1. Contextual Factors (3 pages)
A.
There are eighteen students in the classroom. Out of these eighteen students, ten
are boys and eight are girls. The students’ ethnic and cultural make-up is diverse. There
are Caucasians, African-Americans, Native Americans and Hispanics. Eight students are
on the free or reduced lunch program. Ten of the students are at grade level, five are
below and three are above. Two of the students go to speech lab, one goes to math lab
and one goes to reading lab.
The classroom environment is inviting. The outside of the door is decorated with
my name at the top and the students’ names underneath. As you walk in, the desks are
arranged in a horse shoe shape. Each desk has the student’s name on it. My desk is in
the corner across from the door. The podium is located at the top of the horse shoe, and
behind that podium is a smart board that is also used as a dry erase board. There is
another dry erase board across the room, behind the horse shoe, on the opposite wall.
The classroom library is in the corner that is diagonal to the door. On the wall that is
located between the library and my desk, there are 2 large corkboards. These are used to
display the student’s work throughout the year. The bulletin board’s theme changes
depending on subjects, seasons, etc. The bulletin board also has posted in it the class
rules that we came up with together, the lunch menu and the schedule. I have a computer
at my desk that controls the smart board and the students have a computer in the class
library. The projector hangs from the ceiling and is connected to my computer
alleviating the need for transparencies. The school is located in Yukon, OK which has a
total area of 25.8 square miles. The population is around 21,000 and the average
household income is around $45,000.
One of the students is hearing impaired and wears hearing aids. This student also
attends speech lab times a week. To further help the student with his impairment, the
teacher wears a microphone that is connected wirelessly to a sound system. This system
has four speakers, one in each corner. Another student goes to speech three times a week
because English is their second language. This student is learning to speak English but
Spanish is their first language.
Generally speaking, the developmental characteristics of fourth grade students are
as follows:
(1) Physical
(a) Is active
(b) Has gradual increase in speed
(c) Has growth spurts
(d) Has better control of body
(e) If a girl, is taller and heavier than a boy
(2) Social
(a) Interacts energetically with others has increased ability to work in groups
(b) Has stable sense of identity
(c) Compares self to others
(d) Has sense of fairness
(e) Begins to understand right from wrong
Intellectual
(f) Listens well, wants to discuss
(g) Classifies by two properties
(h) Enjoys jokes, riddles, puns, language play
(i) Has increasing short-term memory
(j) Bases reasoning on direct observation
B.
Contextual Factor
Instructional Implication
Gender: 10 boys, 8 girls
Make sure that students interact with the same
gender and the opposite gender. Ensure that
the lesson is interesting to both genders. Mix
genders when doing group activities.
Culture: 14 Caucasian, 1 African-American,
Make sure that an interpreter is available, if
1 Native American and 2 Hispanic
needed, for any parent-teacher conferences that
may come up with the ELL student.
Achievement: 3 above grade level, 5 below
Have extra time and guided participation
grade level, and 15 at grade level
available for the five students below grade
level. Have the three students that are above
grade level coordinate with their gifted teacher
on additional activities or projects that need to
be done. The fifteen students at grade level
should be challenged with their work so that
their achievement level increases as they get
older.
Language Differences: One student speaks
Have translation available for letter to be sent
Spanish as their native language
home with the student. Have books in the
classroom library that are written in their
native language. Have posters around the
room that are bilingual. Coordinate with ELL
instructor and monitor the student’s
performance and progress. I should try to learn
as much of their language as possible to help
make the student feel comfortable.
Hearing Impairment: One student has a
Ensure that the student understands everything
hearing impairment
that is taught during the lesson. Their desk
should be located so that he can see the other
students speaking.
2. Unit Title, Rationale, and Background Information (5-6 pages)
The Rush to Oklahoma
The Land Run of 1889
Dr. Vincent
Social Studies in Elementary School
Rationale Statement:
It is vital for students to learn about the Oklahoma Land Run of 1889. This topic will help
students gain knowledge about how the people in Oklahoma lived in that time period and how
they came to be where they are today. Through the study of these early Oklahomans, they will
learn how their hard work, perseverance and determination is what got them through the tough
times. This is an important lesson for any effective citizen to learn. Citizens hold
responsibilities for each other, their state and country. Through these lessons, students will learn
about certain people that exemplified these traits and understand what their own responsibilities
as a citizen are. Students will be actively involved in learning about Oklahoma’s heritage and
social roots. The students will distinguish different roles of governmental agencies that were
crucial in the processes of opening land for settlement and becoming a state. Students will also
gain the skills necessary for reading and creating maps.
Subject Knowledge:
The Land Run of 1889 was the first land run of five runs that opened the Oklahoma
territory for settlement. The Oklahoma Territorial Land Run of 1889 opened up part of what is
today’s Canadian, Cleveland, Kingfisher, Logan, Oklahoma and Payne counties. This land was
open to any American citizen that had never bared arms against the United States. This included
all citizens’ male, female, white, or black who wanted to stake their claim on the free land. This
Land Run was particularly important to the United States because the Indians wanted to keep the
land for their sole use. Government had already moved them from their original lands, and now
was going to take away the land sanctioned them too. (Wikipedia)
March 23, 1889 the president, Benjamin Harrison, revised The Indian Appropriations Bill
of 1889 and declared open the 2 million acres in the Oklahoma Indian Territory for the run. The
2 million acres were divided into 160 acres plots due to the Homestead Act of 1862 signed by
President, Abraham Lincoln. The provisions of the Homestead Act were that the settlers had to
file an application, live on and improve the land for five years and file for the free deed of title.
The Homestead Act was intended to give land to farmers for the purpose of agriculture. The Act
was great on paper but the government had not predicted that it would be abused. Therefore,
government had no efficient way to assess the allegations for the claims received at the Deed
Offices. The Deed Offices solely relied on signed witness statements that collaborated with the
claimants’ story, that they had met the Homestead Acts’ requirements. This resulted in many
false Deed grants since some witness statements were bought or bartered for. (Wikipedia)
People from all over the United States and even other countries came to pick their spot in
the Oklahoma Territory that they believed might make them prosperous and ultimately give them
and their families a better life. It was a multiplicity of people from all different degrees of
wealth and stature that came to Oklahoma Territory for this marathon of men. Some people had
in mind the life of a farmer and others had their eye on the soon to be town sites in the Oklahoma
Territory. No matter their background, this smorgasbord of people had a common thought, that
to leave their old lives and possessions behind and begin again was the greatest opportunity they
had ever seen and they were going to take full advantage of it. (Beckham.)
The date was set for the Land Run. People were officially allowed to start the run at
twelve noon on April 22, 1889. People gathered at all borders of the territory in waiting for that
time to make their dash. The “eighty-inner’s” is a term that came from the Land Run of 1889.
Eighty- niner refers to some of the people who participated in the Land Run. The term is
connected to people that held the authority to be inside the Unassigned Lands prior to that date.
United States Government workers received special privileges and were allowed to enter the
territory early. The 89ers were given the choice of the prime spots legally. (Wikipedia.)
The “boomers” refers to many groups of people. One group of boomers relates to the
group of people that urged the government to open the Indian Territory for settlement by nonIndians. Another, commonly thought of group was the mass of people that were involved in the
legal move into the unassigned lands of the Indian Territory at the “boom” of a gun or cannon.
A different, little known group of Oklahoma boomers were the small crowd of voyagers, under
the command of DeSoto, the Spanish explorer. They were in search of the booming wealth of
the territory in minerals. (Jenkins.) Many other people snuck in early since the borders were
poorly watched by the United States Armed Forces. These people who entered before the
official start date or time were dubbed “the Sooners” for entering the territory too soon.
(Wikipedia.) The Sooners caused great disruption to the government’s plan for a smooth Land
Run because it led to many contested deeds and land claims. An argument was made that some
“Sooners” were not illegally entering the land run because the distinction of sun time or meridian
time for the “legal” start of the run had not been made clear. (Beckham.) Today we have the
“Boomer Sooners” of the University of Oklahoma and the covered wagon or, schooner is the
mascot of that team. The association of Sooners and people that broke the law has long been
overlooked and instead adorned as a prideful name of a University. Also, Oklahoma’s official
state nickname is “The Sooner State.”
Life for the homesteaders was not easy. Many arguments over land occurred and making
improvements to the land proved to be a challenging job for those homesteaders who had false
ideals of what life on the prairies was going to be. Many homesteaders later moved even further
West in hopes of a more fertile and friendly land.
By day’s end April 22, 1889, 50,000 settlers had entered into Indian Territory. Settlers
had claimed thousands of acres in either towns or farms. Within several hours towns began to
form, including Guthrie, Norman, Kingfisher, and Oklahoma City. One major town that spurted
within night fall was Guthrie. There were several Land Run participants that wanted town lots in
this area. Guthrie, West Guthrie, East Guthrie, and Capital Hill were four towns that were
formed. Each of these towns elected a mayor and created regulations. The territory was free for
the taking but the United States offered no official government for the first year after the land
run. President Benjamin Harrison appointed George W. Steele, as the first territorial governor in
June 1890 and Guthrie was selected the territorial capital. After the madness of the Land Run
surpassed, the town of Guthrie kept growing and growing. In 1890, the first census was taken
and the town of Guthrie had 5,333 residents. Within 10 years the population of Guthrie had
doubled. After statehood in 1907, Guthrie would serve as the capital of Oklahoma from 1907 to
1910. (Hoig.)
In 1902, the leaders of the Indian Territory longed to become a state and wanted to name
the state Sequoyah. Several men held a convention in Eufaula with leaders from the Seminole,
Cherokee, Choctaw, Creek, and Chickasaw tribes, referred to as the Five Civilized Tribes. On
August 21, 1905, the leaders meet again in Muskogee to elect a president for the Sequoyah
Constitutional Convention. General Pleasant Porter was elected president and several vice
presidents were elected including William Rogers, William Murray, Douglas Johnston, Green
McCurtain, John Brown, and Charles Haskell. The men that were selected for vice president
represented individual tribes. (Hoig.) These men created a plan for government, a constitution,
and proposed county designations for the new state. The government turned down the idea of
Indian Territory and Oklahoma territory becoming separate states. The government wanted them
to share one state. Two of the leaders of the Tribes, William Murray and Charles Haskell, held
another convention and returned to statehood with another proposal. On November 16, 1907,
President Theodore Roosevelt signed the proclamation allowing Oklahoma as the United States’
46th state. (Wikipedia.)
About fifteen years after the land run of 1889, it was written that the amazing people here
had achieved more in this territory than any other community of people had accomplished
anywhere else in the U.S. Also, it was said that the pure strength, development, industry and
citizenship of the people in this land was similar to that of which you read about in story books.
The author of that statement said, “And the great and lasting results attained can only be realized
by him who comes and views and ponders.” (Jenkins.)
Works Cited
Internet Resources:
Hoig. Stan. “Land Run of 1889.” Encyclopedia of Oklahoma History and Culture. 2007.
Oklahoma State University. 15 Sept. 2008
<http://digital.library.okstate.edu/encyclopedia/entries/L/LA014.html>.
Jenkins. “A brief history of the formation of Oklahoma territory as printed in The Indian
Advocate, volume 14, issue number 1, January 1902.” 30 Sept. 2008
<http://users.icnet.net/~frizzell/advocteokterhist.html>.
“Land Run of 1889.” Wikipedia. 12 Sept. 2008
<http://en.wikipedia.org/wiki/Land_Run_of_1889>.
Book/Packet Resources:
Oklahoma History Museum Packet:
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
Products, L.L.C.
3. Standards and Objectives (3-4 pages)
A. NCSS and PASS Standards and Objectives:
National Council for the Social Studies
I. Culture
Social Studies programs should include experiences that provide for the study of culture
and cultural diversity, so that the learner can:
 Explore and describe similarities and differences in the ways groups, societies, and
cultures address similar human needs and concerns.
 Give examples of how experiences may be interpreted differently by people from diverse
cultural perspectives and frames of references.
 Compare ways in which people from different cultures think about and deal with their
physical environment and social conditions.
 Give examples and describe the importance of cultural unity and diversity within and
across groups.
II. Time, Continuity, and Change
Social Studies programs should include experiences that provide for the study of the ways
human beings view themselves in and over time, so that the learner can:
 Demonstrate an understanding that different people may describe the same event or
situation in diverse ways, citing reasons for the difference in views.
 Demonstrate an ability to use correctly vocabulary associated with time such as past,
present, future, and long ago; read and construct simple timelines; identify examples of
change; and recognize examples of cause and effect relationships.
 Compare and contrast different stories or accounts about past events, people, places, or
situations, identifying how they contribute to our understanding of the past.
 Identify and use various sources for reconstructing the past, such as documents, letters,
diaries, maps, textbooks, photos, and others.
 Demonstrate an understanding that people in different times and places view the world
differently.
 Use knowledge of facts and concepts drawn from history, along with elements of
historical inquiry, to inform decision-making about and action-taking on public issues.
III. People, Places and Environments
Social Studies programs should include experiences that provide for the study of people,
places and environments, so that the learner can:
 Construct and use mental maps locales, regions and the world that demonstrate
understanding of relative location, direction, size and shape.
 Interpret, use and distinguish various representations of the earth, such as maps, globes
and photographs.
 Use appropriate resources, data sources and geographic tools such as atlases, data bases,
grid systems, charts, graphs and maps to generate, manipulate and interpret information.
 Estimate distance and calculate scale.


Locate and distinguish among varying landforms and geographic features, such as
mountains, plateaus, islands and oceans.
Describe and speculate about physical system changes, such as seasons, climate and
weather, and the water cycle.
IV. Individual Development and Identity
Social Studies programs should include experiences that provide for the study of
individual development and identity, so that the learner can:
 Describe personal connections to place – especially place as associated with immediate
surroundings.
 Identify and describe ways family, groups and community influence the individual’s
daily life and personal choices.
 Analyze a particular event to indentify reasons individuals might respond to it in different
ways.
 Work independently and cooperatively to accomplish goals.
VI. Power, Authority and Governance
Social Studies programs should include experiences that provide for the study of how
people create and change structures of power, authority and governance, so that the learner can:
 Explain the purpose of government.
 Give examples of how government does or does not provide for needs and wants of
people, establish order and security, and manage conflicts.
 Identify and describe factors that contribute to cooperation and cause disputes within
among groups and nations.
 Explore the role of technology in communications, transportation, informationprocessing, weapons development, or other areas as it contributes to or helps resolve
conflicts.
Oklahoma Priority Academic Student Skills
Third Grade Social Studies PASS Skills
Standard 1: The student will develop and practice the process skills of social studies.
Objective 1: Identify, locate, and compare and contrast information found in resources
such as encyclopedias, visual images, atlases, maps, globes, and computer-based
technologies.
Objective 2: Examine and use children’s literature to compare and contrast his or her own
community to other United States and global communities.
Standard 4: The student will examine the interaction of the environment and the people of
a community.
Objective 2: Locate and distinguish among varying landforms and geographic features
(e.g., mountains, plateaus, islands, and oceans).
Objective 3: Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of goods and services.
Objective 4: Describe how people affect and change their environments (e.g., farming,
building dams, and putting up yard lights).
Standard 5: The student will develop basic economic decision-making skills.
Objective 1: Describe the difference between goods and services; explaining that, at
different times and places, people are both consumers and producers of goods and
services.
Objective 2: Explain that limits on resources (scarcity) require people to make choices
about producing and consuming goods and services.
Fourth Grade Social Studies PASS Skills
Standard 1: The student will develop and practice the process skills of social studies.
Objective 1: Demonstrate the ability to utilize research materials, such as encyclopedias,
almanacs, atlases, newspapers, photographs, visual images, and computer-based
technologies.
Objective 3: Identify and give examples of different perspectives and points of view (e.g.,
in the media, political commercials, advertisements, and literature).
Standard 2: The student will analyze the regions of the United States from a spatial
perspective.
Objective 1: Interpret geographic information using primary and secondary sources,
atlases, charts, graphs, and visual images.
Standard 3: The student will examine the unique and common features of the physical
systems of the regions of the United States.
Objective 2. Compare and contrast the vegetation, climate, and spatial distribution of
natural resources of the regions.
Standard 5: The student will demonstrate an understanding of the unique features which
contributed to the settlement of the state of Oklahoma.
Objective 1: Identify major historical individuals, entrepreneurs, and groups, and describe
their major contributions (e.g., Sequoyah, the Boomers and the Sooners, and Frank
Phillips).
Objective 2: Describe major events of Oklahoma's past, such as settlements by Native
Americans, cattle drives, land runs, statehood, and the discovery of oil.
Fifth Grade Social Studies PASS Skills
Standard 1: The student will develop and demonstrate the process skills of social studies.
Objective 1: Locate, gather, analyze, and apply information from primary and secondary
sources using examples of different perspectives and points of view.
Objective 2: Construct timelines from significant events in United States history.
Standard 6: The student will explore the growth and progress of the new nation.
Objective 3: Relate some of the major influences on westward expansion (e.g., the
Monroe Doctrine, canals and river systems, railroads, economic incentives, Manifest
Destiny, and the frontier spirit) to the distribution and movement of people, goods, and
services.
Standard 7: The student will review and strengthen geographic skills.
Objective 1: Identify, evaluate and draw conclusions from different kinds of maps,
graphs, charts, diagrams, and other sources and representations, such as aerial and shuttle
photographs, satellite-produced images, the geographic information system (GIS),
encyclopedias, almanacs, dictionaries, atlases, and computer-based technologies; and
construct and use maps of locales, regions, continents, and the world that demonstrate an
understanding of mental mapping, relative location, direction, latitude, longitude, key,
legend, map symbols, scale, size, shape, and landforms.
Objective 2: Evaluate how the physical environment affects humans and how humans
modify their physical environment.
Objective 4: Interpret geographic information to explain how society changed as the
population of the United States moved west, including where Native Americans lived and
how they made their living.
B. Objectives:
Subject Matter Knowledge:
The student will be able to:
1. Create propaganda to advertise the Oklahoma Territory
2. Locate different regions of the U.S. from which people came to settle.
3. Exhibit understanding of the Oklahoma Land Run.
4. Identify the land to be opened in the 1889 Land Run.
5. Recognize environmental changes the 89ers made when they settled in the Oklahoma
Territory.
6. Make a list of items they deem necessary to have in order to participate in the Land
Run.
Skills:
The student will be able to:
1. Utilize maps to locate geographical regions.
2. Research and compile historical information.
3. Reenact the Oklahoma Land Run.
4. Work cooperatively with peers and activities.
5. Research and understand different Oklahoman cultures.
6. Interview and record an account of an American historical event.
7. Use and label various maps.
8. Interpret the photos for clues to cultural differences.
Higher-Order Reasoning:
The student will be able to:
1. Write a two paged paper on what it was like being one of the first settlers of
Oklahoma.
2. Compare and contrast the difference between Boomers and Sooners.
3. Work cooperatively with the group to reenact a family settlement in the Oklahoma
Land Run.
4. Illustrate their knowledge of the land run through writing.
5. Illustrate their knowledge of a person from that time period through writing.
6. Compare and contrast, law and proclamation.
4. Assessment Plan (3-4 pages)
Types of Assessment
1. Pre Assessment
Learning Objectives
The student will be able to exhibit
understanding of the Oklahoma
Land Run. (K3)
The student will be able to compare
and contrast, law and proclamation.
(H6)
The student will be able to create
propaganda to advertise the
Oklahoma Territory. (K1)
The student will be able to locate
different regions of the U.S. from
which people came to settle. (K2)
The student will be able to identify
the land to be opened in the 1889
Land Run. (K4)
The student will be able to
Recognize environmental changes
the 89ers made when they settled in
the Oklahoma Territory. (K5)
Format of Assessment
Written exam consisting of
true/false questions.
7. Formative Assessment
The student will be able to make a
list of items they deem necessary to
have in order to participate in the
Land Run. (K6)
Itemized list
8. Formative Assessment
The student will be able to utilize
maps to locate geographical
regions. (S1)
The student will be able to research
and compile historical information.
(S2)
The student will be able to reenact
the Oklahoma Land Run. (S3)
The student will be able to work
cooperatively with peers and
activities. (S4)
The student will be able to research
and understand different
Oklahoman cultures. (S5)
The student will be able to
interview and record an account of
an American historical event. (S6)
The student will be able to use and
Labeling maps
2. Formative Assessment
3. Formative Assessment
4. Formative Assessment
5. Formative Assessment
6. Formative Assessment
9. Formative Assessment
10. Formative Assessment
11. Formative Assessment
12. Formative Assessment
13. Formative Assessment
14. Formative Assessment
Create and Label a Venn
Diagram
Checklist
Labeling maps
Labeling maps
Itemized list
Through observation
Rubric
Through teacher observation
Guided class discussion with
oral assessment
Oral presentation
Labeling maps
15. Formative Assessment
16. Formative Assessment
17. Formative Assessment
18. Formative Assessment
19. Formative Assessment
20. Formative Assessment
21. Post Assessment
label various maps. (S7)
The student will be able to interpret
the photos for clues to cultural
differences. (S8)
The student will be able to write a
two paged paper on what it was like
being one of the first settlers of
Oklahoma. (H1)
The student will be able to compare
and contrast the difference between
Boomers and Sooners. (H2)
The student will be able to work
cooperatively with the group to
reenact a family settlement in the
Oklahoma Land Run. (H3)
The student will be able to illustrate
their knowledge of the land run
through writing. (H4)
The student will be able to illustrate
their knowledge of a person from
that time period through writing.
(H5)
The student will be able to exhibit
understanding of the Oklahoma
Land Run. (K6)
Writing in journals
Rubric
Venn diagram
Through observation
Itemized List
Oral presentation
Written exam consisting of
true/false questions.
The format of assessments used is Pre-Assessment, Formative Assessment and Post
Assessment. The Pre-Assessment is useful because it helps establish a baseline of knowledge for
the teacher to use as a guideline for instruction. The Formative Assessment is a useful tool
because it builds upon the knowledge that has been established and helps the student develop any
new information. The Post Assessment is a useful tool because this finalizes all of the
information that has been presented and helps close any loops that were left open during the
lesson.
The Pre Assessment format of True and False questions was chosen because it is a very
simple way of assessing someone’s knowledge. There are a variety of different methods of
learning that were chosen for the Formative Assessments. One of the best methods is the rubric
because it is very specific to the lesson. Another important one is the Venn diagram because it is
a perfect format for comparing and contrasting different subjects. The Post Assessment is the
same as the Pre Assessment. Once again, True and False questions are a very simple way to
assess someone’s knowledge.
The Pre Assessment is meant to be very challenging. They will more than likely not
know much about the subject so this test will be information that they have not seen before. The
Formative Assessments are designed to confirm that learning is going on, so they will be
challenging, but not impossible. The Post Assessment will be used so that the teacher can assess
the knowledge that was gained.
The assignments and the assessments that accompany this unit will be made available
taking into account any disabled student or ELL students. Also, extra time will be made
available to any resource students. Above grade level students will be given a post assessment
test that is more difficult and would challenge them more than the test designed for the remainder
of the class.
5. Design for Instruction (varying)
A)
The knowledge skills and abilities of the children that I gave the assessment to were not
very surprising for a pre-test. Some of the more obvious questions, like the one about what they
wore, were answered correctly. However, some of the more specific questions, like how much
land the homesteaders could claim, were answered incorrectly. After giving this pre-test to
actual people, I think that it is successful in assessing the knowledge level.
B)
Learning Center Activity
Lesson 1:
Lesson 2:
Lesson 5:
Lesson 6:
Picture Tradebook
Law vs. Proclamation
Boomers vs. Sooners
Geographers View
Math
Visual Art
Lesson 1: Picture Tradebook
Lesson 4: Extra! Extra!
Lesson 6: Geographers View
Lesson 10: Pack Light for
Flight
Lesson 9: Pappy’s Handkerchief
Lesson 10: Pack Light for Flight
Creative
Drama/Dramatic Play
Home Activity
Lesson 11: Land Run
Lesson 8: Living History
Land Run
of 1889
Science
Lesson 6: Geographers View
Blocks and Models
Lesson 3: A Presidential
Proclamation
Career Awareness
Literature
Language and Literacy
Lesson 1: Picture Tradebook
Lesson 4: Extra! Extra!
Lesson 6: Geographers View
Lesson 7: Faces from Different Places
Lesson 8: Living History
Lesson 9: Pappy’s Handkerchief
Lesson 1: Picture Tradebook
Griffith, Terry L. Oklahoma City:
Land Run to Statehood. Grand
Rapids: Arcadia, 1999.
Lesson 4: Extra! Extra!
Anderson, Reuben. Uniquely
Oklahoma. New York: Heinemann
Library, 2004.
Lesson7: Faces from Different Places
Rosser, Linda K. Christmas in
Oklahoma. Minneapolis: Bob White
Publications, 1982.
Lesson 9: Pappy’s Handkerchief
Scillian, Devin, and Chris Ellison.
Lesson 7: Faces from
Different Places
C)
Types of Assessment
1. Pre Assessment
2. Formative
Assessment
3. Formative
Assessment
4. Formative
Assessment
5. Formative
Assessment
6. Formative
Assessment
7. Formative
Assessment
8. Formative
Assessment
9. Formative
Assessment
10. Formative
Assessment
11. Formative
Assessment
12. Formative
Assessment
Learning Objectives
The student will be able to
exhibit understanding of
the Oklahoma Land Run.
(K3)
The student will be able to
compare and contrast, law
and proclamation. (H6)
The student will be able to
create propaganda to
advertise the Oklahoma
Territory. (K1)
The student will be able to
locate different regions of
the U.S. from which people
came to settle. (K2)
The student will be able to
identify the land to be
opened in the 1889 Land
Run. (K4)
The student will be able to
Recognize environmental
changes the 89ers made
when they settled in the
Oklahoma Territory. (K5)
The student will be able to
make a list of items they
deem necessary to have in
order to participate in the
Land Run. (K6)
The student will be able to
utilize maps to locate
geographical regions. (S1)
The student will be able to
research and compile
historical information. (S2)
The student will be able to
reenact the Oklahoma Land
Run. (S3)
The student will be able to
work cooperatively with
peers and activities. (S4)
The student will be able to
research and understand
different Oklahoman
Instructional
Activities
Pre-test
Format of Assessment
Written exam consisting of true/false
questions.
Characteristic list of
Law and Proclamation
Research terms
Newspaper
advertisement
Illustrate their
advertisement
Review Proclamation
Maps
Create and Label a Venn Diagram
Work with maps
Labeling maps
Examine photo
number 2
Research assigned
region of U.S.
Itemized list
Examine photo
number 4
Make a list of items
Itemized list
Work with maps
Labeling maps
Select historical
events and research
Through observation
Mock land run
Rubric
Research different
regions of the U.S.
Mock land run
Research different
regions of the United
State from which
Through teacher observation
Checklist
Labeling maps
Guided class discussion with oral
assessment
cultures. (S5)
Types of Assessment
13. Formative Assessment
14. Formative Assessment
15. Formative Assessment
16. Formative Assessment
17. Formative Assessment
18. Formative Assessment
19. Formative Assessment
20. Formative Assessment
21. Post Assessment
people came.
Learning Objectives
Instructional
Activities
The student will be able to Discuss major
interview and record an
historical events
account of an American
Conduct interview
historical event. (S6)
with older American
The student will be able to Locate land to be
use and label various maps. opened in the 1889
(S7)
Land Run
The student will be able to Examine photo
interpret the photos for
number 3
clues to cultural
Suggest personal pasts
differences. (S8)
of the individuals in
the photo
The student will be able to Interpret meaning
write a two paged paper on from Tradebook
what it was like being one
Research a person
of the first settlers of
from book that was a
Oklahoma. (H1)
settler
The student will be able to Interpret the meanings
compare and contrast the
of Boomers through
difference between
the article
Boomers and Sooners.
Research significance
(H2)
of Sooners
The student will be able to Mock Land Run with
work cooperatively with group of 6 members
the group to reenact a
family settlement in the
Oklahoma Land Run. (H3)
The student will be able to Examine photo
illustrate their knowledge
number 2 and write
of the land run through
similarities and
writing. (H4)
differences from
Oklahoma Territory
and a different region
of the U.S.
The student will be able to Research a person
illustrate their knowledge
from the Picture
of a person from that time
Tradebook and
period through writing.
present findings
(H5)
The student will be able to Post Test
exhibit understanding of
the Oklahoma Land Run.
(K6)
Format of Assessment
Oral presentation
Labeling maps
Writing in journals
Rubric
Venn diagram
Through observation
Itemized List
Oral presentation
Written exam consisting of
true/false questions.
Pre – Test
Directions: Circle either T for true or F for false.
1. The Oklahoma Land Run refers to the running of buffalo over the state of Oklahoma?
T or F
2. The Oklahoma Land Run took place in 1989?
T or F
3. The Land Run was open to anyone who wanted to participate?
T or F
4. The original Boomers and Sooners were the members of the first football team at the
University of Oklahoma.
T or F
5. People raced cars to claim their land during the land run.
T or F
6. People heard about the land run through advertisements on television.
T or F
7. Homesteaders could claim any amount of land they choose.
T or F
8. People that participated in the land run dressed in tennis shoes and baseball caps.
T or F
9. The signal that started the race of the land run was the ringing of a bell.
T or F
10. Oklahoma was a state when the land run took place.
T or F
D) Lesson Plans
Lesson 1
Title Of Lesson:
Picture Trade Book
Subject Area: Social Studies,
Research, Writing, Art & History
Stated Objectives(s)
Teacher:
Grade Level: 4th
Time: Two-45 Minute Class Periods
PASS:
Standard 1: The student will develop and practice the process skills of social
studies.
1. Demonstrate the ability to utilize research materials, such as encyclopedias,
almanacs, atlases, newspapers, photographs, visual images, and computer-based
technologies.
Objectives: The student will:
 Choose a picture of a person from the book.
 Research that person using the internet
 Compose a 1 page paper about their chosen person
Technology
Materials
Computer/Internet to research chosen person from the trade book.

Griffith, Terry L. Oklahoma City: Land Run to Statehood. Grand Rapids:
Arcadia, 1999.
Procedures
1.
Modifications
Assessment Plan
Sources
Read the Sections in the book that describes life in
Oklahoma before, during and after the Land Run of 1889 and statehood in
1907 (clearly marked in the book).
2.
Begin a class discussion of what they think it would
have been like to be alive at that time.
3.
Ask each student to find a picture of a person from
the book that they wish to research.
4.
They will then go to the computer lab (or take turns
on the classroom computer) and find everything they can out about that
person.
5.
They will do prewriting in any form they choose
(making lists, webbing, notes, etc.)
6.
They will evolve their prewriting into a 2 page paper
about that person.
7.
They will illustrate that person.
8.
They will provide an original caption to their
illustration.
9.
Finally they will present their paper and illustration
to the class.
Advanced students will create a detailed timeline of events in their chosen person’s
life, instead of writing a paper.
Paper Rubric/Oral Presentation
Paper Rubric
3 Indicates superiority
2 Indicates sufficient
1 Indicates unsatisfactory
Activity/
Duty
3, 2 or 1
Paper is 2
pages in
length.
Paper is
grammatically
correct.
Paper is
written in
first
person.
Paper
addresses
issues
relative to
time
period.
Figurative
language
is used.
Title Of Lesson:
Law Vs. Proclamation
Teacher:
Lesson 2
Subject Area: Social
Studies, Research, &
History
Stated Objectives(s)
Grade Level: 4th
Time: 45 Minutes
PASS:
Standard 1: The student will develop and practice the process skills of social studies.
2. Demonstrate the ability to utilize research materials, such as encyclopedias, almanacs,
atlases, newspapers, photographs, visual images, and computer-based technologies.
Objectives: The student will:
 Define the terms Law and Proclamation
 Compare & Contrast the two terms in a Venn Diagram
Technology
Materials
Computer/Internet to look up terms and find an example of each.


Venn Diagram
“Presidential Proclamation of 3/23/1889”
Procedures
1.
2.
3.
4.
5.
6.
7.
Modifications
Assessment Plan
Sources
Introduce the terms law and proclamation by beginning a
discussion on class rules.
Have students use dictionaries or the computer to look up
the terms law and proclamation.
Discuss whether class rules are law or proclamation.
Ask students to tell you characteristics of a law and list
them on the board.
Same for proclamation.
They must complete the Venn diagram comparing the two
terms.
They must give an example of each; they can use the
internet or a book.
ESL students will be given a copy of the Proclamation in their native language and will be
able to complete the Venn Diagram in their native tongue.
Venn Diagram
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
Products, L.L.C.
Venn Diagram
Law
Proclamation
Title Of Lesson:
A Presidential Proclamation
Teacher:
Lesson 3
Subject Area: Social Studies,
Map Skills, Research, Reading, &
History
Stated Objectives(s)
Technology
Materials
Procedures
Modifications
Assessment Plan
Sources
Grade Level: 4th
Time: 45 Minutes
PASS:
Standard 2: The student will analyze the regions of the United States from a
spatial perspective.
1.Interpret geographic information using primary and secondary sources,
Atlases, charts, graphs, and visual images.
Standard 3: The student will examine the unique and common features of the
physical systems of the regions of the United States.
2. Identify the major landforms and bodies of water of the United States.
Standard 5: The student will demonstrate an understanding of the unique
features which contributed to the settlement of the state of
Oklahoma.
2. Describe major events of Oklahoma’s past, such as settlements by Native
Americans, cattle drives, land runs, statehood, and the discovery of oil.
Objectives: The student will:
 Identify the area of land to be opened in the 1889 land run.
 Interpret written directions from the Presidential Proclamation of March 23,
1889 to locate the land that was to be opened in Unassigned Land.
N/A. The students will not be using technology in this activity. Everything they will
need is in the paper booklet the teacher has.
 Outline Map of Oklahoma
 Map Pencils, Markers, Crayons
 Atlas
 Copy of “Presidential Proclamation of 3/23/1889”
1. Re-examine the “Presidential Proclamation of 3/23/1889” with the students.
2. Review what the term Proclamation means.
3. Locate in the Proclamation where President Harrison states the EXACT
location of the lands to be opened for settlement.
4. Use a transparency of the Oklahoma map that students have.
5. Guide students in mapping out the exact lands the Proclamation opened up for
settlement.
6. Have the students use an Atlas to identify and label important physical features
to be used as points of reference within the Land Run area.
Special needs students will be given a simplified version of the instructions outlined in
the Presidential Proclamation.
Checklist of features important to the lands included in the Land Run of 1889.
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative
Educational Products, L.L.C.
Checklist for
Propaganda Advertisement
Item
Complete
Incomplete
Tries to convince homesteaders to sneak into the Unassigned Lands early
Tries to convince homesteaders to sneak into the Unassigned Lands early
Lists benefits for getting into the land sooner than allowed
Omits consequences for trespassing
Includes persuasive language
Uses appropriate language for the time period
Is colorful
Well organized
Contains an illustration
Looks professional and neat
Lesson 4
Title Of Lesson:
Extra! Extra!
Subject Area: Social
Studies, Research, Writing,
Art & History
Stated Objectives(s)
Teacher:
Grade Level: 4th
Time: 45 Minutes
PASS:
Standard 1: The student will develop and practice the process skills of social studies.
3. Identify and give examples of different perspectives and points of view (e.g., in the
media, political commercials, advertisements, and literature).
Standard 5: The student will demonstrate an understanding of the unique features
which contributed to the settlement of the state of Oklahoma.
2. Describe major events of Oklahoma's past, such as settlements by Native Americans,
cattle drives, land runs, statehood, and the discovery of oil.
Objectives: The student will:
 Create a convincing advertisement to entice people to participate in the Land Run of
1889.
 Illustrate their article with an enticing picture of the Oklahoma Territory.
Technology
Materials
Procedures
N/A. No technology is necessary for this activity.




Computer Paper
Construction Paper
Markers, map pencils, crayons, etc.
Anderson, Reuben. Uniquely Oklahoma. New York: Heinemann Library, 2004.
1.
Modifications
Discuss the advantages offered to people in the Oklahoma
Territory (free land, new start, open to blacks, etc.)
2.
Use Uniquely Oklahoma to find interesting facts about
Oklahoma
3.
Discuss the role of newspapers at that time (no TV so they
were main source of news)
4.
Instruct students to create a newspaper advertisement to
entice settlers to the O.T.
5.
Have them illustrate their article.
6.
Lastly, they will share their articles with the class so that
they all see what each other thought was enticing about the Oklahoma Territory to
early settlers.
N/A. All students should be able to complete this task, variations will occur.
Assessment Plan
Checklist
Sources
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
Products, L.L.C.
Lesson 5
Title Of Lesson:
Boomers Vs. Sooners
Subject Area: Social
Studies, Research, &
History
Stated Objectives(s)
Teacher:
Grade Level: 4th
Time: Two-45 Minutes
PASS:
Standard 5: The student will demonstrate an understanding of the unique features
which contributed to the settlement of the state of Oklahoma.
1. Identify major historical individuals, entrepreneurs, and groups, and describe their major
contributions (e.g., Sequoyah, the Boomers and the Sooners, and Frank Phillips).
Objectives: The student will:
 Read the Article “The Oklahoma Situation”
 Use computers/textbooks to research the Boomer movement and Sooners.
 Compare & contrast the boomers and the Sooners using a Venn diagram.
Technology
Materials
Computer/Internet to research the boomers and the Sooners.



New York Times article, The Oklahoma Situation.
Venn Diagram
Reference Materials
Procedures
1.
2.
3.
4.
Read the New York Times article, The Oklahoma Situation.
Discuss the mentioning of the Boomers in the article and its significance.
Discuss the feelings the article implies that the Boomers are having at this time.
Research the Boomers and the Sooners using textbooks, reference books, and the
internet.
5. Fill in the Venn diagram comparing and contrasting the Boomers and Sooners.
Modifications
N/A
Assessment Plan
Venn Diagram
Sources
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
Products, L.L.C.
Venn Diagram
Boomers
la
Sooners
Title Of Lesson:
Geographer’s View
Teacher:
Lesson 6
Subject Area: Social
Studies, Research,
Language, Art , Science
Stated Objectives(s)
Title Of Lesson:
Faces From Different
Places
Subject Area: Social
Studies, Research, Writing
Technology
Materials
Procedures
Modifications
Assessment Plan
Sources
Grade Level: 4th
Time: Two- 45 Minute Class Periods
PASS:
Standard 3: The student will examine the unique and common features of the physical
systems of the regions of the United States.
2. Compare and contrast the vegetation, climate, and spatial distribution of natural resources
Teacher:
of
the regions.
Standard 5: The student will demonstrate an understanding of the unique features
which
contributed
to the settlement
of the state of Oklahoma.
Grade Level:
4th Time:
Two-45 Minutes
3. Analyze the use of Oklahoma's natural resources (e.g., salt, bison, oil, coal, timber and
sod) by early visitors and settlers.
Objectives: The student will:
 Describe the changes settlers from different regions of the U.S. were required to make
in order to adjust to the new environment in O.T.
 Illustrate the adaptations made by the settlers in a specially designed map.
 List similarities and differences of the two regions and present to the class.
Computer/Internet to research their assigned region’s natural resources

Historical Photo #2

Poster board

Map Pencils, Markers

Reference materials
1. Examine photo #2 with students.
2. Discuss the natural resources available to the people for making homes. (i.e. sod,
timber)
3. Discuss the change that this would have been for people from the different regions of
the U.S. (Northeast, Southeast, Southern, Central Plains)
4. Split students up into even groups and assign them one of these regions.
5. They will research that region and its natural resources with reference books or the
internet.
6. They will produce a drawing of their region indicating specifics to its physical
environment.
7. They will produce another drawing of O.T. and its physical environment.
8. They will make connections between things that are alike and different from the two
regions in list form on the back of their drawings.
9. They will present their findings to the class.
The Groups will contain advanced students and special needs students both, there will be no
groups that have an advantage or disadvantage.
Itemized List
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
Products, L.L.C.
Lesson 7
Stated Objectives(s)
PASS:
Standard 5: The student will demonstrate an understanding of the unique features
which contributed to the settlement of the state of Oklahoma.
5. Develop an understanding of and an appreciation for the cultural diversity of his or her
community by examining the historical and contemporary racial, ethnic, and cultural groups
of the area.
Objectives: The student will:
 Recognize the diversity of the people that participated in the Oklahoma Land Run of
1889.
 They will Examine Photo #3 and discuss differences in the people.
 They will write a journal entry suggesting one person from the photos’ personal past.
Technology
Materials
Procedures
N/A. No technology is needed for this lesson




Historical Photo #3
Pencil
Paper
Rosser, Linda K. Christmas in Oklahoma.
Minneapolis: Bob White Publications, 1982.
1.
Read a story from the book to students.
2.
Examine Photo #3.
3. Look into the faces of the sea of people.
4. Discuss the thoughts that might have been running through their minds.
5. Ask students to select a person from the crowd and suggest their personal history.
6. They will write a 1 page journal entry, from the point of view of that person that
describes their past and suggests their career.
6. They will share with the class so that they can put perspective on the diverseness of
people gathered at the Land Run of 1889.
Modifications
Assessment Plan
Writing in journals
Sources
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
Products, L.L.C.
Title Of Lesson:
Living History
Subject Area: Social
Studies, Research, Writing
Teacher:
Grade Level: 4th
Time: Two- 45 Minute Class Periods
Lesson 8
Stated Objectives(s)
PASS:
Standard 5: The student will demonstrate an understanding of the unique features
which contributed to the settlement of the state of Oklahoma.
2. Describe major events of Oklahoma's past, such as settlements by Native Americans,
cattle drives, land runs, statehood, and the discovery of oil.
5. Develop an understanding of and an appreciation for the cultural diversity of his or her
community by examining the historical and contemporary racial, ethnic, and cultural groups
of the area.
Objectives: The student will:
 Interview an older American about personal emotions and activities surrounding an
important event in American History.
Technology
N/A. No technology is necessary to complete this assignment.
Materials
Procedures



1.
2.
3.
4.
5.
6.
Recorder or written form of report
Pencil
Paper
Discuss major historical events for the U.S. (Ex. WWII, Viet Nam, Cuban Missile
Crisis, OKC)
Bombing, September 11, 2001 Attacks).
Instruct students to formulate a list of questions regarding emotions and activities during
the event they choose.
They will interview an older American with their list of questions about the event they
chose.
Ask students to share their interviews with the class.
Group presentations by events.
Discuss with students the similarities and differences in the emotions and activities
surrounding each event and compare to emotions maybe felt during the Land Run.
Modifications
Assessment Plan
Oral Presentation
Sources
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
Products, L.L.C.
Lesson 9
Lesson 10
Title Of Lesson:
Title Of Lesson:
Pappy’s Handkerchief
Pack Light for Flight
Subject Area: Social
Subject Area: Social
Studies, Math, Writing
Studies, Research, Writing ,
Stated Objectives(s)
Art & Math
Stated Objectives(s)
Technology
Materials
Technology
Materials
EACH
GROUP WILL
Procedures
NEED
Procedures
Modifications
Assessment Plan
Sources
Modifications
Assessment Plan
Sources
Teacher:
Teacher:
Grade Level: 4th Time: 45 min.
Grade Level: 4th Time: 45 Minutes
PASS:
Standard 2: The student will analyze the regions of the United States from a spatial
PASS:
perspective.
Standard 5: The student will demonstrate an understanding of the unique features
1. Interpret geographic information using primary and secondary sources, atlases, charts,
which contributed to the settlement of the state of Oklahoma.
graphs, and visual images.
2. Describe major events of Oklahoma's past, such as settlements by Native Americans,
cattle drives, land runs, statehood, and the discovery of oil.
Standard 5: The student will demonstrate an understanding of the unique features which
contributed to the settlement of the state of Oklahoma.
Objectives: The student will:
2. Describe major events of Oklahoma's past, such as settlements by Native Americans,
 Examine Photo #4
cattle drives, land runs, statehood, and the discovery of oil.
 Make a list of items they feel would be necessary in order to make the run of 1889.
 GraphThe
thestudent
class totals
Objectives:
will: of most important items.
 Students will follow along while I read Pappy’s Handkerchief
N/A. No technology is necessary to complete this assignment.
 Label U.S. map, from Baltimore to Oklahoma, using geographical regions from the
story.
 Historical
Photo #4
Create a journal entry about what life was like on their trip.
 Paper
N/A.
technology is necessary to complete this assignment.
 No
Pencil
 Scillian,
 Art
suppliesDevin, and Chris Ellison. Pappy's Handkerchief. New York: Sleeping Bear
P, 2007.
 Poster
board
1. Examine Photo #4
of the
States
2.  Map
Discuss
his United
facial expression
(it seems as though chasing a dream is still fun to an
older man).
 Pins to label the map
3. Notice his small satchel on his horse & small water tin.
4.  His
pants and shirt appear to be made of the same material which meant homemade.
Paper
5.  Have
Pencilthem compile a list of provisions they deem necessary in order to participate
in
Land
of 1889.
1. the
Read
the Run
students
the story Pappy’s Handkerchief.
6. On
their
list
they
should
include
illustration
each the
itemfamily
and antook
explanation
of
2. Tell the students
to pay
closean
attention
to theofroute
to get from
why
they
would
have
to
have
it.
Baltimore to Oklahoma.
7. The
class reading
will graph
andstudents
see whatmap
items
agreethe
arefamily
necessities.
3. After
the their
story,results
have the
outthey
the all
course
took
using the geographical locations as clues.
Advanced
will
make
piemap,
chartcalculate
to compare
personal
to thetowhole
4. students
Using the
scale
onathe
howtheir
many
miles itresults
took them
get to
class’s results.
Oklahoma.
Itemized5.ListThen, they will figure out how long it would take to travel in different modes of
transportation.
6. Next, the students would write a journal as if they were on the trip with the
Beckham, Linda S., Land Runs Past and Future; Teachers Guide. Innovative Educational
family.
Products, L.L.C.
7. I would have the students write about the emotions, the hardships and the good
times that made up the trip. Also, the students will incorporate the mileage they
found while writing in their journals.
Advanced students will have more challenging problems for the math portion and LD
students will have easier problems.
Writing in journals
Lindsey Pickering
Lesson 11
Reenactment Rubric
Title Of Lesson:
Land Run
Subject Area: Social
Studies, Research, Dramatic
play
Stated Objectives(s)
Teacher:
Grade Level: 4th
Time: 4-5 hours
PASS:
Standard 5: The student will demonstrate an understanding of the unique features
which contributed to the settlement of the state of Oklahoma.
2. Describe major events of Oklahoma's past, such as settlements by Native Americans,
cattle drives, land runs, statehood, and the discovery of oil.
Objectives: The student will:
 Exhibit their knowledge of the Land Run procedures by participating in a mock land
run.
 Exhibit knowledge of the conditions of early Oklahoma by rationing food, dividing
work among each other and by participating in prairie time activities.
Technology
Materials
EACH GROUP WILL
NEED
Procedures
Modifications
Assessment Plan
Sources
N/A. No technology is necessary to complete this assignment.
 4 -Wooden stakes
 4 – 10ft sections of rope, string or twine
 1-covered wagon (radio flyer type wagon)
 4- bed sheets for shelter or ground cover
 2- 6 packs of drinking water
 2- 6 packs of snacks
***Each student will need to bring their own sack lunch
1. With parent helpers, help students transport their supplies to the playground.
2. Students will line up with their groups at the starting line.
3. At the sound of the whistle they will run to stake their claim on their portion of the
playground.
4. All 6 team members must agree on the location and help set up their camp.
5. Students will ration their snacks to each member.
6. They will file a claim with the land office ran by teachers and parents.
7. They will have to show evidence of improvements to the land by the end of the day
to receive their deed.
8. During the day students will participate in elections of territory officials.
9. They will also participate in games and activities that might have been played in
1889.
10. At the end of the day students will pack up their homesteads and make sure that
there is absolutely no trash left behind.
11. They will make their way back into the classroom and be welcomed back to the
year 2008.
ESL students will have a translator present on this day so they can participate in all
activities.
Rubric
Brittany Mills & Lindsey Pickering
3 Indicates superiority
2 Indicates sufficient
1 Indicates unsatisfactory
Activity/
Duty
Brought
Supplies
Lined up with team
for start of race.
Worked cooperatively
with group to steak claim
to property.
Helped complete the
claim for the
homestead.
Voted in
Territorial
Elections.
Participated in
activities
throughout the day.
Actively demonstrated
knowledge of the time
period.
Helped group pick
up/clean up and
return to school.
3, 2 or 1
Activity/
Duty
3, 2 or 1
Post – Test
Instructions: Circle either T for true or F for false.
1. The Oklahoma Land Run refers to the running of buffalo over the state of Oklahoma?
T or F
2. The Oklahoma Land Run took place in 1989?
T or F
3. The Land Run was open to anyone who wanted to participate?
T or F
4. The original Boomers and Sooners were the members of the first football team at the
University of Oklahoma.
T or F
5. People raced cars to claim their land during the land run.
T or F
6. People heard about the land run through advertisements on television.
T or F
7. Homesteaders could claim any amount of land they choose.
T or F
8. People that participated in the land run dressed in tennis shoes and baseball caps.
T or F
9. The signal that started the race of the land run was the ringing of a bell.
T or F
10. Oklahoma was a state when the land run took place.
T or F
6. Anticipatory Planning
Questions

Who did they buy the land from?

How many people participated in the Oklahoma Land Run of 1889?

Does Land Run mean that the ground moved?

Were my grandparents at the Land Run?

Was Oklahoma a state yet?

What did people take with them to the Land Run?

Did everybody run that was in the Land Run?

Were blacks and whites treated equally?

What kind of people came to the land run?

Were the boomers and Sooners football players?

What did they do after they claimed their land?

Where did the children go to school?

Where did the people come from?

What types of clothes did they wear?

How did they get groceries?

Did they electricity?

Did they have telephones?

Were there already houses on the plots already?

Was everybody happy during the Land Run?

If somebody was sick, what did they do?

Did they get to celebrate holidays?
Small Group Projects

Interview family members to find when their families came to Oklahoma.

Research city laws.

Look at historical maps to find Indian Territories that previously occupied present day
Oklahoma.

Examine newspaper article bias to see different points of view.
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Research University of Oklahoma athletics in connections with Boomers and Sooners.
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Compare and contrast jobs 89ers had and modern day jobs.
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Examine photos to observe living conditions of the 89ers.
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Discuss Indian and 89er relationships.
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Use Tradebook and discuss the participation of African Americans in the Land Run.
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Research other major Oklahoma historical events.
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Examine photos to determine clothing styles in the 1890’s.
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Read Tradebook and discuss modes of transportation of 89ers.
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Research how Oklahoma settlers got everyday supplies.
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Look at historical maps of the railroad to determine its impact on Oklahoma Territory.
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Compare and contrast modern families to 89er families.