical Photograph No.3. What are the career possibilities for
selected people in the photograph? Students should give reasons for their appraisals.
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Ask students to analyze Historical Photograph No.3. Look for differences in clothing
styles. Are all of the hats worn by the men similar or different? What do the different styles
imply about the person wearing the hat? Ask the students to brainstorm and make
generalizations. Students should be guided to notice the small piece of paper attached to many of
the hats. What might the paper represent? (Each person planning to participate in the land run
was required to register and pay a registration fee. The small slip of paper was the person's
authorization to take part in the land run).
Developing the Lesson
Organize students into working teams of two. Direct student teams to select a region of
the United States or Europe in order to research the clothing styles of the 1880s and 1890s. Ask
students to illustrate their findings in drawings. Each team should display examples ofthe
clothing creations and present researched information to the class. As students discuss regional
differences in the designs, attempt to speculate what aspect of the styles made them attractive to
people of this period in time.
14
Concluding the Lesson
Ask students to take the place of an American Indian living in the Indian Territory
during the 1889 and 1893 Land Runs. When observing the differently dressed people taking part
in the race for land, speculate what s/he might have thought. Did the Indian observer find the
settlers strangely dressed? What might have caught the imagination of the Indian observer?
Extending the Lesson
Ask the students to select one person in the Historical Photograph No.3 in which they
would take the place. Write a position paper revealing what the student thinks about the other
people in the scene. Ask: "What makes you believe you have more of a chance to beat the others
in the race for land? What is it about your background that gives you an advantage over the
others? What are your thoughts and feelings about the adventure you are about to undertake?"
Students could work in a team to produce a role playing dialogue. The team could
represent two participants from the land run - one that was successful in claiming a 160-acre tract
or a city lot, the second teammate representing an unsuccessful participant.
15
Racing ahead of the others to successfully claim one of the sections of land for
homesteading was only the first hurdle to jump as the land runs unfolded into one of the most
eventful periods of American history. To receive a clear title to a claim, the homesteader was
required to make improvements to the land. But making improvements was not an easy task as
the farmers began to dig into the sod covered ground at the beginning of a drought year. This
lesson will focus upon the farming practices that were used in the United States during the late
1800s along with the farming practices used by modem American farmers.
Objectives
The student will:
Lower Level (LL)
* Recognize the differences in organic farming and growing crops with the use of
fertilizers and insecticides.
* Make judgments concerning the advantages and disadvantages of each form of
farming.
Higher Level (HL)
* Interview an older American about personal emotions and activities surrounding an
important event in American history.
Materials
*
Recorder, Video Camera, or Written Form for Report
Analyzing Historical Photograph No.4
The facial expression worn by the elderly man in the photograph gives the impression
that chasing dreams is not an activity reserved for the young. It is, instead, reserved for the
young in spirit. He is packed for a race as the small sack of provisions tied to the saddle of his
horse implies. The canteen of water will sustain him until the claim is made and he has the
opportunity to establish a permanent camp. He will be able to preserver the hardship that will be
encountered because he has survived hardships before the land run. Notice the man's shoes. The
shoes do not have a right or left shoe. Each shoe can be worn on either foot. This type of shoe
was worn during the Civil War, another American drama in which the man must have played a
role. The man's clothes suggest a man that is accustomed to "getting by" on his own. The man's
shirt and trousers are made from the same fabric. Consequently, they must have been
homemade.
Suggested Student Activities
(Lower Level)
Opening the Lesson
Ask students to share personal experiences with gardening. Did they ever have a
garden plot of their own, or did they share responsibility for a garden with someone else?
16
Consider the variety of fruits and vegetables chosen for planting. Did the students have a good
or bad experience with their gardens? Have any of the students considered a career in farming?
Developing the Lesson
Advise students that some farmers use chemical insecticides and fertilizers in order to
assure a quality crop yield. Yet, other farmers are committed to organic farming which does not
use chemical insecticides or fertilizers. Ask students to speculate reasons why a farmer should or
should not use chemicals on their crops. What are the advantages and disadvantages of organic
farming?
Concluding the Lesson
Invite a guest speaker from the Farm Bureau, Dept. of Agriculture, Agriculture Dept. of
the States Land Grant College, or farmer to discuss the advantages and disadvantages of applying
chemical additives to crops.
Suggested Student Activities
(Higher Level)
Opening the Lesson
Ask students to consider the experiences of their grandparents or other older relative,
friend, or neighbor. Encourage students to recall interesting stories shared by the relative or
friend concerning the grandparent's experiences during important American events.
Developing the Lesson
Challenge students to identify an interesting period in history in which an older relative
or friend experienced (Example: World War II, Vietnam War, Cuban Missile Crisis). Instruct
students to formulate questions regarding personal emotions and activities surrounding the event.
Instruct students to record the interview with a recorder, video camera, or a written report.
Concluding the Lesson
Provide an opportunity for students to share the interview with classmates. Organize
the interview presentations by events (Example: Present all the Vietnam War interviews as one
section and Cuban Missile Crisis interviews as another section). At the conclusion of each
section of interviews, ask students to identify similarities and differences in emotions and
experiences among the individuals interviewed.
Extending the Lesson
Students could visit a retirement home to discuss with residents other aspects of our
American history. What are the similarities and differences in contemporary lifestyles, clothing,
activities, jobs/careers, and general attitudes with different periods in our history?
17
II
The Race For Life and Land
II
~~~~~
Man's quest to own land will never be a thing of the past. The real differences in the
events associated with the 1889/1893 land runs and the correlation with today is the location of
the run. Where will the next search for land take us? Are we destined to race to the bottom of
the sea or to a far off planet in the heavens? Regardless of the destination, the plans and
concerns to be considered before the journey will be similar in many ways to that of the pioneer
settlers and foreign speculators who had the obsessive desire for land in the Unassigned Lands
and Cherokee Strip of America. This lesson will focus upon the personal and psychological
needs of the pioneer launching a new beginning in a different land and the decisions that are
associated with the changes.
Objectives
The student will:
Lower Level (LL)
* Identify the forms of transportation used in the 1889/1893 American land runs.
* Speculate about future events based upon past and present needs.
* Invent a means of transportation that might be used for travel to an ocean floor
land run of the future.
Higher Level (HL)
* Identify the challenges to be faced by the people of the world if the population
growth rate continues at the current trend.
* Design bar and line graphs to illustrate population data collected from the U.S.
Census Bureau.
* Compare data to determine trends in American population growth.
* Design political cartoons to illustrate differing views concerning the same issue.
Materials
* Historical Photograph No.5 *Map Pencils or Markers * (LL) Atlas
* (HL) Material from the U.S. Census Bureau * (LL) Building Material (Example:
clay, Tinker Toys)
Analyzing Historical Photograph No.5
(All Levels)
Ask students to consider the anticipation that must have been in the air the morning of
the 1889 Land Run. Notice the different forms of transportation that had been chosen among the
participants in the race. Some people were on horseback, others were going to "run" the race by
foot, and it has been reported that a bicycle was even seen among the eager racers. But direct
students to be especially observant of the different types of wagons moving toward the starting
line. Ask students to consider why a two wheeled wagon (designed in a similar fashion as a
chariot) was beneficial over a four wheeled wagon.
18
Suggested Learning Activities
(Lower Level)
Opening the Lesson
Ask students to think about the forms of transportation used by settlers while traveling
to the 1889 and 1893 land run area. Say: "Most wagons used in the 1889 land run were small
farm and work wagons similar to a grain wagon. Although many had canvas tops, they were
smaller and lighter than the overland "Conestoga" wagons that made the longer trips to the
West."
Developing the Lesson
Ask students to predict where the next land run might take place. Consider places such
as the ocean floor or a distant planet. Students should examine a map of the ocean floor to
suggest possible locations for the land run. Challenge students to consider: "If the next land run
area is to the bottom of the ocean, what means of transportation might need to be developed in
order to reach the ocean floor? What unique features will the vehicle have to possess?"
Concluding the Lesson
Students may work individually or in a small group to design a vehicle to be used in a
future land run to the ocean floor. What special features will the vehicle have to possess to
assure the student group of a lead in the race? Model the vehicle in clay for display to other
students. Other materials may be used if available (Example: Wood, Paper, Tinker Toys).
Discuss the unique features students have designed into their vehicle.
Extending the Lesson
What are the personal qualities of the people that would take part in such an adventurous
race? Ask students to play the role of one of the participants that will participate in the ocean
land run. Say: "Write an autobiography to reveal the life experiences in which you have taken
part. Why do you want to be in the ocean floor land run? What makes you believe you will be
first to the area?"
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Use data collected from the U.S. Census Bureau to determine the population changes
over a period of 50 years for a number of states in different regions ofthe U.S. Ask students to
design bar and line graphs to illustrate the changes for each state. Compare the data between
states for clues to trends in population movement of the U.S.
Developing the Lesson
Ask students to speculate future events if the population growth continues to escalate at
the previous trend. If the availability ofland becomes limited for people who want to own land,
where might Americans want to seek new land opportunities? Say: "Consider a future land run
to the bottom of the ocean floor. What person or groups of people would be most likely to favor
the land run? Who do you think would lead the opposition?"
Students should work in a team of two or individually. Search newspapers for examples
of political cartoons. Discuss the unwritten message that each cartoon suggests. Ask students to
19
formulate possible reasons why cartoons are a powerful political tool.
Concluding the Lesson
Assign students the responsibility for creating two original political cartoons. One
drawing should support the ocean floor land run while the second drawing should condemn the
idea. Encourage students to use each cartoon to persuade the country in favor of each position.
Each group should have the opportunity to share the completed drawings with the class.
Extending the Lesson
Songs throughout history have reflected the attitudes and mood of the times. Ask
students to compose a song to reveal the possible mood of the country before the ocean floor
land run.
Resources
Write to:
Census Bureau
Commerce Dept.
Washington, D.C. 20233
Refer to:
World Almanac
1995 Edition
Section Entitled: Table of U.S. Population 1790-1990
20
~ i i i iT~rai i i i i i i ni i i iT i i i ri i i ia i i i Ci i i ik i i i Si i i iT i i i Oi i i iL~ai i i in i i i di i i iT i i i ri i i ia i i i Ci i i its~ 1
IL:;;;;;;l
Railroad executives encouraged the opening of the Unassigned Lands in 1889, as well
as, the Cherokee Strip in 1893. Growing towns along the railroads meant prosperity for the
railroad companies. The Santa Fe Railroad already had track through the Unassigned Lands.
Consequently, to an anxious settler a ticket on the train meant quick entry into the territory.
Five trains steamed into the Unassigned Lands from the northern border. At 1:30 P.M., the first
of the trains arrived in Guthrie. The trains were so loaded with determined homesteaders, the
train could only travel at approximately 20 to 25 miles per hour and it had to stop frequently.
The Lower Level lesson will focus on the role of the railroads in the opening ofthe Unassigned
Lands. Continue with Higher Level activities to extend the focus to modem day train travel.
Objectives
The student will:
Lower Level (LL)
* Recognize the role of the Santa Fe Railroad in the settlement and growth of the
Unassigned Lands.
* Illustrate the growth of towns along the Santa Fe Railroad track immediately after
the Unassigned Lands were opened for settlement and within the following ten years.
* Evaluate the significance of modem transportation to the growth of communities.
Higher Level (HL)
* Investigate modem train routes for its' vacation value to American families.
* Produce a book that reveals one interesting train route in the world.
* Identify points of interest for cities along the selected train route.
Materials
* (LL) Posterboard
* (LL) Map Pencils or Markers
Analyzing Historical Photograph No.6
(All Levels)
Ask students to notice the crowded train car. Say: "One reason settlers wanted to book
passage on a train was because of the speed in which the train could enter the Unassigned Lands.
The story has been told that one zealous settler confided to another passenger that he intended to
jump from the moving train in order to make a land claim. The stunt was indeed dangerous and
the settler instructed his fellow passenger to watch as he jumped from the train. If he made the
jump unharmed, the train passenger was to throw his bags off of the train. If, however, the train
jumping settler did not get up from the the leap, the fellow passenger was to keep the baggage
and be welcome to the contents."
21
Suggested Learning Activities
(Lower Level)
Opening the Lesson
Discuss the role of the Santa Fe Railroad in the opening of the Unassigned Lands. Say:
"Because the railroad already had train track through the Unassigned Lands, new homesteaders
and business owners could get needed supplies more quickly than would otherwise be possible.
As a result, thriving towns grew along the train tracks."
Developing the Lesson
Divide students into groups. Assign students the task of drawing on a posterboard a
map of the United States. Use library resources to determine the route in which the Santa Fe
Railroad had track through the Unassigned Lands. Mark the towns that developed immediately
after the land run and color the locations red. Mark the towns that had grown along the track by
1900 and indicate with a different color.
Concluding the Lesson
Discuss how homesteading and the growth of towns in the Unassigned Lands may have
been affected if the railroads had not already been established in the area. Ask students to think
of modem day forms of transportation. In what way is life enhanced because of transport trucks,
airplanes, as well as, the continued role of the railroads in transporting goods?
Extending the Lesson
Students could select and read a library book on trains and report interesting facts and
stories to their classmates. Individual projects on trains could be prepared for presentation to the
class or to display.
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Ask students to consider the changes that have been made to locomotives and train cars.
Survey the class for students that have experienced travel by train while on a vacation.
Encourage the students to share their train experiences with classmates. Why would a modem
American family choose to include train travel in their vacation?
Developing the Lesson
Modem train travel includes a number of routes throughout the world that have
exceptional vacation value (Example: Orient Express, European train excursions, etc.). Ask
students to gather information about train vacations in a particular area of their interest. Instruct
students to collect information and organize into a train vacation book. The book should
include a map of the train route, cost, and booking information. In addition, interesting cities
along the route should be identified with highlights on the important activities to see and do
while visiting the location.
Concluding the Lesson
Working in a group, ask students to research and report to the class technological
advances made in the modem train within the United States and overseas. Identify new types of
trains and innovations that have been made that have improved train travel.
22
Land, Lottery, and the Line
II
II
Once the coveted claims had been staked after the land run of April 22, 1889, and a
defense against claim jumpers had been established, it was necessary to file the claim at the land
office in Guthrie or Kingfisher. The land office had a line that stretched into a three day wait.
Industrious women earned extra money by working their way up the line, then selling their place
in line. The focus of this lesson is on filing claims with the land office, the adventures that
homesteaders had in their race to file a claim, and the methods in which the land was surveyed.
Objectives
The student will:
Lower Level (LL)
* Express the differing views of the homesteader and the claim jumper in the form
of poems.
* Dramatize the differing views in the poetry through a presentation to the class.
Higher Level (HL)
* Create drawings of survey instruments of the 1800s and survey instruments of today.
* Explain how survey instruments are utilized.
* Compare the survey instruments used in the 1800s to the survey instruments used
today.
Materials
*
* (HL) Map Pencils or Markers
(HL) Poster Board
Analyzing Historical Photograph No.7
Notice the cheerful expressions on the faces of the men in line. This photograph might
reveal the line that leads to the land office. The lines were so long it took days to get to the front
door ofthe land office. Experience taught a better way to file a claim. Numbers were issued to
people wishing to file a claim. Each day an announcement was made regarding the numbers that
would be accepted for filing claims. Consequently, it was not necessary to stand in line for
more than one day.
Suggested Learning Activities
(Lower Level)
Opening the Lesson
Inform students that locating an area of land available for claiming was only the first
problem for the homesteader. Once the land was claimed it had to be protected from claim
jumpers. The claim jumper was as passionate about taking another person's land as the
homesteader was determined to keep it.
Developing the Lesson
Ask students to take the role of the homesteader and then take the role of the claim
23
jumper. Working in a group of two, ask students to write and illustrate two poems. One should
express the view of the homesteader and the other poem should express the view of the claim
Jumper.
Concluding the Lesson
Provide the opportunity for students to present their poems to the class. The student
representing the homesteader should read the appropriate poem, while the student representing
the claim jumper should read the poem expressing his/her views.
Extending the Lesson
Students could compose music for their poems. Each student group could sing their
song to the class, as well as, teach the song to their classmates.
Organize groups to research and present a dramatization of the conversations that may
have taken place while homesteaders stood in line for the many days it took to file their claims.
Many interesting stories have been told concerning the trials and tribulations that occurred to
anxious participants in the land runs. Student research will reveal many of the stories in which
the students can retell during their presentations.
Ask students to consider the range of emotions that must have been evident in the land
office lines. Consider the optimistic as well as pessimistic views that may have occurred.
Suggested Learning Activities
(Higher Level)
Opening the Lesson
The branch of mathematics known as surveying has a history that will be of interest to
students. Ask students to work in a group to research the variety of instruments used to conduct
modem surveys. Instruct students to create a drawing of each instrument. Include with each
drawing a description of how the instrument is utilized in surveying.
Developing the Lesson
Ask students to develop a second display of survey equipment used during the 1800s.
Create a drawing of each instrument. Include with each drawing a description of how the
instrument was utilized in surveying. Instruct students to make comparisons between the survey
instruments used in the 1800s and the instruments utilized today.
Concluding the Lesson
Ask students to work in groups to research the manner in which land was surveyed and
marked in the Unassigned Lands for the 1889 Land Run and the Cherokee Strip for the 1893
Land Run. Ask: "How was the land marked? What had to be presented to the land office as
proof the land was properly claimed by the homesteader? How much did it cost to file a claim?"
(Refer to Page 31, Higher Level Activities, Opening the Lesson)
Extending the Lesson
Invite a guest speaker to the classroom to discuss modem methods of surveying.
24
Tent Cities
II
II
The settlers quickly occupied the Oklahoma Territory when the starting gun was fired at
noon on April 22, 1889. However, it was soon realized that President Benjamin Harrison's
Proclamation did not provide for towns or for the division of lots within the town for businesses,
streets, or public buildings. The decision had been made in advance ofthe run by real-estate
companies that towns would be close to the railroad. Otherwise, chaos and confusion prevailed.
This lesson demonstrates the need for city planning and engages the student in the decision
making process of city development.
Objectives
The student will:
Lower Level (LL)
* Identify services provided by city government.
* Design a new city plan for the student's community.
Higher Level (HL)
* Describe the manner in which the cities were hastily erected on the land run
day of April 22, 1889.
* Identify the problems that resulted as a consequence of not having a city
planning committee before the land run.
* Propose a design and development plan for the new cities of the Oklahoma
Territory.
Materials
*
*
Historical Photograph No.8
* (LL) Map Pencils or Markers
(HL) Student text Haste Makes Waste (Student Text D)
Analyzing Historical Photograph No.8
Tent cities developed immediately on the day of the 1889 Land Run. It was as if an
invasion had occurred. The only building constructed of wood was the land office. Direct the
students' attention to the one building in the photograph. The United States flag flies above it. It
was in front of the land office building the long lines formed for filing land claims. Every person
interested in the land run was not interested in a 160-acre tract of land. Many desired a lot claim
within the city limits. Consequently, entrepreneurs arrived prepared to establish their business.
Ask students to identify some of the businesses that began in a tent.
Suggested Learning Activities
(Lower Level)
Opening the Lesson
Ask students to think about the public services that are provided by the city government,
i.e., water, gas, electric, streets. Speculate what daily life would be like without these services.
Say: "What kind of problems would we face if all of our homes had been built before city plans
25
had been made for public services?"
Developing the Lesson
Entice students to take the place of a city planner. Instruct students to draw an outline map
oftheir city. Include the physical features inside and around the city limits. Students should
choose one of the city services. Draw a picture within the outline map of the recommendations
to be made in planning the new service.
Concluding the Lesson
Ask students to think about how to work with citizens that must be removed from their
homes because they live in an area to be vacated for the new service. Write a letter to the
homeowners explaining the need for them to relocate.
Extending the Lesson
Prepare a role-playing drama. One student should take the part of a homesteader that
must move out of their home to make room for city services or a public building. One student
should take the part of a city planner. Convince the homesteader that s/he must move from
his/her home to a different location or give part of the homestead back to the city.
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Ask students to analyze Historical Photograph No.8. What story does the picture
reveal? The students should identify that businesses were setup in tents. They will recognize the
"out house" or "water closet" and that each tent was erected next to another tent. Allowances had
not been provided for streets or public and community buildings.
Developing the Lesson
Instruct students to read Haste Makes Waste (Student Text D). Ask students to
speculate the possible problems that could have resulted from establishing a city without a
design plan. What future problems could result for the new frontier cities if the problem had not
been immediately addressed?
Concluding the Lesson
Organize students into small groups. Challenge each group to design a city plan for the
new cities of Oklahoma Territory. What would be the priorities in the first days after the land
run? What would the long range plans include? Ask each group to share their plan with the
class.
Conduct a panel discussion with students playing the role of city planners, government
officials and settlers. Ask the panel: "What ifthe settlers already claiming sections of land in
the town site did not want to release any part of their claim? The city planners and government
officials should convince the settler to give back part of the claim."
A city planner can be invited to class as a guest speaker. What considerations would
s/he recommend as appropriate for a modem day land run?
Extending the Lesson
Students can research the history of their community. What were the early days of the
city/town like? How did the city/town develop? A timeline of interesting events occurring in the
city/town can be illustrated. Design a bulletin board entitled Our (City/Town) Past and Present.
26
Display the timeline along with information learned from the student's research.
A picture can be worth a thousand words. Design a postcard from the settlers new home
in Oklahoma Territory. Write a short note to the family "back home" to let them know you have
safely arrived at your new home.
27
Haste Makes Waste
One of the most colorful chapters in American history closed one of the last frontiers
and forever changed the cultural landscape. What we know today as the State of Oklahoma
became a U.S. territory in 1803 as part of the Louisiana Purchase. When the State of Louisiana
was created in 1812, Oklahoma became part of the Missouri Territory. Gradually the Missouri
Territory was divided into additional states, e.g. Arkansas. In 1825, Congress needed a place to
relocate Indians from various locations in the United States. Consequently in 1825, Indian
Territory was created.
Not many years passed before the settlers had their eyes on the Indian Territory. Years
of agitation and exaggerated reports by the people taking part in the Boomer Movement caused
the settlers to be relentless in their pursuit of the Unassigned Lands. The drive to open land for
homesteading was led initially by David Lewis Payne until his sudden death on November 27,
1884. At that time, Captain William L. Couch led the movement. On March 23, 1889, a short
period of time after President Benjamin Harrison was inaugurated, he issued a proclamation that
opened for settlement to anxious frontier settlers, the Unassigned Lands in the Oklahoma Indian
Territory. In one short month, approximately 50,000 people from across the United States and
foreign lands amassed at the starting lines on the border of the Oklahoma Territory in order to
take part in the frantic race for land on April 22, 1889.
The Proclamation declared two areas of land to be placed in the public domain: (1) land
belonging to the Muskogee Nation ofIndians in the Indian Territory and (2) land promised to
the Seminole Nation Indians. The exceptions were sections 16 and 36 of each township. These
two sections were reserved for the use and benefit of the public schools. The remaining land
would be opened to homesteaders. Each homesteader was restricted to claiming no more than
one quarter (1/4) section of land. The biggest stipulation was no person could enter the newly
opened area or claim any of the land until the President proclaimed the land open for settlement.
Some individuals were allowed to enter Oklahoma Territory to setup town sites with
permission from the Secretary of the Interior. The town site was not to be more than one-half
(1/2) section of land. Unfortunately, in all the haste, decisions were not made regarding the
manner in which the newly formed towns would be designed. Allowances had not been made
for public buildings or streets. As a result, each tent was quickly erected next to other tents
within the town site. Once the problem was recognized committees were organized in order to
create order amid the chaos.
(Student Text D)
28
Counting the Cost of Free Land
II
II
It would be a mistake to consider the land claimed in the Unassigned Lands to be free. For
some individuals and families it represented one of the most expensive adventures ever
attempted. Families with little more than a dream packed all of their worldly possessions into a
wagon and headed toward the land that had been forced from the Creek and Seminole Indians known as the Oklahoma Lands. The focus of this lesson is on the monetary and emotional
demands made of the anxious homesteaders as they forged a new life in the Oklahoma Territory.
Objectives
The student will:
Lower Level (LL)
* Define the term vegetation.
* Describe the vegetation found in the Great Plains and in their home state.
* Identify ways in which the vegetation of an environment contributes to the economic
activities of an area.
* Replicate a model of a sod house.
Higher Level (HL)
* Propose the possible reasons for regulations that were made for settlers desiring to
homestead a claim in the Unassigned Lands.
* Formulate improvements a homesteading family might have considered when seeking
to qualify for a clear title to the land.
* Compose a list of regulations that could be required for a modem-day land run or a
land run in the future.
Materials
*
Historical Photograph No.9
* (LL) Mud and Grass
Analyzing Historical Photograph No.9
(All Levels)
Ask students to analyze Historical Photograph No.9. The homesteading family are
attempting to not only build a new life, but make the improvements required for receiving a clear
title to the land. Direct the student's attention to the building material used for making the family
home. Notice the scarcity oftrees in the photograph. Consequently, a more readily available
source of building material had to be utilized. The prairie topsoil of the Great Plains consisted
of a dense root system of grass called sod. The densely packed sod made an excellent building
material for the prairie settlers because it held together when packed into blocks for building.
The house did not have many windows. The walls were constructed with two layers of sod
bricks that created a wall approximately two feet thick. As a result, the sod homes maintained a
cool temperature in the warm months and a warm temperature during cool weather. The Indians
had utilized this type of building material for centuries.
Ask students to notice the wagons. There were many types of wagons used in the
Oklahoma Territory. Challenge students to imagine the major uses of the wagons in the
29
photograph and to give reasons for their suggestions. Household chairs are in the front
yard. The family may be enjoying the visit from a homesteading neighbor. What about the
children? They appear to be "dressed up." Perhaps it is a Sunday. Could the family be returning
from church?
Suggested Learning Activities
(Lower Level)
Opening the Lesson
Ask students to analyze Historical Photograph #9 to determine ways the homesteading
family interacted with the environment as they attempted to settle into their new home. What
materials were used in order to build the house? What type of vegetation would the students
expect to find on the American Great Plains? Discuss how the environment may have
contributed to the livelihood of the family. What livelihood does the photograph suggest may
have supported the family?
Developing the Lesson
Ask students to make a list of the types ofjobs the physical environment produces in
their state. In what way is the physical environment in the student's state and the American Great
Plains similar? In what way are the environments different?
Concluding the Lesson
Direct students to Historical Photograph No.9. Discuss the sod house in the Historical
Photograph. What is sod? How is sod produced? Organize students into small groups to
research and produce a replica of a sod house.
Extending the Lesson
Using the information discussed concerning the physical environment of the student's
state, ask students to suggest the type of building materials that may have been used to construct
early homes in their state.
Suggested Learning Activities
(Higher Level)
Opening the Lesson
Say: "The Homestead Act of 1862 established rules and regulations for staking a claim
in the Unassigned Lands. Before the run took place, the land had been surveyed and a wooden
post marked with slashes and red chalk had been placed 2 feet into the ground for each 160 acre
lots. On the day of the race, the homesteader had to locate the wooden post on the lot s/he
desired to claim and take it to the land office as proof. A $14 filing fee was paid for processing
the claim. The male homesteaders had to be over 18 years of age and the female homesteaders
were required to be over 21 years of age. The age rule for women also included widows. Why
do you think the age requirement for men and women was different?"
Developing the Lesson
Say: "The homesteader could not own more than 160 acres of land in another location.
But the regulation that proved to be the hardest for many settlers was the one that required the
homesteader to stay on the land five years and to make improvements on it in order to get a clear
title. Union veterans that fought in the Civil War were allowed to deduct time spent in the war
30
from the five year requirement. Also, the homesteader could get a clear title to the land
early by paying $1.25 an acre at the end ofthe first year." Direct students to analyze Historical
Photograph No.9 for evidence of improvements that had already been accomplished. Ask
students to suggest additional improvements the family would want to consider.
Concludint: the Lesson
Ask students to consider a modem day or future land run. Work in groups to construct
two lists of regulations. The first list should be the requirements students believe would be
appropriate for a modem day land run. The second list should challenge students to propose the
regulations that might be appropriate for a land run 100 years from today.
31
Home Is Where the Heart Is
II
II
Each person that participated in the 1889 and 1893 land runs carried into the race a dream
and the desire for a better life. On the one hand, the historical facts associated with each land run
provides instruction into an important event in the development of the United States. But the
stories that unfolded in the individual lives behind each photographed face teaches another
important perspective. The purpose of this lesson is to see history through the personal
experiences of a young girl as she reveals her experiences in a personal diary.
Objectives
The student will:
Lower Level (LL)
* Analyze an authentic diary written in the late 1880s for clues into the daily life of a
family.
* Create a mental image of a settler's home at the time ofthe Land Runs.
* Compare similarities and differences in homes and family life in the late 1880s to
homes and family life of today.
Higher Level (HL)
* Understand the emotion of different people during the time of the Land Runs.
* Demonstrate through role play the possible range of emotions that was experienced
by settlers during the time of the Land Runs.
Materials
* Historical Photograph No. 10 * (LL) Construction Paper * (LL) Colored Markers
* Excerpts from the diary of Ethel McWhorter Grimma Johnson (Student Text E)
Analyzing Historical Photograph No. 10
Modem society provide the individual and family many opportunities to desire more
than they already own. This photograph proposes the idea that to leave all possessions behind
and begin again is the greatest opportunity. Ask students to consider what it would be like to
leave all they own behind and go to an unknown place to begin a new life. How would it feel?
In what ways would the new situation be exciting and in what ways would it be frightening?
Direct student attention to the individuals in the photograph. What emotions might be felt by
each person as each makes the adjustment to the new situation?
Suggested Student Activities
(Lower Level)
Opening the Lesson
Read the student text Pa's Hopes and Dreams (Student Text E). Ask students to analyze
32
the diary entry for clues to the daily life of a family living in the late 1880s. Describe the
family home. What kind of toys did the children have for play?
Developing the Lesson
Provide each student with construction paper for drawing. Based upon the description of
the home given by the little girl's diary entry, ask students to imagine how the house appeared.
Instruct students to draw the mental image each has of the home scene.
Concluding the Lesson
After each student has completed the drawing of their mental image of the home,
compare the student drawings. In what ways were the drawings similar? In what ways were the
drawings different? Ask students to explain their drawings based upon the diary entry.
Extending the Lesson
Ask students to design a chart. In one column, list what is in the 1880s home that can
be found in homes of today. In a second column, list the items in the 1880s home that can no
longer be found in a modern home. Suggest reasons why the 1880s item can or cannot be found
today. Ask what items have evolved today from tools used during the 1880s (Example:
Washboard to a Washing Machine).
Suggested Student Activities
(Higher Level)
Opening the Lesson
Say: "Think about a family discussion that may have occurred in your family. This
diary entry allows us to listen on a family discussion that took place in the late 1800s. Imagine
how each member of the family may have felt. We will be able to hear what each member of the
family is saying. Try to get into the head of each family member to learn what s/he may have
also been thinking and feeling. Silently read the diary entry Pa's Hopes and Dreams. "
Developing the Lesson
Select one group of students to play the role of each character in the diary entry
(Example: Girl writing the diary (Ethel), her sisters, Pa (Wallie), and Ma (Allie). Present the
scene exactly as it is written in the diary.
Select another group of students to present the scene again. The second scene should
include what the students believe the characters are thinking in addition to what each character is
saying. Add grandpa to the scene. Include what he may also have said during the conversation.
Concluding the Lesson
Select a group of students to take part in a classroom discussion dramatizing the role of
each character in the family scene. Instruct the class to ask questions of each family member
concerning how the person felt about the issues discussed. Why did each character think or feel
as s/he said?
Extending the Lesson
Each student could create a mural of how their family might have appeared in the
1880s. Examine the Historical Photograph for clues to styles of dress and personal grooming
during the period.
33
Pa's Hopes and Dreams
It was my favorite time of day. Supper was over and the kerosene lamp had been lit in the
big room that served as our living room as well as bedroom. My sisters and I were playing on
the floor in the glow of the lamp, comfortable and happy in the warmth of the big, cast iron
heating stove. Pa was out finishing the evening chores, while Ma was busy in the kitchen. We
were playing with our rag dolls waiting for Pa to come in, because he often played games with
us. Sometimes he made shadow pictures on the wall with his fingers. Sometimes he played
"Simon Says" or Wire, Briar Limberlock."
Suddenly, Pa got up, knocked the ashes out of his pipe, laid it on the stand by the lamp,
tousled his hair, walked back and forth in the room a few times and sat down again.
"Allie," he said, "I have to talk something over with you. When I was in Milan this
morning, I heard some men talking about going to EI Reno to the land office to see if it is
possible to get one of those l60-acre farms that were homesteaded in the recent run. Some of
those men decided not to stay the six months it takes to prove up on them, and I hear they can be
bought for a reasonable price."
I raised up in bed, eyes wide. "What's a race for a homestead, Pa," I asked.
"Ethel, aren't you asleep, yet? When the Indians were given allotments --land for farms,
that is -- the government found that there was more than the Indians needed, so decided to let the
white men have some. In order for everyone to have an equal chance, it was decided that on a
certain day, people should line up at the Kansas border, and at a given signal, they could go into
this land and stake out a claim that would be theirs."
"Some of the men I was talking to were getting on the train this morning to go out there to
see what they can find out. I sure wish I could go, too. It would be great to have 160 acres
instead of this old, worn out, forty we can't make a living on." Ma laid her knitting down in her
lap and looked at Pa in amazement, fear seeming to cloud her eyes. "Wallie," she exclaimed, "I
had no idea you even thought about going out to that wild country to make a home! "
Ma took up her knitting, again, knitted a round or two, then said, "What about the
Indians? Is it safe to take our little girls to live so close to their reservation? I don't think my Pa
will give his consent to taking his four granddaughters into Indian country."
(Student Text E)
34
Reading Historical Photograph Postcards
It has often been said, "A photograph is worth a thousand words." This series of
Historical Photographs may also prove that a photograph properly analyzed and reflected upon
can speak volumes. The images represented in Land Runs Past and Future evoke emotion from
the observer. It creates the feeling of being in a time and place long past. The focus of this
lesson is to teach students to be a participant in the photograph, to observe the surroundings, and
to make judgments that reflect the time and place in our American History.
Objectives
The student will:
All Levels
* Analyze and discuss each historical photograph postcard
* Read and react in writing to the individual postcards
Material
*
30 Historical Photograph Postcards
Suggested Learning Activities
(All Levels)
Opening the Lesson
Ask students to work individually to analyze each photograph postcard. Provide one
Photograph Postcard from the series Land Runs Past and Future to each student. Ask students to
analyze the photograph postcard for fifteen seconds. At the conclusion oftime, ask students to
lay the postcard face down. Each student should make a list of everything that can be recalled
from the postcard scene.
Developing the Lesson
Ask students to view the Photograph Postcard for a second time. Reflect upon the list
that was originally created. Students should consider what caused them to focus upon certain
aspects of the scene when given a brief period of time to view the contents of the photograph.
Concluding the Lesson
Challenge the students to take additional time to analyze the photograph. Ask students
to create a second list reflecting everything they identified when given the opportunity to study
the Photograph Postcard for a longer period oftime. Say: "When you had only fifteen seconds to
look at the Photograph Postcard, you recalled the obvious aspects of the scene. As you analyze
the photograph more closely, identify the details within the scene. Create a second list that
reveals all the details of the photograph. Take the role of an investigative reporter. Attempt to
answer the questions concerning the "who, what, when, where and why for the photograph."
Extending the Lesson
Students could select one of the characters within the photograph. If no one is in the
photograph, advise the student to become part of the scene. Ask each student to express in
writing what the character may have felt. Many times the real story hides within what is not seen
or told. Challenge students to ask the question, "What is missing?"
35
II
Suggested Reading List
II
Baldwin, KatWyn (1981). The 8gers Oklahoma Land Rush of 1889. Oklahoma City:
Western Heritage Books, Inc.
Gibson, Arrell M. (1978). The Oklahoma Story. Norman, Oklahoma: University of
Oklahoma Press.
Hoig, Stan (1984). The Oklahoma Land Rush of 1889. Oklahoma City: Oklahoma
Historical Society.
Rister, Carl Coke (1942). Land Hunger: David L. Payne and the Oklahoma Boomers.
Norman, Oklahoma: University of Oklahoma Press.
36
»
"'C
"'C
m
z
c
-><
.
~
APPENDIX "8"
103°
102°
101 °
100°
No Man's Land
:
Gherokee Outlet
a~ded to.lerritory by Organic Act MaY 2, "1890V ~I-"'"
····1"opened b~and run September 16, 1893
.~,0~~AA
1
.
103°
102°
:~ -2 , r
96°
95°
6:
-
5
5
0'1t
'S>/t-
I -
-
-:
/i;
:
Osag e.
Reservation
1
8
1
--I
~-1
__________________ ~'S>
101 °
9]0
98°
99°
3]0
.:;
'$.-~ -
Cherokee Nation
3
-I
~-------------1
\
1. Opened by run September 22, 1891
(868,414 acres)
'\
36°
36°
2. Tonkawa lands by allotment, 1891
3. Pawnee lands by allotment, 1892
I
Wichita
and Caddo
t.. by lottery
I
I
4. Kickapoo lands by run May 23, 1895
5. Ponca and Otoe - Missouri lands by
allotment, 1904
6. Kaw lands by allotment, 1906
7. Big Pasture opened by sealed bid,
December 1906 (Kiowa, Comanche,
Apache, Wichita and Caddo lands)
8. Quapaw, Peoria, Modoc, Ottawa,
Wyandotte, Shawnee and Seneca lands
35°
j""".
Greer ,- -7- - - - - -\,. .. 1901
County \ ,/,_ Comanche, 1-_,
L ~
Kiowa '~7
_and Apache
35°
y
Choctaw Nation
opened by lottery
July - August 1901
100°
7
.,
34°
o
I
50 miles
I
C 1995 Innovative Educational Products, L.L.C.
APPENDIX "C"
103°
102°
I
I-
L
101 °
100°
+-
L
98°
L
J...
:
added to territory by Organic Act May 2, 1890
Cherokee Outlet
~I-""
opened by land run September 16,1893
C'
1
102°
~ -5-
'
"'t,..~
101 °
5
1- - I
1tt,qAAOtlt
'9.
1
95°
96°
--J~\_;;-----I---;-----I.--':7J~T6'
I
',2, Osage
8'~
__ ..,
II
"rI 2 r Reservation I
.::?_
I
No Man's Land
103°
9]0
99°
37°
:
3
1
I
: Cherokee Nation
1
1
-I
.,
- - - - - - - - - - -.- - - - - - - ~- - - - - - - - - - - - -i i '
36°
"Unassigned
I ... ~I
~
Lands ,,,,...J ' -1 -~ :
Ghey'enne and
Arapaho
0.;.
opened by run
April 19, 1892
1
1
- ... ,
1
Wichita
and Caddo
by lottery
~
i', <:>4
, '\ IV r.
1
1
...... ,
I
...
.. ~ - - - - - - - -
1 Opened by run 1
April ~2, 1889 1_
1 (2 million acres) 1
1
'T/V
~f»
... ,
1
I
,
1
I""......,
7
100°
.,
,
1"
'1_
,
l'
190,
"""'-"-~I
Oklahoma
..
March 16, 1896 .: opened by lottery
,
July .. August 1901
4
1
Greer I 7
1 L
Comanche
1-_
I
County ,1/:"
.
',:;:-'
':r Kiowa -'7:
attached to
(and Apache ,- -,
35°
1
~"
- ... - -
1
'.. I
I
I
1
1
-g 1 1I
.... ctl
1
Creek Nation
I
0
1 ctl
1 CJ)
I
I."I
,r"",_"
I
_
.... 1 ~ C '
1
I
...
0 0 ,
c._
'E (il'
'"
,,,
, ...
, / '''--, ~
., - '
~
......
,.
'QlZI
(
~L
1 (,--~ ,,(/)
- ..... -011"'
35°
,)
7,
Choctaw Nation
-"
-,
:
36°
I
1
'-J.
I
"I
I L.L
~
Chickasaw Nation
I
I
I
,
34°
34°99°
o
I
50 miles
I
~ 1995 Innovative Educational Products, L.L.C.