Social
Studies
A High School Social Studies Curriculum
Developed for the
Oklahoma Energy Resources Board
500 NE 4th St., Suite 100, Oklahoma City, OK 73104
Mindy Stitt
Executive Director
Oklahoma Energy Resources Board
Carla Schaeperkoetter
Education Director
Oklahoma Energy Resources Board
www.oerbhomeroom.com
Second Edition - 2013
© Oklahoma Energy Resources Board, an agency of the State of Oklahoma. All rights reserved.
The Oklahoma Energy Resources Board is the nation’s first energy check off program. Created by
the Oklahoma Legislature in 1993, the OERB is funded voluntarily by Oklahoma oil and natural gas
producers and royalty owners through a one-tenth of one percent assessment on the sale of oil and
natural gas. The OERB’s mission is to restore orphaned and abandoned well sites and to educate
Oklahomans about the vitality, contributions and environmental responsibility of the Oklahoma
petroleum industry.
One of our most important missions is Energy Education! Our program serves two primary goals:
1. To develop and design oil and natural gas education activities for K-12 teachers and students
in Oklahoma.
2. To provide teachers with:
- Workshops statewide that provide free training and resources in energy education
- Educational field trips for students and teachers
- Professional development hours
- Petroleum Professionals in the Classroom (Petro Pros)
- Support in teaching the Oklahoma Academic Standards
- Information about well site safety
For more information about our programs, please contact [email protected] or 1-800-664-1301.
OERBHOMEROOM.com- OERB’s Newest Teacher Resource!
The OERB is excited to introduce www.OERBHOMEROOM.com to
educators around the state. Homeroom is a hub for all of the OERB curricula
and supplements. On Homeroom you can find curriculum resources, field trip
forms, NEW video labs, NEW virtual field trips, a teachers lounge, industry
information and so much more. Be sure to register for this exciting new
resource!
Petro Pros -Introducing students to the real world of oil and natural gas.
Who better to teach students about earth science than the people who make
knowing what’s underground their business? Our Petro Pros visit classrooms
from kindergarten through twelfth grade and show students the science and
business side of the oil and natural gas industry.
Acknowledgments
This curriculum represents a collaborative effort between the Oklahoma Energy Resources Board
and the Oklahoma Department of Education. This material was developed by a team of high
school educators, university curriculum specialists, petroleum industry representatives and OERB
representatives. This teacher’s guide was illustrated by Cameron Eagle.
The original Core Energy Social Studies curriculum was developed in 2003 by Larry Brown, Rhonda
Johnson, Dallas Koehn, Tim Munson, Steve Slawson and Judy Rowell.
Core Energy Social Studies was revised by a committee of teachers in the summer of 2013 and was
aligned to the Oklahoma Academic Standards. The following teachers contributed to that committee:
Deana Huff, Educational Consultant/Writer, Memorial High School, Edmond
Greg Oppel, Educational Consultant/Writer, Memorial High School, Edmond
Jane Purcell, Educational Consultant/Writer, Norman Public Schools, Norman
Judy Rowell, Educational Consultant/Writer, Former Educator
Dr. Gayla Wright, Curricula Coordinator, Oklahoma Energy Resources Board
Field Test
The revised Core Energy Social Studies curriculum was field tested in the fall of 2013 by a group of
educators from across Oklahoma. The field test participants were:
JoDee Adney, Clinton High School, Clinton
Kendra Armer, Panama Public Schools, Panama
Herbert Belter, Eisenhower High School, Lawton
Meribeth Belter, Lawton High School, Lawton
Kendra Culp, Edison Preparatory High School, Tulsa
Carrie Fryar, Western Heights High School, Oklahoma City
Dixie Kellogg, Yukon High School, Yukon
Virginia Ann Kennedy, Southeast High School, Oklahoma City
Jaime Lee, Bixby High School, Bixby
Margie McElhany, Puterbaugh Middle School, McAlester
Caroline Miller, McAlester High School, McAlester
Julie Price, New Lima Public Schools, Wewoka
Kelley Raby, Owasso Mid-High School, Owasso
Joe Rohr, Noble High School, Noble
Nicole Serner, Oilton High School, Oilton
Rylee Whitsett, Yale High School, Yale
Frequently Asked Questions
WHAT IS ENERGY?
The world is full of movement. Birds fly in the air, trees move in the wind, and ships sail on the sea. People, animals,
and machinery move around, but not without a source of energy.
Living things and machines need energy to work. For example, the energy that turns the blade of a windmill comes
from the wind. The sun provides the energy needed to produce the food you eat. Food provides the energy your
muscles need to ride your bike. The energy to make a car, plane or motorboat move comes from the gasoline inside
the engine.
FROM WHERE DOES ENERGY COME?
All energy originates from the sun. Without the sun, there would be no life on earth. The energy from the sun is
transformed into many other types of energy that we use every day. Important forms of energy are oil, natural gas and
coal, also known as fossil fuels.
HOW ARE OIL, NATURAL GAS AND COAL FORMED?
Millions of years ago, the seas were filled with billions of tiny plants and animals. As these plants and animals died,
their remains sank to the ocean floor and were buried in layers of sand and sediment. As more and more time passed,
heat and pressure worked on the buried remains until they became fossil fuels. These fossil fuels were then trapped
in underground rock formations. If rock is porous (containing holes or void spaces), it can accumulate oil, natural gas
and coal.
For more than 150 years, man has been exploring and extracting fossil fuels. Today, when we use the estimated 6,000
products made from fossil fuels, we are releasing the energy that first came to earth from the sun millions of years
ago.
HOW DO WE FIND OIL AND NATURAL GAS?
Edwin L. Drake was the first person to drill specifically for oil. In 1859, near Titusville, Pennsylvania, Drake struck
oil. Drake’s discovery helped make the finding of oil a big business. By 1900, prospectors had found oil fields all
over the country, especially in Oklahoma and Texas.
Today, prospecting for oil and natural gas is highly skilled detective work as scientists use computers, satellites, sound
waves and high-tech equipment to search both underground and under the ocean floor. Long before drilling can begin,
geologists and geophysicists (scientists who explore for oil and gas) gather clues to locate possible sites for drilling.
These clues come in many forms . . . from maps to locating fossils to studying sound waves from deep beneath the
surface. The scientists make their best predictions, locate the spot and then the exploration begins. However, this
process does not proceed without concern for the environment.
For many years, oil and gas companies have devoted considerable time and resources to finding ways of reducing
their impact on the environment. In fact, U.S. companies are spending more dollars protecting the environment than
drilling new wells. The effects that drilling, as well as any eventual production operations, will have on an offshore
environment or a sensitive onshore tract must be anticipated and thoroughly spelled out. Blowout preventers used
during the drilling process insure against the potential release of oil or natural gas into the atmosphere making oil
“gushers” a relic of the distant past. Steel casing is set and cemented to protect the water table from contamination.
Oil companies routinely take all necessary steps to prevent harmful interaction with wildlife and crop production.
HOW IS OIL AND NATURAL GAS TRANSPORTED AND USED?
Once oil and natural gas are produced and collected, they must be safely transported for their many uses. Oil can
be transported by truck, pipeline or ships to factories called refineries. Natural gas can only be transported in large
quantities through high pressure pipelines. Consequently, natural gas produced in the U.S. can only be used on this
continent, or it can be shipped as compressed and liquefied natural gas. Crude oil can be shipped all over the world
where it is made into the thousands of products that we use every day. You don’t need to leave home to find oil in
some of its many forms.
By processing fossil fuels at power stations, stored energy can be converted to electricity. The carpet on your floor
and the paint on your walls probably have oil in them. You brush your teeth with a plastic tooth brush which is made
from petroleum (oil is the key ingredient of plastic). It is estimated that we have found more than 500,000 uses for oil.
Table of Contents
No Uncertain Terms..................................................................................... 1
Scavenger Hunt............................................................................................ 24
The Glenn Pool Story.................................................................................. 39
Wildcatters, Roughnecks and Good Ol’ Boys........................................... 61
Baron Fruit................................................................................................... 79
The More Things Change........................................................................... 99
Running on Empty...................................................................................... 122
That Was When.......................................................................................... 155
Student Pages
No Uncertain Terms
Oklahoma Academic Standards
Oklahoma History Process and Literacy Standards
1: Reading Skills. The student will develop and demonstrate social studies Common Core
reading literacy skills.
B. Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
Oklahoma History Content Standards
4: The student will examine the transformation of Oklahoma during times of boom and
bust of the 1920s through the 1940s.
4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors
of employment, mining, and the subsequent development of communities, as well as the role of
entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.
5: The student will investigate how post-war social, political, and economic events continued
to transform the state of Oklahoma during the 1950s through the present.
2. Analyze the impact of economic growth in various sectors including the
D. Discovery of new fossil fuel resources, Tulsa’s designation as Oil Capital of the World,
and the opening of the Anadarko Basin
United States History Content Standards
6: The student will analyze the foreign and domestic policies in the contemporary era, 1977
to the present.
1. Cite specific textual and visual evidence to evaluate President Carter’s foreign policy in the
Middle East including the Camp David Accords, the OPEC oil embargo, and the response to the
1979 Iranian hostage crisis.
World History Content Standards
6: The student will evaluate contemporary global issues and challenges.
1. Describe the ongoing impact of interdependence on the world’s economies resulting in
the creation and growth of multinational organizations including the challenges faced by the
European Economic Community, the cooperative efforts of OPEC, the emergence of the Pacific
Rim economy, and the roles of the World Bank and World Trade Organization.
Social Studies | No Uncertain Terms
1
Teacher
No Uncertain Terms
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Using one’s wealth to benefit society is called:
A. Wildcatting
B. Philanthropy
C. Social Darwinism
D. Conspicuous Consumption
2. Andrew Carnegie’s “gospel of wealth” basically said that:
A. People should be free to make as much money as they can, then they
should give it away.
B. The best educated and most capable will rise to the top and survive; the
less-educated and less-capable will sink to the bottom and fail
C. Wealth is a sign of God’s approval and thus grants the freedom to do as you
wish
D. Money is the easiest and best answer to society’s ills
3. Which of the following would a philanthropist like Carnegie NOT be likely to support
with his wealth?
A. Giving money to scholarship programs for higher education
B. Building a new public library in an underprivileged community
C. Museums, symphony orchestras, and theater groups
D. Direct assistance to poor families or deserving individuals to help make
their lives easier
4. Someone who risks his money and reputation trying to find oil in an unproven area
is called a...?
A. Roughneck
B. Slick Digger
C. Philanthropist
D. Wildcatter
5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”?
A. Tulsa
B. Glenpool
C. Bartlesville
D. Oklahoma City
Social Studies | No Uncertain Terms
2
Teacher
6. A standard “barrel” of oil (as discussed on the evening news) is approximately...?
A. 12 U.S. Gallons
B. 42 U.S. Gallons
C. 60 U.S. Gallons
D. 76 U.S. Gallons
7. The term “roughneck” originally referred to...?
A. The bit-and-collar combination that cuts through the rock and dirt while
drilling for oil and natural gas
B. A thug or rowdy person who followed oil booms and basically mugged
people in the streets for a living
C. A member of the crew on an drilling rig other than the head driller
D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or
“turns” to get to the oil
8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil.
He’s now walking around holding the branch in front of him, eyes closed, waiting for it
to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...?
A. Black Dog
B. Branch Manager
C. Doodlebugger
D. Oil-a-Plant
9. The towns that suddenly sprang up when oil was discovered were called...?
A. Oilvilles
B. Boomtowns
C. T-Towns
D. Gushers
10. Because it was already obvious that petroleum was going to be a critical part of
Oklahoma’s economy, this organization was established at statehood to regulate oil &
natural gas exploration and production and the actions of public utilities in general.
A. The Oklahoma Corporation Commission
B. The Oklahoma Energy Resources Board
C. The Organization of Petroleum Exporting Countries
D. The American Petroleum Institute
Social Studies | No Uncertain Terms
3
Teacher
No Uncertain Terms
A Glossary of Oil and Natural Gas Terms
Class-time needed: 30-60 minutes/One class period
Essential Question:
• What are the common terms associated with the oil and
natural gas industry?
Purpose/Objective:
• To familiarize students with common terms related to the
oil and natural gas industry to which they will be exposed
in the subsequent lessons.
Introduction:
Explain to students the purpose of this lesson. Students are allowed to use a variety of
resources to help them access the information needed to complete any of the three (3) options
below because this lesson is not designed to test what students already know, but to help them
learn and practice using new terms.
Materials:
• Vocabulary List
• Reference Materials: Dictionary, Oklahoma History Textbook, or allow students to use
their smartphones
• Student Handout “Frayer Model” OR
• Student Handout “Word Wall Match Up Template”, OR
• Student Handout “Plain white copy paper” (8.5” x 11” for Graffiti Vocabulary or it can
be used for any of the 3 options)
Teacher Note: You can use each of the three options separately from the others, or you can have
different class periods complete different options. Or, to allow for differentiation, use all three in
one class and allow your students to choose which option they complete.
Students could also use vocabulary websites such as Study Stack (www.studystack.com) or
Quizlet (http://quizlet.com) to create electronic flashcards and use the online games to learn the
terms.
Each students product (from any of the three options) may serve as formative assessment of the
academic vocabulary.
Social Studies | No Uncertain Terms
4
Teacher
OPTION 1: Frayer Model (Four Square)
Procedure:
1.
Share unit vocabulary list for CORE Energy Social Studies with students.
2.
Introduce the Frayer model by modeling the strategy going through what the students
are to create for each square of the model. On the board, overhead, or using a document
camera, write a sample term in the top left corner. Second, brainstorm examples of
the term and write those in the top right corner. Next, brainstorm examples of nonexamples/antonyms/what is not in the bottom right corner. Finally, have the class help
you create a definition of the term and write it in the bottom left corner. Establish
expectations for student learning product using a rubric or checklist.
3.
Assign each student one term. Instruct students to use the whole group model for
their term and give them 15-20 minutes to work. Allow students to use textbooks,
dictionaries, or Smartphones to access definitions of terms. Students can illustrate
the term if you, or they wish. Students will share their terms at the end through a
vocabulary “speed dating” event.
4. Distribute template worksheet for the Frayer Model, or students can create their own by
taking plain, white copy paper and folding it in half lengthwise, then folding it in half
again width-wise.
5.
While students are working, walk around to each student and conference with them
using probing questions to help students think through their reasoning.
6.
Pair students up for the “speed dating” portion of the activity. It does not matter how
they are paired up because pairs will change. Inform students they will have two or
three minutes to share their term.
7.
Have each student in a pair identify their terms and discuss the different parts of their
model with their partner. Then switch roles. They should ask questions until they
understand the other person’s term. Call time and have students switch partners, repeat
process until students have spoken to all of the other students in class.
8.
Choose some of the best examples to display in class. Keep words in one location on
a wall of the classroom. And you have an instant word wall! As you use the other
CORE Energy Social Studies lessons, choose the terms that are pertinent to that
lesson and post them in a prominent place in your classroom and review them with
the class.
Sample Frayer Model
What it is (example, synonym)
Term
Christmas Tree
Definition (in your own words)
Valves, conduit, used to control
flow
What it is NOT! (non-example, antonym)
An assembly of valves, spools and
other stuff used to control the flow
of something out of a well.
Social Studies | No Uncertain Terms
It is not a wellhead.
5
Teacher
Sample Rubic: Frayer Model Vocabulary Scoring Rubric
Criteria:
1.
2.
3.
4.
5.
6.
Term is written in the top left portion of the paper.
Examples/Characteristics/Synonyms are written in top right portion of the paper and are
accurate.
Non-examples/Antonyms are written in the bottom right portion of the paper and are
accurate.
A definition, written in the student’s words, is found in the bottom left portion of the
paper and is accurate.
Each section is neatly written.
Color/Illustrations are included. (Optional)
Name: ______________________________ Class: _______________
Grading Criteria
Social Studies Content
Score: ________
Artistic Representation
Score: ________
Literacy Skill
Score: ________
Full Credit – 10 points
Half Credit – 5 points
• Word is appropriately defined
• At least 2 facts/features that
show understanding of what
the term is
• At least 2 facts/features that
show understanding of what
the term is NOT
• Historcal relevance
• Definition is incomplete
• Lacks facts/features that
show understanding
• The entire page is neatly
written and large enough to
see from several feet away
• Additional information is
illustrated
• Little attention to legibility
• Messy or wrinkled
• No additional information
illustrated (optional)
• Poster contains no
grammatical errors
• Grammatical errors
Total Score: ________
Social Studies | No Uncertain Terms
6
Teacher
What it is (example, synonyms)
What it is NOT! (non-example, antonym)
Term
Definition (in your own words)
Option 1: Frayer Model
Social Studies | No Uncertain Terms
7
Teacher
Social Studies | No Uncertain Terms
8
Teacher
American Petroleum Institute
Baron
Barrel
Barrels Per Day
Bit
Black Dog
Black Gold
Blow Out
Boarding House
Boomtown
Crude Oil
Derrick
Discovery Well
Doodlebugger
Driller
Dry Hole
Gusher
Natural Gas
Oil field
Oil Patch
OERB
Oil Capitol of the World
OPEC
Oklahoma Corporation Commission
Philanthropist
Pump jack
Roughneck
Shooter
Shotgun House
Speculator
Toolpusher
Wildcatter
Vocabulary List
OPTION 2: Word Wall Match Up
Procedure:
1.
Share unit vocabulary list for CORE Energy Social Studies with students.
2.
Introduce the strategy by modeling it using the board, white board, or document
camera, etc. Write a sample term in the space allotted, then the definition for the term;
finally have the student create a symbolic representation of the term (it can be a literal
illustration or more symbolic).
3.
Assign each student one term. Instruct students to use the whole group model for
their term and give them 15-20 minutes to work. Allow students to use textbooks,
dictionaries, or Smartphones to access definitions of terms.
4.
Students will learn each other’s terms by putting the pieces together at the end. When
students are finished have them cut the three sections of their worksheet apart and give
the term section to you. Mix up the remaining (definition and symbol) portions of the
worksheet.
5.
Post the terms on the walls of the classroom (spread them out for flow of movement).
6.
Have the students work in pairs to match the symbols and definitions to the correct
term.
7.
MIX IT UP! For review, post the symbol, or definition, and repeat the above process
for match the three parts together.
8.
Use the best examples from each class and place those in one location on a wall of
the classroom. And you have an instant word wall! As you use the other CORE
Energy Social Studies lessons, choose the terms that are pertinent to that lesson
and post them in a prominent place in your classroom and review them with the
class.
Social Studies | No Uncertain Terms
9
Teacher
Sample Rubic: Word Wall Match Up Criteria & Rubric
Criteria:
1.
2.
3.
Illustration is neatly drawn and colored, accurately symbolizes the term, and fills the
entire space devoted to the graphic representation.
Term is neatly written and in large enough print to read from a distance.
Definition is accurate and written in the student’s own words.
Name: ______________________________ Class: _______________
Grading Criteria
Social Studies Content
Score: ________
Full Credit – 10 points
• Word is appropriately defined
• At least 2 facts/features that
show understanding of what
the term is
• At least 2 facts/features that
show understanding of what
the term is NOT
• Historcal relevance
Artistic Representation • The entire page is neatly
written and large enough to
see from several feet away
Score: ________
• Additional information is
illustrated
Literacy Skill
Score: ________
• Poster contains no
grammatical errors
Half Credit – 5 points
• Definition is incomplete
• Lacks facts/features that
show understanding
• Little attention to legibility
• Messy or wrinkled
• No additional information
illustrated (optional)
• Grammatical errors
Total Score: ________
Social Studies | No Uncertain Terms
10
Teacher
Social Studies | No Uncertain Terms
Definition
Symbolic Representation/Illustration
Term
Option 2: Word Wall Match Up Template
11
Teacher
OPTION 3: Graffiti Vocabulary
Procedure:
1.
Share unit vocabulary list for CORE Energy Social Studies with students.
2.
Share template with class and discuss the characteristics: term is written graffiti style
(i.e., bubble letters); includes a description of the term using the students’ own words,
there are at least three (3) images representing the term, all white space on the paper is
colored in. Students will teach their term to the rest of class via a speed dating activity.
3.
Assign each student one term. Instruct students to use the whole group model for their
term and give them 30 minutes to work. Allow students to use textbooks, dictionaries,
or Smartphones to access definitions of terms.
4.
While students are working, walk around to each student and conference with them
using probing questions to help students think through their reasoning
5.
Pair students up for the “speed dating” portion of the activity. It doesn’t matter how
they are paired up because pairs will change. Inform students they will have two to
three minutes to share their term.
6.
Have each student in a pair identify their terms and discuss the different parts of their
model with their partner. Then switch roles. They should ask questions until they
understand the other person’s term. Call time and have students switch partners, repeat
process until students have spoken to all of the other students in class.
7.
Choose some of the best examples to display in class. Keep words in one location
on a wall of the classroom. Voila! Instant word wall! As you use the other CORE
Energy Social Studies lessons, choose the terms that are pertinent to that lesson
and post them in a prominent place in your classroom and review them with the
class.
Social Studies | No Uncertain Terms
12
Teacher
Sample Rubic: Graffiti Vocabulary
Criteria:
1.
2.
3.
4.
5.
Term is drawn using bubble letters, or some other legible graffiti font. It should be large
enough to be read from across the classroom.
Description of term using own words is written in a complete sentence and is accurate.
At least 3 images representing the term are present and correspond to the term.
All white space must be colored in.
Work is neatly completed and colorful.
Name: ______________________________ Class: _______________
Grading Criteria
Social Studies Content
Score: ________
Full Credit – 10 points
• Word is appropriately defined
• At least 2 facts/features that
show understanding of what
the term is
• At least 2 facts/features that
show understanding of what
the term is NOT
• Historcal relevance
Artistic Representation • The entire page has visual
interest
•
Additional information is
Score: ________
illustrated
Literacy Skill
Score: ________
• Poster contains no
grammatical errors
Half Credit – 5 points
• Definition is incomplete
• Lacks facts/features that
show understanding
• Little artistic representation
of the word
• No additional information
illustrated
• Grammatical errors
Total Score: ________
Social Studies | No Uncertain Terms
13
Teacher
Sample of Graffiti Vocabulary
Social Studies | No Uncertain Terms
14
Teacher
Observations/Conclusions:
Students should become more familiar with common terms related to the oil and natural gas
industry. This should make subsequent lessons easier to understand.
Assessment:
You may wish to take a grade on the completed vocabulary activities using a simple rubric/
checklist that identify the main components of the exercise. See samples at the end of the lesson.
If you want a more formal assessment, use the vocabulary quiz found at the end of the
lesson.
Teacher Information:
You may wish to check out dictionaries and other reference materials from the school library
to assist students successfully identifying each terms meaning.
Social Studies | No Uncertain Terms
15
Teacher
No Uncertain Terms Vocabulary Test
Directions: Complete each sentence with the term that matches best from the Word Bank.
WORD BANK
American Petroleum Institute
Baron
Barrel
Barrels Per Day
Bit
Black Dog
Black Gold
Boarding House
Boomtown
Crude Oil
Derrick
Discovery Well
Doodlebugger
Driller
Dry Hole
Gusher
Natural Gas
Oil Field
Oil Patch
OERB
Oil Capitol of the World
OPEC
Oklahoma Corporation Commission
Philanthropist
Roughneck
Shooter
Shotgun House
Speculator
Toolpusher
Wildcatter
is a slang term for petroleum.
1.
2. A person who drills a well in an area where no oil or natural gas production previously
existed is called a
3. A .
is a well that has come in with such pressure that oil spews out of
the well like a geyser.
4. Unrefined, liquid petroleum is called .
5. The acronym of the name of the organization whose purpose is to negotiate and regulate oil
prices is
.
is a measure of the rate of flow of a well; it is the total amount of oil
6.
produced per day.
7. Also called the rig foreman or superintendent,
, is the person in
charge of the entire drilling rig.
8. Founded in 1920, the sets the standards for all types of oilfield
equipment.
is the employee directly in charge of a drilling rig and crew.
9.
10. Another name for a well that does not produce oil or natural gas in commercial quantities is
called a
.
is a highly compressible, highly expandable mixture of
11.
hydrocarbons occurring natural in a gaseous form.
Social Studies | No Uncertain Terms
16
Teacher
12. A
has great power in a particular field.
13. A promotes the happiness and social elevation of mankind by
making donations to worthy causes.
14. A person who takes a financial risk in hope of a substantial gain is called a
15.
.
was established at statehood to regulate the exploration and production
of oil and natural gas and to regulate public utilities.
16. The surface overlying an oil reservoir is called an
.
17. The first well drilled, or in a new field that reveals the presence of oil or gas is called a
18. A is formed by the rapid influx of people, money, or materials due
to the discovery of oil or other valuable natural resource.
is a slang term for oil field.
19.
20. The is the person who shoots nitroglycerin into a well to promote
the flow of oil.
21. Equivalent to 42 U.S. gallons,
is the unit of measure for petroleum
products.
22. The is an organization of oil and natural gas producers and royalty
owners that is dedicated to restoring abandoned well sites and educating the public on the
contributions of the oil and natural gas industry. Hint: It stands for the Oklahoma Energy
Resources Board.
23. On the drilling rig, a
is subordinate to the driller.
24. The large, load-bearing framework over the mouth of the oil well is called a 25. A .
is the cutting or boring element used in drilling oil or natural gas
wells.
Social Studies | No Uncertain Terms
17
Teacher
No Uncertain Terms
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Using one’s wealth to benefit society is called:
A. Wildcatting
B. Philanthropy
C. Social Darwinism
D. Conspicuous Consumption
2. Andrew Carnegie’s “gospel of wealth” basically said that:
A. People should be free to make as much money as they can, then they
should give it away.
B. The best educated and most capable will rise to the top and survive; the
less-educated and less-capable will sink to the bottom and fail
C. Wealth is a sign of God’s approval and thus grants the freedom to do as you
wish
D. Money is the easiest and best answer to society’s ills
3. Which of the following would a philanthropist like Carnegie NOT be likely to support
with his wealth?
A. Giving money to scholarship programs for higher education
B. Building a new public library in an underprivileged community
C. Museums, symphony orchestras, and theater groups
D. Direct assistance to poor families or deserving individuals to help make
their lives easier
4. Someone who risks his money and reputation trying to find oil in an unproven area
is called a...?
A. Roughneck
B. Slick Digger
C. Philanthropist
D. Wildcatter
5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”?
A. Tulsa
B. Glenpool
C. Bartlesville
D. Oklahoma City
Social Studies | No Uncertain Terms
18
Teacher
6. A standard “barrel” of oil (as discussed on the evening news) is approximately...?
A. 12 U.S. Gallons
B. 42 U.S. Gallons
C. 60 U.S. Gallons
D. 76 U.S. Gallons
7. The term “roughneck” originally referred to...?
A. The bit-and-collar combination that cuts through the rock and dirt while
drilling for oil and natural gas.
B. A thug or rowdy person who followed oil booms and basically mugged
people in the streets for a living
C. A member of the crew on an drilling rig other than the head driller
D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or
“turns” to get to the oil
8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil.
He’s now walking around holding the branch in front of him, eyes closed, waiting for it
to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...?
A. Black Dog
B. Branch Manager
C. Doodlebugger
D. Oil-a-Plant
9. The towns that suddenly sprang up when oil was discovered were called...?
A. Oilvilles
B. Boomtowns
C. T-Towns
D. Gushers
10. Because it was already obvious that petroleum was going to be a critical part of
Oklahoma’s economy, this organization was established at statehood to regulate oil &
gas exploration and production and the actions of public utilities in general.
A. The Oklahoma Corporation Commission
B. The Oklahoma Energy Resources Board
C. The Organization fo Petroleum Exporting Countries
D. The American Petroleum Institute
Social Studies | No Uncertain Terms
19
Teacher
No Uncertain Terms Vocabulary Test-ANSWER KEY
Directions: Complete each sentence with the term that matches best from the Word Bank.
WORD BANK
American Petroleum Institute
Baron
Barrel
Barrels Per Day
Bit
Black Dog
Black Gold
Boarding House
Boomtown
Crude Oil
1.
Black Gold
Derrick
Discovery Well
Doodlebugger
Driller
Dry Hole
Gusher
Natural Gas
Oil Field
Oil Patch
OERB
Oil Capitol of the World
OPEC
Oklahoma Corporation Commission
Philanthropist
Roughneck
Shooter
Shotgun House
Speculator
Toolpusher
Wildcatter
is a slang term for petroleum.
2. A person who drills a well in an area where no oil or natural gas production previously
Wildcatter
existed is called a
Gusher
3. A .
is a well that has come in with such pressure that oil spews out of
the well like a geyser.
4. Unrefined, liquid petroleum is called Crude Oil
.
5. The acronym of the name of the organization whose purpose is to negotiate and regulate oil
prices is
6.
OPEC
Barrels per day
.
is a measure of the rate of flow of a well; it is the total amount of oil
produced per day.
Toolpusher
7. Also called the rig foreman or superintendent,
, is the person in
charge of the entire drilling rig.
American Petroleum Institute sets the standards for all types of
8. Founded in 1920, the oilfield equipment.
9.
Driller
is the employee directly in charge of a drilling rig and crew.
10. Another name for a well that does not produce oil or natural gas in commercial quantities is
Dry Hole
called a
11.
Natural Gas
.
is a highly compressible, highly expandable mixture of
hydrocarbons occurring natural in a gaseous form.
Social Studies | No Uncertain Terms
20
Teacher
Baron
12. A
Philanthropist
13. A has great power in a particular field.
promotes the happiness and social elevation of mankind by
making donations to worthy causes.
14. A person who takes a financial risk in hope of a substantial gain is called a
Speculator
.
15. OK Corporation Commission was established at statehood to regulate the exploration and
production of oil and gas and to regulate public utilities.
Oil field
16. The surface overlying an oil reservoir is called an
.
17. The first well drilled, or in a new field that reveals the presence of oil or gas is called a
Discovery well
Boomtown
18. A is formed by the rapid influx of people, money, or materials due
to the discovery of oil or other valuable natural resource.
Oil patch
19.
Shooter
20. The is a slang term for oil field.
is the person who shoots nitroglycerin into a well to promote
the flow of oil.
21. Equivalent to 42 U.S. gallons, a
Barrel
is the unit of measure for petroleum
products.
OERB
22. The is an organization of oil and natural gas producers and royalty
owners that is dedicated to restoring abandoned well sites and educating the public on the
contributions of the oil and natural gas industry. Hint: It stands for the Oklahoma Energy
Resources Board.
23. On the drilling rig, a
Roughneck
is subordinate to the driller.
24. The large, load-bearing framework over the mouth of the oil well is called a 25. A Bit
Derrick
.
is the cutting or boring element used in drilling oil or natural gas
wells.
Social Studies | No Uncertain Terms
21
Teacher
No Uncertain Terms
Pretest/Post Test Answer Key
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
B
1. Using one’s wealth to benefit society is called:
A. Wildcatting
B. Philanthropy
C. Social Darwinism
D. Conspicuous Consumption
A
2. Andrew Carnegie’s “gospel of wealth” basically said that:
A. People should be free to make as much money as they can, then they
should give it away.
B. The best educated and most capable will rise to the top and survive; the
less-educated and less-capable will sink to the bottom and fail
C. Wealth is a sign of God’s approval and thus grants the freedom to do as you
wish
D. Money is the easiest and best answer to society’s ills
D
3. Which of the following would a philanthropist like Carnegie NOT be likely to support
with his wealth?
A. Giving money to scholarship programs for higher education
B. Building a new public library in an underprivileged community
C. Museums, symphony orchestras, and theater groups
D. Direct assistance to poor families or deserving individuals to help make
their lives easier
D
4. Someone who risks his money and reputation trying to find oil in an unproven area
is called a...?
A. Roughneck
B. Slick Digger
C. Philanthropist
D. Wildcatter
A
5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”?
A. Tulsa
B. Glenpool
C. Bartlesville
D. Oklahoma City
Social Studies | No Uncertain Terms
22
Teacher
B
6. A standard “barrel” of oil (as discussed on the evening news) is approximately...?
A. 12 U.S. Gallons
B. 42 U.S. Gallons
C. 60 U.S. Gallons
D. 76 U.S. Gallons
C
7. The term “roughneck” originally referred to...?
A. The bit-and-collar combination that cuts through the rock and dirt while
drilling for oil and natural gas.
B. A thug or rowdy person who followed oil booms and basically mugged
people in the streets for a living
C. A member of the crew on an drilling rig other than the head driller
D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or
“turns” to get to the oil
C
8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil.
He’s now walking around holding the branch in front of him, eyes closed, waiting for it
to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...?
A. Black Dog
B. Branch Manager
C. Doodlebugger
D. Oil-a-Plant
B
9. The towns that suddenly sprang up when oil was discovered were called...?
A. Oilvilles
B. Boomtowns
C. T-Towns
D. Gushers
A
10. Because it was already obvious that petroleum was going to be a critical part of
Oklahoma’s economy, this organization was established at statehood to regulate oil &
gas exploration and production and the actions of public utilities in general.
A. The Oklahoma Corporation Commission
B. The Oklahoma Energy Resources Board
C. The Organization fo Petroleum Exporting Countries
D. The American Petroleum Institute
Social Studies | No Uncertain Terms
23
Teacher
Scavenger Hunt
Oklahoma Academic Standards
Oklahoma History Process and Literacy Standards
1: Reading Skills. The student will develop and demonstrate social studies Common Core
reading literacy skills.
C. Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative
analysis in print or digital text.
Oklahoma History Content Standards
4: The student will examine the transformation of Oklahoma during times of boom and
bust of the 1920s through the 1940s.
4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors
of employment, mining, and the subsequent development of communities, as well as the role of
entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.
5: The student will investigate how post-war social, political, and economic events continued
to transform the state of Oklahoma during the 1950s through the present.
2. Analyze the impact of economic growth in various sectors including the
D. Discovery of new fossil fuel resources, Tulsa’s designation as Oil Capital of the World,
and the opening of the Anadarko Basin
6. Cite specific textual and visual evidence to analyze the oil and gas boom of the 1970s and the
subsequent bust of the energy industry during the 1980s including the impact of the Penn Square
Bank Collapse on the state’s economy, employment, and banking.
World Human Geography Content Standards
6: The student will evaluate specific textual and visual evidence to analyze the impact of
industrialization on economic development.
1. Examine the changing roles of natual resources, energy, and technology that resulted in the
Industrial Revolution.
2. Evaluate the impact of industrialization and government policies of both market and command
economic systems on the availability and use of natural resources, environmental concerns, and
sustainable development.
Social Studies | Scavenger Hunt
24
Teacher
World History Content Standards
6: The student will evaluate contemporary global issues and challenges.
1. Describe the ongoing impact of interdependence on the world’s economies resulting in
the creation and growth of multinational organizations including the challenges faced by the
European Economic Community, the cooperative efforts of OPEC, the emergence of the Pacific
Rim economy, and the roles of the World Bank and World Trade Organization.
United States History Content Standards
6: The student will analyze the foreign and domestic policies in the contemporary era, 1977
to the present.
1. Cite specific textual and visual evidence to evaluate President Carter’s foreign policy in the
Middle East including the Camp David Accords, the OPEC oil embargo, and the response to the
1979 Iranian hostage crisis.
Social Studies | Scavenger Hunt
25
Teacher
Scavenger Hunt
Class-time needed: 50 minutes/One class period
Essential Question:
• What places produce and consume the most oil and
natural gas in the United States and World?
Purpose/Objective:
• To hone research skills, including using indexes and reference materials to locate specific
facts and to find valid information on the Internet.
• To connect historical oil and natural gas information learned throughout this unit with
current statistics and information.
• To familiarize students with the United States and world geography.
Introduction:
Briefly review materials covered during this unit. Explain that, of course, oil and natural gas
are still major parts of not only Oklahoma’s economy and history, but of much of the modern
world. Students could devote an entire school year to studying the past and present state and
impact of these industries and still have plenty to learn. In this activity, students will identify
Oklahoma’s role in the contemporary world of oil and natural gas.
NOTE TO TEACHER: Information will change due to new discoveries and
technologies. Please check the OERB teacher website, OERBHOMEROOM.com
for updated student handouts/keys.
Materials:
• Laminated and keyed maps of the U.S., the Americas, and Eastern Hemisphere
• Computer lab, personal devices such as tablets or smartphones
• Student Handout “Scavenger Hunt Assignment Sheets”
Procedure:
*To save time, you may want to create groups the day before taking the class to the library.
1.
Divide students into groups of four.
2.
Explain to students that the goal is to get as many correct answers as possible, although
it is unlikely that any team will get all of the correct answers in the time provided.
Answer any procedural questions students have regarding the instructions.
3. Students can use a computer lab, tablets, smartphones or any other internet devices.
Social Studies | Scavenger Hunt
26
Teacher
Assessment
Using the provided answer key, tally each group’s answer sheets for the total number of
correct answers.
Teacher Note
The specifics of this assignment may vary according to your school’s resources. Check with
your school librarian ahead of time for the best way to conduct the search. You may tailor the
assignment to your particular situation
The “correct” answer for current information may change from time to time. For instance,
the top five oil-producers may change from year-to-year. The answer key includes anticipated
variations, but is not unchangeable.
This may be a good opportunity to work with your school librarian in teaching students how
to determine the credibility of web resources, and how to best locate specific information in print
resources, etc. You can adjust the parameters of the assignment to fit your school’s resources and
your class objectives.
Download fact sheet to share the current statistics and impacts Oklahoma’s oil and
natural gas industry is having on the state’s economy, jobs and more.
Social Studies | Scavenger Hunt
27
Teacher
Core Energy Scavenger Hunt
7. Map Location: _____
8. Map Location: _____
9. Map Location: _____
10. Map Location: _____
2. __________________________
3. __________________________
4. __________________________
5. __________________________
17. Map Location: _____
18. Map Location: _____
19. Map Location: _____
20. Map Location: _____
12. __________________________ 13. __________________________
14. __________________________
15. __________________________
11. __________________________ 16. Map Location: _____
What are the top five oil-producing states in the U.S. right now? When you have listed all five,
find them on the provided U.S. Map and indicate by letter where each one is located.
6. Map Location: _____
1. __________________________
What are the top five oil-producing countries in the world right now? When you have listed all
five, find them on the provided World Maps and indicate by letter where each one is located.
Oil & Natural Gas Scavenger Hunt
Names: _________________________________________ Period: ____
Social Studies | Scavenger Hunt
30. What is the main goal / purpose of OPEC? _______________________
__________________________________________________________
23. _______________________ 26. Map: _____ 29. Percentage: _____
22. _______________________ 25. Map: _____ 28. Percentage: _____
21. _______________________ 24. Map: _____ 27. Percentage: _____
What are the top three oil-consuming countries in the world right now? When you have listed
all three, find them on the provided World Maps and indicate by letter where each one is located.
Then list the approximate percentage each one uses of world oil supplies.
28
Social Studies | Scavenger Hunt
Teacher
28
50. Map Location: _____
51. Map Location: _____
52. Map Location: _____
45. __________________________
46. __________________________
47. __________________________
60. Map Location: _____
61. Map Location: _____
62. Map Location: _____
56. __________________________
57. __________________________
59. Map Location: _____
55. __________________________
54. __________________________ 53. __________________________ 58. Map Location: _____
Teacher
What are the top five natural gas-producing states in the U.S. right now? When you have listed
all five, find them on the provided U.S. Map and indicate by letter where each one is located.
49. Map Location: _____
44. __________________________ 43. __________________________ 48. Map Location: _____
What about natural gas? What are the top five natural gas-producing countries in the world right
now? When you have listed all five, find them on the provided World Maps and indicate by letter
where each one is located.
42. OPEC’s 12 members possess about ______ percent of the world’s total
proven oil reserves.
41. OPEC’s 12 members currently supply about ______ percent of the world’s
oil output.
40. _______________________
35. _________________________
38. _______________________
33. _________________________
39. _______________________
37. _______________________
32. _________________________
34. _________________________
36. _______________________
31. _________________________
List 10 of the 12 current members of OPEC:
What are the top three natural gas-consuming countries in the world right now? When you have
listed all three, find them on the provided World Maps and indicate by letter where each one is
located. Then list the approximate percentage each one uses of world natural gas supplies.
76. In what year was the OCC formed? ____________
29
____ 82. This well (referring to previous question) was located in...?
(A) Tulsa
(C) Oklahoma City
(B) Bartlesville
(D) Guthrie
____ 81. What was the first commercially viable oil well in Oklahoma?
(A) The Sue Bland No. 1
(C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick
(D) The Ida Glenn No. 1
80. _______________________________________________________
79. _______________________________________________________
78. _______________________________________________________
77. _______________________________________________________
The Oklahoma Corporation Commission says in its mission statement that it will do four specific
things “in the interests of the public.” What are those four things?
Teacher
Social Studies | Scavenger Hunt
29
____ 91. The “Keystone Trail” was primarily used to...?
(A) Bring oil equipment into Oklahoma from Texas
(B) Bring illegal liquor into Tulsa
(C) Follow known oil pools into un-drilled areas
(D) Trap those with cash so they could be robbed
____ 90. This was the “discovery well” of the Red Fork pool.
(A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick (D) The Ida Glenn No. 1
____ 89. What was used to “shoot” the Uncle Bill No. 1, the “discovery well” of
the Cleveland pool?
(A) Gunpowder
(C) TNT
(B) Nitroglycerin
(D) The first hand-held Kodak camera
____ 88. Woolaroc is the contribution of oil industry giant...?
(A) E.W. Marland
(C) Tom Slick
(B) G.B. Woolsworth
(D) Frank Phillips
____ 87. Woolaroc Ranch, Museum, and Wildlife Preserve is located near...?
(A) Bartlesville
(C) Tulsa
(B) Oklahoma City
(D) Ponca City
75. _______________________________________________________
74. _______________________________________________________
73. _______________________________________________________
____ 86. Which tribe in Oklahoma became the richest people in the world
(per capita) during the oil boom of the 1920s?
(A) The Kaw
(C) The Osage
(B) The Cherokee
(D) The Seminole
____ 85. The “Million Dollar Elm” is located in...?
(A) Kiefer
(C) Pawhuska
(B) Glenpool
(D) Ponca City
____ 84. Which Oklahoma town was known as the Oil Capitol of the World?
(A) Tulsa
(C) Oklahoma City
(B) Bartlesville
(D) Guthrie
____ 83. The find that launched Oklahoma to the top of the world in terms
of oil production was the...?
(A) Oklahoma City Field (C) The 101 Ranch
(B) The Glenn Pool
(D) The Kiefer Dugout
72. _______________________________________________________
The Oklahoma Corporation Commission has a four-fold mission statement. What are the four
purposes of the OCC, according to its own mission statement?
65. _______________________ 68. Map: _____ 71. Percentage: _____
64. _______________________ 67. Map: _____ 70. Percentage: _____
63. _______________________ 66. Map: _____ 69. Percentage: _____
Social Studies | Scavenger Hunt
Teacher
____ 102. In July, 1982, what Oklahoma City bank went «bust» causing a
shock to the financial market?
(A) Bank of Oklahoma
(C) Penn Square Bank
(B) First National Bank (D) First United Bank
103. What does OERB stand for? ________________________________
____ 95. William G. Skelly earned the nickname...?
(A) “The Uncrowned King of the Senate”
(B) “King of the Wildcatters”
(C) “Mr. Tulsa”
(D) “Dry-Hole Skelly”
____ 96. Thomas Gilcrease’s first purchase (which is still on display at the
Gilcrease Museum) was...?
(A) ‘Rural Courtship’ (C) ‘The Buffalo Hunt’
(B) ‘Zuni Mother’
(D) ‘The Grand Canyon’
30
____ 98. This well near Oklahoma City blew out of control so high and so long
that officials had to take emergency measures to prevent people
from lighting anything—even to cook—for miles away.
(A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick (D) The Ida Glenn No. 1
____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not
only did not shout about it, but covered it up with dirt, rented every
horse and every buggy in town, hired out every notary public, and
surrounded his field with armed guards until he could secure leases
on all of the surrounding land.
(A) Tom Slick
(C) Harry Sinclair
(B) Waite Phillips (D) Thomas Gilcrease
Teacher
Social Studies | Scavenger Hunt
30
____ 101. Lead Free gasoline was introduced to consumers in which decade?
(A) The 1950s
(C) The 1970s
(B) The 1960s
(D) The 1980s
____ 94. The Phillips 66ers were...?
(A) A basketball team
(C) An employees’ union
(B) A charity organization (D) Winners of gasoline for life
105. ______________________________________________________
104. ______________________________________________________
What are the OERB’s two main goals / functions?
____ 100. In 1959, the nation followed the drilling progress of «The Big Dave
No. 1» every morning on what television program?
(A) FOX News
(C) The Today Show
(B) CNN
(D) Good Morning America
____ 99. The West Edmond Field was discovered in 1943 by:
(A) Roy J. Turner
(C) Lloyd Noble
(B) Ace Gutowsky
(D) J.A. LaFortune
____ 92. Who helped to open the Exchange National Bank (which later became the Bank of Oklahoma) strictly for the oil industry?
(A) E. W. Marland
(C) Frank Phillips
(B) Tom Slick
(D) Harry Sinclair
____ 93. Phillips 66 opened its very first gas station in...?
(A) Bartlesville, OK
(C) Wichita, KS
(B) Rowling, TX
(D) Tulsa, OK
Social Studies | Scavenger Hunt
Teacher
Social Studies | Scavenger Hunt
31
shampoo
transparent tape
rubber cement
rubbing alcohol
luggage
upholstery
balloons
soap dishes
hair curlers
lipstick ice cube trays
electric blankets ammonia
car batteries
cameras
hair color
hand lotion
telephones
cold cream
deodorant paint rollers pajamas
brushes
pillows tents
floor wax
electrical tape
tires
guitar strings TV cabinets
compact discs
repellant
heart valves
ink
model cars toothpaste hearing aids
paint epoxy paint umbrellas fan belts purses
salad bowls parachutes
toilet seats
fertilizer eyeglasses
toothbrushes
drinking cups
tennis rackets
31
anesthetics
insect ice coolers
life jacket
house paint
sports cars
motorcycle helmets sweaters shoes
combs
American flags
football antifreeze
panty hose
nylon rope
antiseptics
shaving cream
crayons
Circle ONLY the items that are made with/from petroleum:
CORE Energy Social Studies
Scavenger Hunt
Social Studies | Scavenger Hunt
Teacher
food preservatives
cortisone
dice
oil filters
antihistamines
fishing lures
fishing rods
sunglasses
skis
golf balls
aspirin
artifical limbs
nail polish
maps
movie films
bandages
artifical turf
dish detergent
vinyl
trash bags
flooring
contact lenses
perfumes
insecticides
glue
vitamin capsules
caulking
shower curtains
PVC pipes
candles
ballpoint pens
fishing boots
dentures
speakers
Teacher
Core Energy Scavenger Hunt-ANSWER KEY
7. Map Location: _____
M
8. Map Location: _____
AA
9. Map Location: _____
I
10. Map Location: _____
P
2. __________________________
Russia
3. __________________________
United States
4. __________________________
Iran
5. __________________________
China
Z
17. Map Location: _____
D
18. Map Location: _____
19. Map Location: _____
A
L
20. Map Location: _____
12. __________________________
North Dakota
13. __________________________
California
14. __________________________
Alaska
15. __________________________
Oklahoma
K
11. __________________________
16. Map Location: _____
Texas
What are the top five oil-producing states in the U.S. right now? When you have listed all five,
find them on the provided U.S. Map and indicate by letter where each one is located.
6. Map Location: _____
D
1. __________________________
Saudi Arabia
What are the top five oil-producing countries in the world right now? When you have listed all
five, find them on the provided World Maps and indicate by letter where each one is located.
Oil & Natural Gas Scavenger Hunt Sheet
Names: _________________________________________ Period: ____
Social Studies | Scavenger Hunt
I
51. Map Location: _____
Q
52. Map Location: _____
Iran
46. __________________________
Qatar
47. __________________________
R
59. Map Location: _____
F
60. Map Location: _____
L
61. Map Location: _____
H
62. Map Location: _____
Louisiana
54. __________________________
Wyoming
55. __________________________
Oklahoma
56. __________________________
Colorado
57. __________________________
22. _______________________
25. Map: _____
China
P 28. Percentage: _____
11%
23. _______________________
26. Map: _____
R 29. Percentage: _____
Japan
5%
30. What is the main goal / purpose of OPEC? _______________________
To adjust supply/demand in
__________________________________________________________
the oil industry and maintain stable economy for member nations.
Texas
K
53. __________________________
58. Map Location: _____
32
BB
50. Map Location: _____
Canada
45. __________________________
Teacher
Social Studies | Scavenger Hunt
Teacher
What are the top five natural gas-producing states in the U.S. right now? When you have listed
all five, find them on the provided U.S. Map and indicate by letter where each one is located.
M
49. Map Location: _____
Russia
44. __________________________
United States
AA
43. __________________________
48. Map Location: _____
What about natural gas? What are the top five natural gas-producing countries in the world right
now? When you have listed all five, find them on the provided World Maps and indicate by letter
where each one is located.
81% percent of the world’s total
42. OPEC’s 12 members possess about ______
proven oil reserves.
40% percent of the world’s
41. OPEC’s 12 members currently supply about ______
oil output.
United Arab Emirates
40. _______________________
35. _________________________
Iraq
Qatar
38. _______________________
33. _________________________
Ecuador
Saudi Arabia
39. _______________________
Nigeria
37. _______________________
32. _________________________
Angola
34. _________________________
Iran
36. _______________________
Libya
31. _________________________
Algeria
List 10 of the 12 current members of OPEC: (*Kuwait and Venezuela)
21. _______________________
24. Map: _____
United States
AA 27. Percentage: _____
22%
What are the top three oil-consuming countries in the world right now? When you have listed
all three, find them on the provided World Maps and indicate by letter where each one is located.
Then list the approximate percentage each one uses of world oil supplies.
32
What are the top three gas-consuming countries in the world right now? When you have listed
all three, find them on the provided World Maps and indicate by letter where each one is located.
Then list the approximate percentage each one uses of world natural gas supplies.
1907
76. In what year was the OCC formed? ____________
75. _______________________________________________________
Intrastate commerce
74. Rates
_______________________________________________________
and services-public utilities
73. Storage
_______________________________________________________
and dispensing of petroleum fuels
72. _______________________________________________________
To regulate/enforce laws concerning oil and natural gas
The Oklahoma Corporation Commission has a four-fold mission statement. What are the four
purposes of the OCC, according to its own mission statement?
I 71. Percentage: _____
65. _______________________
68. Map: _____
Iran
4%
64. _______________________
67. Map: _____
M 70. Percentage: _____
16%
Russia
AA 69. Percentage: _____
63. _______________________
66. Map: _____
25%
United States
Social Studies | Scavenger Hunt
____
B 82. This well (referring to previous question) was located in...?
(A) Tulsa
(C) Oklahoma City
(B) Bartlesville (D) Guthrie
C 81. What was the first commercially viable oil well in Oklahoma?
____
(A) The Sue Bland No. 1
(C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick
(D) The Ida Glenn No. 1
80. _______________________________________________________
Balance rights and needs of the public with those of business
Abate pollution of the environment
79. _______________________________________________________
Avoid waste
78. _______________________________________________________
Oversee conservation of natural resouces
77. _______________________________________________________
The Oklahoma Corporation Commission says in its mission statement that it will do four specific
things “in the interests of the public.” What are those four things?
33
Social Studies | Scavenger Hunt
Teacher
33
B 91. The “Keystone Trail” was primarily used to...?
____
(A) Bring oil equipment into Oklahoma from Texas
(B) Bring illegal liquor into Tulsa
(C) Follow known oil pools into un-drilled areas
(D) Trap those with cash so they could be robbed
A 90. This was the “discovery well” of the Red Fork pool.
____
(A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick (D) The Ida Glenn No. 1
B 89. What was used to “shoot” the Uncle Bill No. 1, the “discovery well” of
____
the Cleveland pool?
(A) Gunpowder
(C) TNT
(B) Nitroglycerin
(D) The first hand-held Kodak camera
D 88. Woolaroc is the contribution of oil industry giant...?
____
(A) E.W. Marland
(C) Tom Slick
(B) G.B. Woolsworth
(D) Frank Phillips
____
A 87. Woolaroc Ranch, Museum, and Wildlife Preserve is located near...?
(A) Bartlesville
(C) Tulsa
(B) Oklahoma City
(D) Ponca City
C 86. Which tribe in Oklahoma became the richest people in the world
____
(per capita) during the oil boom of the 1920s?
(A) The Kaw
(C) The Osage
(B) The Cherokee
(D) The Seminole
C 85. The “Million Dollar Elm” is located in...?
____
(A) Kiefer
(C) Pawhuska
(B) Glenpool
(D) Ponca City
A 84. Which Oklahoma town was known as the Oil Capitol of the World?
____
(A) Tulsa
(C) Oklahoma City
(B) Bartlesville
(D) Guthrie
B 83. The find that launched Oklahoma to the top of the world in terms
____
of oil production was the...?
(A) Oklahoma City Field (C) The 101 Ranch
(B) The Glenn Pool
(D) The Kiefer Dugout
Teacher
____
C 102. In July, 1982, what Oklahoma City bank went “bust” causing a
shock to the financial market?
(A) Bank of Oklahoma
(C) Penn Square Bank
(B) First National Bank (D) First United Bank
Oklahoma Energy Resources Board
103. What does OERB stand for? ________________________________
____
C 95. William G. Skelly earned the nickname...?
(A) “The Uncrowned King of the Senate”
(B) “King of the Wildcatters”
(C) “Mr. Tulsa”
(D) “Dry-Hole Skelly”
____
A 96. Thomas Gilcrease’s first purchase (which is still on display at the
Gilcrease Museum) was...?
(A) ‘Rural Courtship’ (C) ‘The Buffalo Hunt’
(B) ‘Zuni Mother’
(D) ‘The Grand Canyon’
34
B 98. This well near Oklahoma City blew out of control so high and so long
____
that officials had to take emergency measures to prevent people
from lighting anything—even to cook—for miles away.
(A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick (D) The Ida Glenn No. 1
____
A 97. When this oilman struck oil on the Wheeler farm in Cushing, he not
only did not shout about it, but covered it up with dirt, rented every
horse and every buggy in town, hired out every notary public, and
surrounded his field with armed guards until he could secure leases
on all of the surrounding land.
(A) Tom Slick
(C) Harry Sinclair
(B) Waite Phillips (D) Thomas Gilcrease
Teacher
Social Studies | Scavenger Hunt
34
C 101. Lead Free gasoline was introduced to consumers in which decade?
____
(A) The 1950s
(C) The 1970s
(B) The 1960s
(D) The 1980s
____
A 94. The Phillips 66ers were...?
(A) A basketball team
(C) An employees’ union
(B) A charity organization (D) Winners of gasoline for life
Educate the pubic about Oklahoma’s oil and natural gas industry.
105. ______________________________________________________
104. ______________________________________________________
Clean up abandoned well sites
What are the OERB’s two main goals / functions?
C 100. In 1959, the nation followed the drilling progress of “The Big Dave
____
No. 1” every morning on what television program?
(A) FOX News
(C) The Today Show
(B) CNN
(D) Good Morning America
____
B 99. The West Edmond Field was discovered in 1943 by:
(A) Roy J. Turner
(C) Lloyd Noble
(B) Ace Gutowsky
(D) J.A. LaFortune
____
B 92. Who helped to open the Exchange National Bank (which later became the Bank of Oklahoma) strictly for the oil industry?
(A) E. W. Marland
(C) Frank Phillips
(B) Tom Slick
(D) Harry Sinclair
C 93. Phillips 66 opened its very first gas station in...?
____
(A) Bartlesville, OK
(C) Wichita, KS
(B) Rowling, TX
(D) Tulsa, OK
Social Studies | Scavenger Hunt
Teacher
Social Studies | Scavenger Hunt
35
shampoo
transparent tape
rubber cement
rubbing alcohol
luggage
upholstery
balloons
soap dishes
hair curlers
lipstick ice cube trays
electric blankets ammonia
car batteries
cameras
hair color
hand lotion
telephones
cold cream
deodorant paint rollers pajamas
brushes
pillows tents
floor wax
electrical tape
tires
guitar strings TV cabinets
compact discs
repellant
heart valves
ink
model cars toothpaste hearing aids
paint epoxy paint umbrellas fan belts purses
salad bowls parachutes
toilet seats
fertilizer eyeglasses
toothbrushes
drinking cups
tennis rackets
35
anesthetics
insect ice coolers
life jacket
house paint
sports cars
motorcycle helmets sweaters shoes
combs
American flags
football antifreeze
panty hose
nylon rope
antiseptics
shaving cream
crayons
food preservatives
cortisone
dice
oil filters
antihistamines
fishing lures
fishing rods
sunglasses
skis
golf balls
aspirin
artifical limbs
nail polish
maps
movie films
bandages
artifical turf
Circle ONLY the items that are made with/from petroleum: ALL ITEMS SHOULD BE CIRCLED
CORE Energy Social Studies
Scavenger Hunt-ANSWER KEY
Social Studies | Scavenger Hunt
Teacher
dish detergent
vinyl
trash bags
flooring
contact lenses
perfumes
insecticides
glue
vitamin capsules
caulking
shower curtains
PVC pipes
candles
ballpoint pens
fishing boots
dentures
speakers
Teacher
Social Studies | Scavenger Hunt
36
Teacher
Social Studies | Scavenger Hunt
37
Teacher
Social Studies | Scavenger Hunt
38
Teacher
The Glenn Pool Story
Oklahoma Academic Standards
Oklahoma History Process and Literacy Standards
1: Reading Skills. The student will develop and demonstrate social studies Common Core
reading literacy skills.
A. Key Ideas and Details
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
2: Writing Skills. The student will develop and demonstrate Common Core social studies
writing literacy skills.
A. Text Types and Purposes
2. Write informative/explanatory texts, including the narration of historic events, scientific
procedures/experiments, or technical processes.
B. Production and Distribution of Writing
C. Research to Build and Present Knowledge
Oklahoma History Content Standards
4: The student will examine the transformation of Oklahoma during times of boom and
bust of the 1920s through the 1940s.
4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors
of employment, mining, and the subsequent development of communities, as well as the role of
entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.
5: The student will investigate how post-war social, political, and economic events continued
to transform the state of Oklahoma during the 1950s through the present.
2. Analyze the impact of economic growth in various sectors including the
A. Impact of rural to urban migration
D. Anaylze the impact of economic growth in various sectors including the discovery of
new fossils fuel resources and Tulsa’s designation as Oil Capital of the World.
E. Improvement of the state’s transportation infrastructures.
Social Studies | The Glenn Pool Story
39
Teacher
World Human Geography Content Standards
6: The student will evaluate specific textual and visual evidence to analyze the impact of
industrialization on economic development.
1. Examine the changing roles of natural resources, energy, and technology that resulted in the
Industrial Revolution.
2. Evaluate the impact of industrialization and government policies of both market and command
economic systems on the availability and use of natural resources, environmental concerns, and
sustainable development.
United States History Content Standards
3: The student will analyze the cycles of boom and bust of the 1920s and 1930s on the
transformation of American government, the economy and society.
1. Examine the economic, political, and social transformations between the World Wars.
D. Describe the booming economy based upon access to and easy credit through
installment buying of appliances and inventions of modern conveniences including the
automobile.
4: The student will analyze the United States role in international affairs by examining the
major causes, events, and effects of the nation’s involvement in World War II, 1933 to 1946.
1. Cite specific textual and visual evidence to examine the transformations in American society
and government policy as the nation mobilized for entry into World War II.
Economics Content Standards
1. The student will develop and apply economic reasoning and decision-making skills.
1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/
benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of
economic situations.
2. The student will evaluate how societies answer the three basic economic questions: what
goods and services to produce, how to produce them, and for whom are they produced.
2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and
technology in economic systems.
Social Studies | The Glenn Pool Story
40
Teacher
The Glenn Pool Story
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. In 1905, the first major long-producing commercial oil well was drilled in Oklahoma at
A. Barnsdall
B. Glennpool
C. Nellie Johnstone
D. Red Fork
2. In the early 1900s, which of the following was the most cost effective and efficient
method of transporting oil?
A. Horse and buggy
B. Pipeline
C. Stream
D. Train
3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital
of the World”?
A. Bartlesville
B. Glennpool
C. Oklahoma City
D. Tulsa
4. Which of the following does not characterize early Oklahoma boomtowns?
A. Fires
B. Restaurants where plates are nailed to the table
C. Overcrowding that led men to sleep in chicken coops and
corn cribs
D. City services like busses, sewer systems, and trolleys
5. Which of the following sentences best characterizes Tulsa in the first half of the
twentieth century?
A. The most significant site for oil wells and oil and natural gas
production and storage.
B. A major junction of oil production, transportation, and
distribution to the Mississippi River.
C. The home of oil bankers, oil company headquarters, and oil
philanthropists.
D. The location of the first significant commercial oil well in the
United States.
Social Studies | The Glenn Pool Story
41
Teacher
The Glenn Pool Story
Class-time needed: One to four days
Essential Questions:
• How do geographic factors affect location of and access to
petroleum resources?
• Would you want to live in an oil boomtown?
• What would Oklahoma look like without oil entrepreneurs?
Purpose/Objective:
• To be able to trace the early history of oil discovery in Oklahoma
• To understand the role of the Glenn Pool in the early oil history of Oklahoma
Introduction:
Explain to students that the DVD at the center of the lesson is a case study of the early oil
discovery at Glenpool. Although not the earliest, it is one of the most important discoveries
and serves as a good example of how oil was discovered and how oil boom towns developed.
The film and the supplemental activities and optional lessons help demonstrate the further
development of oil and boom towns in the rest of the state. When the lesson is complete students
should have an understanding of how the oil industry developed in Oklahoma and the role
entrepreneurs played in not only that process but in town development, too.
Materials:
•
•
•
•
•
•
•
•
The Glenn Pool Story DVD
Boomtown DVD
Tulsa DVD
Student Handout “Vocabulary Review Sheet”
Student Handout “Glenn Pool Story Viewing Guide”
Student Handout “Oklahoma Oil Timeline”
Student Handout “Venn Diagram”
Student Handout “Historical Marker”
Teacher Note: You can use each of the three options separately from the others, or you can have
different class periods complete different options. Or, to allow for differentiation, use all three in
one class and allow your students to choose which option they complete.
Social Studies | The Glenn Pool Story
42
Teacher
OPTION 1:
Procedure:
1.
Write the essential question: What would Oklahoma look like without oil
entrepreneurs?
2.
Distribute vocabulary review to every student and discuss appropriate terminology from
the introductory unit. Suggestions include boomtown and supply and demand.
3.
Distribute viewing guides and timeslines and begin The Glenn Pool Story DVD.
Consider stopping the film at each chapter entry to allow students to ask questions, fill
in missing notes, and to allow the teacher to debrief key elements of that chapter of the
film. This is a good opportunity to fill in the viewing guide and timeline.
4. After viewing the film, provide one more opportunity for students to ask questions
about the viewing guide.
5. Discuss the essential question “What would Oklahoma look like without oil
entrepreneurs?” and ask for specific feedback from the film.
Social Studies | The Glenn Pool Story
43
Teacher
The Glenn Pool Story Vocabulary Review
Review the following vocabulary words from “No Uncertain Terms”
• Boomtown
• Entrepreneur
• Gusher
• Lease
• Philanthropists
• Roughneck
• Roustabout
• Wildcatter
Social Studies | The Glenn Pool Story
44
Teacher
National Economy
Oklahoma Economy
Oil in Indian Land
(1:49-8:20)
Labor
45
Oklahoma Economy
Teacher
45
Teacher
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation
as Oil Capital of the World.
Social Studies | The Glenn Pool Story
Oklahoma Economy
Oil Creates Jobs
(11:16-17:08)
National Economy
The Glenn Pool Story Viewing Guide
Directions: While viewing the DVD, take notes on the subjects listed below during the times/parts indicated.
Glenn Pool Fuels America
(8:21-11:15)
Social Studies | The Glenn Pool Story
Social Studies | The Glenn Pool Story
Labor
Tulsa
Oklahoma Towns
Boomtowns
(17:09-22:24)
Labor
National Economy
Entrepreneurs/Philanthropists
46
46
Teacher
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
Social Studies | The Glenn Pool Story
Teacher
Social Studies | The Glenn Pool Story
47
Oklahoma Economy
Oil and Natural Gas
Legacy of Glenn Pool
Glenn Pool Legacy
(22:24-27:00)
47
Teacher
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
Social Studies | The Glenn Pool Story
Teacher
National Economy
Oklahoma Economy
Oil in Indian Land
(1:49-8:20)
Labor
48
National Economy
Oklahoma Economy
Teacher
48
People settled in Tulsa, close to oil patch but clean
Finest hotels and good RR service with trains running both to oil patch and back East
Companies HQed in Tulsa (banks and drillers)
Tom Slick hit a gusher in Cushing, OK’s second big oil field
1/3 US oil by late 1920s
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors
including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
Automobile replacing horse and buggy as oil was being discovered
Demand for gas and oil for cars and planes
Oil was the “lifeblood of the nation”
Gulf and Texaco built pipelines to take oil from Oklahoma to the Texas Gulf Coast, longest pipelines in the US
$1/barrel by rail versus 10.c/pipeline
1907 largest single source of oil for US
Focused national attention on Oklahoma oil
Pipelines brought big money to the Glennpool
More oil in US than anywhere in the world, “oil capital of the world”
“First giant oil field in Oklahoma”
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors
including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
PHOTO men with ties/dirty/clean
Rig builders couldn’t come down the rig to urinate, worked 16-18 hours a day, sleep 3-4 hours a day
Time was money so drilled as much as you could
Red Fork discovery spread the news quickly
More crude out of Glenpool than any place in the world
Used water drilling rigs looking for oil
1901 Red Fork discovery near Tulsa and brought new people
1905 Robert Galbraith drilled Ida Glenn #1 on the Glenn’s farm and becomes wealthy from multiple wells
Glenpool attracted men seeking fortunes
Larger production at Glenpool than anywhere previously in Oklahoma
Couldn’t transport it out of Glenpool fast enough so damned up crude oil in lakes
Glenpool oil was lower in sulfur, lighter, rich in kerosene and gasoline so easier to refine than Texas oil
Teacher
OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation
as Oil Capital of the World.
Social Studies | The Glenn Pool Story
Oklahoma Economy
Oil Creates Jobs
(11:16-17:08)
The Glenn Pool Story Viewing Guide-ANSWER KEY
Directions: While viewing the DVD, take notes on the subjects listed below during the times/parts indicated.
Glenn Pool Fuels America
(8:21-11:15)
Social Studies | The Glenn Pool Story
Social Studies | The Glenn Pool Story
Labor
Tulsa
Oklahoma Towns
Boomtowns
(17:09-22:24)
Labor
National Economy
Side business – whiskey, hot meals, lodging, real estate, roughnecks, roustabouts
Dirty hard work worth decent pay
Calmer, drilling not permitted
Business and financial center
1920s one of the most prosperous US cities and growing fast
Oil “Capital of the World”
Visitors noticed architecture, expensive shopping, art deco architecture, millionaire, NYC of the Prairie
750 HQ by 1950s
International Petroleum Exposition
TU School of Geology
MAYOR LA FORUTUNE
Kiefer, Oilton, Cromwell know these towns today?
Single men or left families behind
Few places to sleep – under and on pool tables, chicken coops, corn cribs, theater seats
Groceries hard to get
Restaurants overcrowded
Fires destroyed towns
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
Derrick builders, roustabouts, roughnecks, “teamsters”, pipe layers, digging ditches, trained labor force, manufacturers of pipeline, pumps,
tanks and valves, tank builders, welders, bankers, equipment suppliers, laborers, wildcatters
PHOTO men with ties/dirty/clean
BARTLETT Tulsa Mayor and son of Gov
People moved to OK for jobs
Trains arrived with workers on trains from KC and St Louis
Came here to strike it rich
Trains came for years
WWI brought demand for fuel for factories and vehicles
Cushing produced 1/5 of US oil
Entrepreneurs/Philanthropists Thomas Gilcrease, Waite Phillips, Bill Skelly, James Chapman, Robert McFarlane
Museums, arts, schools, hospitals
49
Teacher
Social Studies | The Glenn Pool Story
50
Oil and Natural Gas
50
Teacher
Crude still vital but natural gas now, too
3x wealth from natural gas than oil today
2nd producer of natural gas as of film
70% natural gas exported
Legacy of Glenn Pool
Pay for roads, schools, museums
50,000 employed- high tech not just on rigs, new jobs continue to be built
Projects much larger today than wildcatters and not “one man jobs”
Galbraith lost his fortune from the Glennpool
Glenpool faded over time NOTICE change in landscape
Not biggest but most important because it got people ready or the future discoveries
People were the legacy of the Glenpool as they learned on the job, training ground, Tulsa became oil capital of the world because of the
Glennpool
Attracted people and built cities
“Don’t forget who brung you to the dance”
Oklahoma Economy
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors
including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
Glenn Pool Legacy
(22:24-27:00)
Social Studies | The Glenn Pool Story
Teacher
Oklahoma Oil Timeline
51
1901: Theodore Roosevelt
becomes President of
the US after William
McKinley is assassinated.
1900+
Teacher
Social Studies | The Glenn Pool Story
1908: Ford Motor
Company introduces the
Model T
1907: Oklahoma joins the
Union as the 46th state.
1905+
51
United States History
1913: Ford Motor
Company implements
assembly line.
1910+
Oklahoma History
1917-1918: US
involvement in WWI
1915+
Teacher
1920s: Harding, Coolidge
and Hoover adminstrations
promote American business
growth.
1920+
Directions: After viewing the Glenn Pool Story DVD, fill in the timeline with the Oklahoma oil history that goes along with the time period indicated.
Social Studies | The Glenn Pool Story
Oklahoma Oil Timeline-ANSWER KEY
52
1901: Theodore Roosevelt
becomes President of
the US after William
McKinley is assassinated.
1900+
1901: Red Fork
1910: Tulsa “Oil Capital
of the World”
Teacher
Social Studies | The Glenn Pool Story
1908: Ford Motor
Company introduces the
Model T
1907: Oklahoma joins the
Union as the 46th state.
1905+
1905: Glenn Pool
1907: Oklahoma is the
largest source of oil in the
world
52
United States History
1913: Ford Motor
Company implements
assembly line.
1910+
1912: Cushing is the
largest and richest field
Oklahoma History
1917-1918: US
involvement in WWI
1915+
Teacher
1920s: Harding, Coolidge
and Hoover adminstrations
promote American business
growth.
1920+
Oklahoma produced 1/3 of
all US oil
Directions: After viewing the Glenn Pool Story DVD, fill in the timeline with the Oklahoma oil history that goes along with the time period indicated.
Social Studies | The Glenn Pool Story
OPTION 2:
Procedure:
Teacher Note: For a multi-day version of this lesson, you can stop the DVD inbetween chapters
of the DVD and debrief using specific relevant activities.
1.
Show the Oklahoma News Report “Oklahoma’s Oldest Oil Well” (on
OERBHOMEROOM.com) 6:24 minute segments as a precursor to the film or after
the Red Fork segment of The Glenn Pool Story. A discussion on sourcing and point of
view could shed light on why the filmmakers might have chosen to leave the Nellie
Johnstone out of their production.
2.
Students could use a Venn Diagram to compare and contrast the Nellie Johnstone and
the Ida Glenn. You or your students can research Chelsea and Red Fork as other early
sites some might consider earlier wells.
3.
Watch a clip from the beginning of the film Tulsa to compare how the gushers on film
are portrayed to the actual gushers seen in The Glenn Pool Story DVD.
Social Studies | The Glenn Pool Story
53
Teacher
Social Studies | The Glenn Pool Story
54
The Glenn Pool Story Venn Diagram
54
Name: ______________________________ Class: _______________
Social Studies | The Glenn Pool Story
Teacher
Teacher
Social Studies | The Glenn Pool Story
55
1905
Developed Tulsa as the
oil capital of the world
Most important well in
the country at that time
Robert Galbraith, wildcatter
Storage tanks and
pipelines built to
transport the oil
Highly successful well
that brought people from
across the country
Ida Glenn No. 1
55
No market until 1899
Cannon used to fight fire
Fracking with nitro and go-devil
1897
1st Commercial oil well
Bartlesville
George Keeler and William Johnstone,
wildcatters
Dirty, dangerous, long
hours
Similar cable tool rigs
Successful wells
Shared
Nellie Johnstone
The Glenn Pool Story Venn Diagram-ANSWER KEY
Name: ______________________________ Class: _______________
Social Studies | The Glenn Pool Story
Teacher
Teacher
OPTION 3:
Procedure:
1.
Work on Option 1 of this lesson.
2.
Ask students to write an historical marker. The purpose of the historical marker is to
require students to identify the relevant information necessary to succinctly explain
why the topic is worthy of commemoration. Students should use their notes from “The
Glenn Pool Story” to construct their historical marker. The explanation must be four
separate sentences. A space for a rough draft and a rubric is included for students on
the handout.
3.
Suggested fields/wells from the film could include: Cushing and Ida Glenn No. 1. The
Nellie Johnstone and Oklahoma City are fields that would be easy to research, too.
Students need to select only one specific oil field/well to write about.
Teacher Note: Links for suggestions on the historical marker can be found on
OERBHOMEROOM.com.
4.
Work on Option 2 of this lesson.
Observations/Conclusions:
• By this point in the lesson students should have an understanding of the development of
the early oil industry.
• The reading excerpt should reinforce their understanding of how well sites are developed
and provide a textual narrative for the visual they should have formulated watching the
film and seeing diagrams.
• Students should be developing their skills to analyze nonfiction writing using Common
Core strategies.
Extension activities can be found on OERBHOMEROOM.com.
Social Studies | The Glenn Pool Story
56
Teacher
Oil Boomtown Historical Marker
Use your knowledge and class resources to create an historical marker for an historical oil
boomtown.
• No clip art or illustrations
• Include basic information like who, where, when, what and why it’s important enough to
commemorate.
Rough Draft:
Rubric
/10
/80
/10
/100
Create a title for the top line and write in all capital letters
Use at least four pieces of evidence in four different sentences (20/evidence)
Use standard English grammar and spelling
Social Studies | The Glenn Pool Story
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Teacher
Social Studies | The Glenn Pool Story
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Teacher
The Glenn Pool Story
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. In 1905 the first major long-producing commercial oil well was drilled in Oklahoma at
A. Barnsdall
B. Glennpool
C. Nellie Johnstone
D. Red Fork
2. In the early 1900s, which of the following was the most cost effective and efficient
method of transporting oil?
A. Horse and buggy
B. Pipeline
C. Stream
D. Train
3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital
of the World”?
A. Bartlesville
B. Glennpool
C. Oklahoma City
D. Tulsa
4. Which of the following does notWW characterize early Oklahoma boomtowns?
A. Fires
B. Restaurants where plates are nailed to the table
C. Overcrowding that led men to sleep in chicken coops and
corn cribs
D. City services like busses, sewer systems, and trolleys
5. Which of the following sentences best characterizes Tulsa in the first half of the
twentieth century?
A. The most significant site for oil wells and oil and natural gas
production and storage.
B. A major junction of oil production, transportation, and
distribution to the Mississippi River.
C. The home of oil bankers, oil company headquarters, and oil
philanthropists.
D. The location of the first significant commercial oil well in the
United States.
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Teacher
The Glenn Pool Story
Post Test-ANSWER KEY
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
B
1. In 1905 the first major long-producing commercial oil well was drilled in Oklahoma at
A. Barnsdall
B. Glennpool
C. Nellie Johnstone
D. Red Fork
B
2. In the early 1900s, which of the following was the most cost effective and efficient
method of transporting oil?
A. Horse and buggy
B. Pipeline
C. Stream
D. Train
D
3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital
of the World”?
A. Bartlesville
B. Glennpool
C. Oklahoma City
D. Tulsa
D
4. Which of the following does not characterize early Oklahoma boomtowns?
A. Fires
B. Restaurants where plates are nailed to the table
C. Overcrowding that led men to sleep in chicken coops and
corn cribs
D. City services like busses, sewer systems, and trolleys
C
5. Which of the following sentences best characterizes Tulsa in the first half of the
twentieth century?
A. The most significant site for oil wells and oil and natural gas
production and storage.
B. A major junction of oil production, transportation, and
distribution to the Mississippi River.
C. The home of oil bankers, oil company headquarters, and
oil philanthropists.
D. The location of the first significant commercial oil well in the
United States.
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Teacher
Wildcatters, Roughnecks, and Good Ol’ Boys
Oklahoma Academic Standards
Oklahoma History Process and Literacy Standards
1: Reading Skills. The student will develop and demonstrate social studies Common Core
reading literacy skills.
A. Key Ideas and Details
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
2: Writing Skills. The student will develop and demonstrate Common Core social studies
writing literacy skills.
A. Text Types and Purposes
2. Write informative/explanatory texts, including the narration of historic events, scientific
procedures/experiments, or technical processes.
B. Production and Distribution of Writing
C. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation
9. Draw evidence from informational texts to support analysis, reflection, and research.
Oklahoma History Content Standards
4: The student will examine the transformation of Oklahoma during times of boom and
bust of the 1920s through the 1940s.
4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors
of employment, mining, and the subsequent development of communities, as well as the role of
entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.
5: The student will investigate how post-war social, political, and economic events continued
to transform the state of Oklahoma during the 1950s through the present.
2. Analyze the impact of economic growth in various sectors including the
A. Impact of rural to urban migration
D. Anaylze the impact of economic growth in various sectors including the discovery of
new fossils fuel resources and Tulsa’s designation as Oil Capital of the World.
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Teacher
World Human Geography Content Standards
7: The student will evaluate specific textual and visual evidence to analyze cities and urban
land use.
1. Examine the origin, development, and character of cities including the impact of the
environment on location; the political, economic, and cultural functions of cities; historical
distribution of cities; and the types of transportation, communication, and trade linkages among
cities.
Economics Content Standards
1. The student will develop and apply economic reasoning and decision-making skills.
1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/
benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of
economic situations.
2. The student will evaluate how societies answer the three basic economic questions: what
goods and services to produce, how to produce them, and for whom are they produced.
2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and
technology in economic systems.
5. The student will describe the role of economic institutions including banks, labor unions,
corporations, governments, and not-for-profits in a market economy.
3. Identify how labor unions, corporations, and not-for-profits influence a market economy.
8. The student will analyze the role of entrepreneurs in a market economy.
1. Analyze the potential risks and potential gains of entrepreneurs opening new businesses or
inventing a new product, and determine the financial and nonfinancial incentives that motivate
them.
2. Identify an entrepreneur and describe how his/her decisions affect job opportunities for others.
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Wildcatters, Roughnecks, & Good Ol’ Boys
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Common challenges facing small towns suddenly made large by an oil boom included:
A. Legal restrictions on the number of homesteads or businesses allowed in
the community
B. Insufficient roads, public services, or just plain room to deal with all of the
people and activity.
C. Lack of actual currency with which to purchase goods and services
D. All of the above
2. Which of the following were common ways businessmen often profited indirectly
from an oil strike?
A. Merchants and restaurants would stay open 24 hours a day to serve the
suddenly crowded town
B. Gamblers and saloon-owners offered recreation and whiskey to rowdy
oilfield workers
C. Suppliers would sell drilling equipment and other materials to anxious
oilmen and wildcatters
D. All of the above.
3. Which of the following were common ways townspeople often profited indirectly
from an oil strike?
A. Homeowners leased out floor or bed space to exhausted workers to sleep in
8-hour shifts
B. Women would sell sandwiches or hot meals along the side of the road to
hungry workers
C. Property owners would charge drivers money to shortcut through their yard
or across their land
D. All of the above
4. What were some common dangers facing townspeople near an oil field?
A. Crime rates tended to go up and robbery, prostitution and even murder
became common
B. The fumes from the chemicals and equipment often led to pneumonia or even cancer
C. The distruption of the oil pools deep within the earth could lead to minor
tremors or “oil-quakes:
D. All of the above
5. Once the chaos of the initial rush subsided, some boomtowns were left largely
empty and forgotten, or became “ghost towns.” Many others, though, were left with...?
A. A whole lot of oil and nothing to do with it
B. Better schools, churches, public facilities and community activities
C. Government programs coming in almost immediately to clean up the mess
left behind
D. Crowded jails and slum-like cities as the money moved on but the
criminals remained
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Teacher
Wildcatters, Roughnecks, & Good Ol’ Boys
Class-time needed: One to four class periods
Essential Questions:
• Would you want to live in an oil boomtown?
Purpose/Objective:
• To research and understand the economic and cultural changes in a town in which oil was
discovered
• To become familiar with the different types of people who brought about change, both
positive and negative, in boomtowns
• To examine how Oklahomans in the early 20th century handled unexpected and somewhat
uncontrollable circumstances with both creativity and perseverance
• To question how wealth (or the pursuit thereof) can affect not only individuals, but
communities
Introduction:
Teachers can use this lesson to review the concept of boomtowns that might have been
already introduced with trading posts, military forts, cattle trails or coal mining in their
Oklahoma history classes. In the case of this lesson, students will practice literacy skills to
learn about the characteristics of oil boomtowns. The lesson will demonstrate to students how
boomtowns developed and although they started out as rough places but many thrived and still
exist today.
Materials:
• Tablet, computer, or smartphone
• Boomtown DVD
• 10 sets of excerpts from:
Oil in Oklahoma by Robert Gregory and James C. Leake
The Oklahoma Petroleum Industry (Cushing) by Kenny A. Franks
The Rush Begins: A History of the Redfork, Cleveland, and Glenn Pool by Kenny A. Franks
The Oklahoma Petroleum Industry (Seminole) by Kenny A. Franks
Gambling with Mother Earth by William G. Shephard
• Student Handout “Map of Oklahoma”
• Student Handout “Boomtown Checklist”
Materials to download from OERBHOMEROOM.com
• Digital copies of excerpts
• Bartlesville Boomtown clip from Oklahoma Horizons
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Teacher
Activity 1 Procedure:
1.
Write the essential question: Would you want to live in an oil boomtown?
2.
Discuss what a boomtown is, examples of boomtowns and the effects of oil discovery.
3.
Distribute the Map of Oklahoma and have students identify boomtowns (Kiefer,
Cushing, Seminole and Wewoka) on the map.
4. Create groups of three. Assign each group of student one of the boomtown readings and
distribute Boomtown Checklist handout. (Some groups will have the same document.)
5. Each student in the group is responsible for reading their excerpt and making a
checklist inventory of their assigned town characteristics.
6.
When groups have finished they will take turns sharing their results with classmates. All
students should have their own completed inventory and completed map of Oklahoma
when sharing is finished.
7.
Review how the excerpt descriptions resemble the introductory boomtown discussion
and how they differ. Do this as a discussion or as a ticket out of the door writing.
8.
If you have time, consider using Poll Everywhere to ask the students which boomtown
they would like to live in or which one they would like to avoid.
Observations/Conclusion:
• Students should be able to distinguish the characteristics of the towns that were due to the
oil boom. If possible, consider using the closure discussion or ticket out the door writing
as an opportunity for the students to group the evidence as economic, political, and social
or categories of your own or your students’ choosing.
Teacher Note: For a multi-day procedure, pick activities from the multi-period plan below and
extension activities to construct a lesson plan that meets your time constraints.
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Teacher
Activity 2 Procedure:
1.
Show the first 15-17 minutes of the movie Boomtown.
2.
Review what a boomtown is, examples of boomtowns and the effects of oil discovery.
3. Review the CLOSE Reading strategy with students. (See handout at end of lesson).
Choose the strategy that best fits your students needs for this article and their skill level
at this point of the school year.
4.. Hand out copies of the article “Gambling with Mother Earth” to the students.
5.
Use the CLOSE reading strategy to analyze the document.
6.
Have the students read the article independently and guide them through textual
analysis. Examples include:
• Text-dependent questions and tasks
• Re-writing and summarizing each paragraph
7. Compare and contrast student findings with the discussion from the previous days about
boomtowns.
Observations/Conclusion:
• By this point in the lesson students should have an understanding of the nature
of boomtowns. The reading excerpt should challenge their understanding of the
consequences of boomtowns. The reading discusses Cushing after its boom and then a
brief recovery. Students need to recognize that boom bust process. Also, students should
be developing their skills to analyze nonfiction writing using Common Core strategies
like CLOSE Reading.
Enrichment:
• Have students will create a multimedia project answering the essential question.
Teachers and or students choose which application to use to create products like a
graphic organizer, map, movie, narrative, podcast, or a storyboard. Teachers can save
time by assigning products or allowing students to choose before class so instructional
time is spent on students creating. (Students without experience may need more than one
class period to finish their project.) Students should save their project on their school
network, online, or on a storage device. Send your best examples to the OERB!
Additional Enrichments can be found on OERBHOMEROOM.com!
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Teacher
Map of Oklahoma
Student Handout
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Teacher
Boomtown Checklist
Student Handout
Place a checkmark in the
appropriate column for the
following boomtowns
Keifer
1906
Cushing
1912
Seminole
1924
Wewoka
1923
Population growth
Long hours/hard work/
high wages
Unsafe work sites and
wells
Poorly constructed homes
Unclean streets/water/
sanitation
Poor roads
Poor medical services
Few options for affordable
housing
Crowded services like
banks and restaurants
Poor reputation
Corrupt law enforcement
Violence and fighting
Crime/con men
Street gangs
Gambling
Saloons/alcohol/
bootleggers
Pool halls
Brothels/prostitutes
Dance halls
Missionaries and churches
Schools
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Teacher
Boomtown Checklist
Student Handout-ANSWER KEY
Place a checkmark in the
appropriate column for the
following boomtowns
Keifer
1906
Cushing
1912
√
Population growth
Long hours/hard work/
high wages
Seminole
1924
√
√
Unsafe work sites and
wells
√
Poorly constructed homes
√
Wewoka
1923
√
√
Unclean streets/water/
sanitation
√
√
Poor roads
√
√
Poor medical services
√
√
Few options for affordable
housing
√
√
Crowded services like
banks and restaurants
√
√
Poor reputation
√
Corrupt law enforcement
√
Violence and fighting
√
√
Crime/con men
√
√
Street gangs
√
Gambling
√
Saloons/alcohol/
bootleggers
√
√
√
√
√
Pool halls
Brothels/prostitutes
√
Dance halls
√
√
√
Missionaries and churches
√
Schools
√
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Oil in Oklahoma (Wewoka)
Excerpt from Oil In Oklahoma by Robert Gregory and James C. Leake
(published by Leake Industries in 1976)
In 1923, oil was struck in Wewoka in Seminole county. This excerpt gives a glimpse of how
this could affect a town:
It was not so much a boom as an explosion. Over night, a village of 500 turned into a chaotic
community of more than 20,000. There was no way to handle that many people, and that included nearly every social service. There weren’t enough doctors; not a street in the entire town was
paved; water was insufficient; in fact, people had to get in line for drinking water from shallow
wells. None of the stores could manage the rush. And the bank had to stay open 6 days a week.
One teller said... that he had to bring a mattress to the bank and sleep on it overnight. He said he
was so tired at the end of the day, he couldn’t make it home, and he didn’t want to fight that mud
to get back the next day.
For women, it wasn’t easy, not only because of the sudden toughness that seemed to slap the
town, but because it was so difficult just to get around. It was not uncommon for a woman to be
dressed formally and wearing boots. In her purse would be the matching slippers into which she
would later change.
The most critical problem, however, was where all of these people were going to sleep. The
answer was simple: anywhere shelter could be found. They slept in cars, in trucks, in railroad
cars, in tents. Whole fields were nothing but tents. Workers paid five dollars a week, often more,
for a room in a house. Just one room with one bed oftentimes was rented to six men; three shifts
of eight hours, two men to the bed... There was one instance of a man who even rented his roof
to an oilfield employee. It was the only place he could find, so he slept on the top of a house for
three nights. Charge: three dollars.
Another way to make a quick buck was to have a horse or mule, which would pull out stuck,
mud-drenched autos for five or ten dollars. Because the road was many times impassable, cars
were allowed to cut through front yards for “only” five dollars. That was done time and time
again, and ultimately of course, the yard was as bad as the road.
All of these things were socially inconvenient, but people could and did live with them; what
was a bigger concern... was crime.
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Teacher
The Oklahoma Petroleum Industry (Cushing)
The Oklahoma Petroleum Industry by Kenny A. Franks
(published in 1980 by the University of Oklahoma and the Oklahoma Heritage Association)
Cushing experienced similar circumstances a decade earlier, as recounted here. During the first three decades of the twentieth century, the impact of “black gold” or oil on
Oklahoma’s economy proved to be a determining factor in the development of our state. With the
exception of Oklahoma City and Tulsa, most oil boomtowns sprang out of sparsely populated,
rural settings. The opportunity to earn high wages brought large numbers of young, healthy men
into an area, and without the stabilizing influence of their families, these men were often plunged
into an interesting cross section of humanity.
Millionaires, laborers, gamblers, prostitutes, speculators and men of modest means flocked to the
boomtowns of Oklahoma with the hope of sharing in the proverbial pot of gold. With the discovery of the Cushing Field in 1912, men descended on the town of Cushing, overflowing the hotels,
boarding houses, shanties, and tents. A large percentage of these men were men who followed the
booms throughout the United States, flowing with the crude from one oil field to another. Hours
on the job were long and demanding for roughnecks and roustabouts. Time was money in the oil
business, and time wasted was money lost. One rig builder who traveled from field to field said,
“We had to hit a hard lick every time we raised our hands and keep it up all day long. I worked
until my shoes would squish every step I took with the sweat that had run down in them. And, at
night I would take one hand and bend down the fingers on the other hand ‘cause my hands were
so cramped from holding the rig hatchet all day.”
Oil Field work was extremely hazardous, and the rig builder recalled a serious accident that
involved the machinery used on the rigs. “Me and another fella were standing by an exhaust pipe
near the steam engine. The guy working the steam didn’t realize that we were there and he ‘fed it
to her.’ That live steam blew outa there and scalded me from my waist to my heels. I couldn’t do
a darn thing. I couldn’t even holler. I just dropped to the ground and laid there. By the time the
doctor got there, I had big blisters raised up under my thighs, and the calves of my legs looked
like footballs, only bigger. The doctor gave me a shot to relieve the pain and then he took out his
knife and ripped the blisters open. A half gallon of old blister water poured outa each one of them
blisters.”
The lives of the oil field crew were in constant jeopardy, and they courted disaster. One tool
pusher recalled that the crew worked after dark by the light of black dogs kerosene drilling lamps
that looked something like bombs suspended from the derrick. On one occasion a bit penetrated a
pocket of gas and extinguished one of the lamps. The tool pusher said, “I climbed up on the derrick and struck a match to light the lamp when ‘whoosh’ the whole rig went up like a blowtorch.
The rig was completely destroyed.”
One surveyor in the Cromwell Field recalled that he drove twenty or thirty miles to Wewoka to
sleep every night because of the impending danger of escaping gas. It made for very long days
and short nights, but the surveyor realized that the danger of explosion was too great, and he
didn’t want to take that chance.
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Teacher
Some men with families were fortunate to have the luxury of food and shelter, but for the
majority of workers these were hard to obtain. Every room in most boomtowns was taken, and
many farm couples would open their homes to the oil field workers. Sam Barkley, an early day
parts salesman was sent to Cushing to manage a store. He said, “The place was a heck of boom.
Everybody was hog wild. Every room in town was taken; there was a line in front of every
restaurant all day, and the drilling was spread out in every direction. I had to pitch a tent to sleep
at the edge of town. I ate in a tent that an old farm couple had thrown up nearby. They had come
from the country with lots of canned vegetables and fruit and home cured meat. They spread a
better meal than you could get for two dollars in a restaurant downtown, but they only charged
thirty five cents. One operator of an “eating house” in the Oklahoma City Field recalled, “Why,
I’ve seen the time when this place wouldn’t hold the men that wanted to eat with me, and this is
big enough to feed a hunnered men.” She declared, “They’d drive for miles and miles to get here,
and some come crowding in, shoving and pushing, and all of em hollerin at Lovie, the waitress,
to give them some personal attention. That kind of stuff would keep up for hours with the cash
register dinging like a patrol wagon bell. I never saw anybody that could eat like those men.
They would set down and eat a half dozen eggs, a side of bacon apiece, four cups of coffee, and
push all of that down with a loaf of bread and a couple of pieces of pie.”
Most early arrivals in a boom secured lodging in local farm homes. However, the
accommodations were far from luxurious. The beds were nothing more than tick stuffed with
prairie grass and propped up on store boxes. The meals, which were prepared by the farmer’s
wife, were often just bread without butter, some hash, and some fat pork and cow’s liver. The
going rate for such accommodations was $5.00 a week.
Opportunistic businessmen reacted quickly to the news of an oil strike, and constructed cheaply
built dwellings near all of the oil activity. Many buildings served a dual purpose. During the
height of the Cushing boom, pool halls were converted to hotels after midnight so that workers
could sleep on or under pool tables at a price ranging from 50 cents to a dollar a night. Cots were
rented out by the night or by the week. A worker often climbed into a bed still warm from the
previous occupant and, when linen supplies were exhausted, a single blanket was all the bedding
available.
Carpenters from surrounding areas swarmed to the site of a new boom to construct shelters, often
called “shotgun houses” because a shot fired from the front door exited the back door without
obstruction. These dwellings were often so haphazardly constructed it usually required only three
men working a single day to complete a small dwelling. As needed, rooms were added directly to
the back of the building.
Those who found work in the oil field were paid between $6.00 and $15.00 per day, but they
often spent their money freely to relieve the monotony of the work and the living conditions.
Dance halls abounded, and every known method was utilized to separate a man from his money.
Alcohol and gambling flourished and many areas of the boomtowns were breeding grounds for
crime and violence.
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Teacher
The Rush Begins: A History of the Red Fork, Cleveland
and Glenn Pool Oil Fields (Kiefer)
Excerpt from The Rush Begins: A History of the Red Fork, Cleveland and Glenn Pool Oil Fields
by Kenny A. Franks (published in 1981 by the Oklahoma Heritage Association)
Crime was a major issue in most boomtowns, such as that of Kiefer, circa 1906. The following
excerpt highlights some of the challenges and lawlessness of the times.
Because of the frantic pace of drilling in the field, there was no time to store incoming supplies at Kiefer
before shipping them to the wells. Equipment thus was unloaded from the trains directly onto wagons.
Usually by 9:00 a.m. every morning there was a two-mile-long-line of vehicles making their way from the
depot to the nearby field..
Under such a heavy volume of traffic, the road between Kiefer and Glenn Pool quickly broke down. Deep
ruts were cut into its surface and the dirt was ground into a fine powder-like dust that choked both men
and animals. After a rain, the dust was transformed into a thick mud which made travel almost impossible.
However, it was heat rather than rain that caused much of the problems in the summer of 1907..
Combined with the lack of proper sanitation associated with a boom town, the heat created a very unhealthy
association. Hastily constructed shacks housed many workers and their families, and their nearby outdoor
privies reeked. With so little rain, the dust settled everywhere and clung to the sweat- covered workers until
they were caked with dirt. The town soon gained the reputation of being a “hell hole.”
Even so, the lure of work and high wages attracted a horde of young men to Kiefer. Most were single.
Few of those who were married were willing to bring their families with them to what one described
as “A lawless hole of oil field workers.” With few of the conventional social restraints in place, many
workers spent “their pay with utter abandon” to the benefit of a host of gamblers, prostitutes, bootleggers,
and con men in a section of town called the Bowery.”
Here a worker could find saloons, brothels, dance halls, and gambling dens. In a place where “feminine
society could be purchased” easily, it was not uncommon to see drunk women staggering through the
streets “naked and cursing.” Because the oil fields operated in shifts, “from one-half to two-thirds of the
men” always were at leisure, and thus the “dance halls operated day and night”...
The sound of gunfights was heard nightly, and “shootings, knifings, and killings were commonplace” in
the district. Jack Dillon, who worked on the nearby oil field, recalled that when he was working with a
crew tearing down old oil storage tanks in 1913, the men found the remains of six bodies in one tank,
which had been built in 1906.
[Oilfield worker Charlie] Shobe once visited one of Kiefer’s “gambling joints,” located across from the
railroad depot. “To reach there,” he explained, “you had to walk across a narrow plank walk that had been
built on stakes across the slough”
The narrow walkway to the gambling house was specifically designed for one purpose. It was only 24
inches wide and anytime someone “made a big killing at the tables” and started home he “was cornered in
the middle by two men coming at him, one from each end of the walk.” Trapped in the middle, the winner
could do nothing but surrender his money. “It was better than being knocked in the head and dumped into
the slough which fairly swarmed with cottonmouth snakes,” Shobe explained.
Eventually the violence became too much to ignore and three lawmen were sent from Tulsa to investigate.
One of them went to the gambling house and won a large sum of money. However, before starting home,
he positioned the other two lawmen out of sight at each end of the walkway. “Sure enough,” Shobe
recalled, “as he reached about the middle of the plank walk he saw a man step out on the end in front and
he knew there was probably another behind him.”
However, this time the other two lawmen rushed up with their guns and captured the hijackers. “With
guns in their backs,” Shobe continued, “they were marched over to the lights at the depot where their
masks were removed.” The hijackers were the Kiefer marshal and his deputy.
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Teacher
The Oklahoma Petroleum Industry (Seminole)
The Oklahoma Petroleum Industry by Kenny A. Franks
(published in 1980 by the University of Oklahoma and the Oklahoma Heritage Association)
Workers were paid well for their labor, and entrepreneurs both within and without the law
found plenty of ways to help relieve them of their wages. Oil may have been the source of
the wealth, but there were plenty of ways to share in the prosperity without stepping foot
on an oil patch, as described in this account. Those who found work in the oil field were paid between $6.00 and $15.00 per day, but they
often spent their money freely to relieve the monotony of the work and the living conditions.
Dance halls abounded, and every known method was utilized to separate a man from his money.
Alcohol and gambling flourished and many areas of the boomtowns were breeding grounds for
crime and violence.
William B. Osborn, Jr., whose father was involved in the development of the Greater Seminole
Field, remembers that his mother would always take him through the back door of the bank in
Sasakwa, to avoid the ever present brawls on Main Street. In the boomtown of Keifer, “The
Bowery” was the name applied to the row of saloons, brothels, and gambling dens. In Seminole,
“Bishop’s Alley” occupied four blocks and was perhaps the worst of them all. Some say
Seminole was one of the roughest cities in the United States at the time.
The Rainbow Dance Hall in Seminole was an establishment where a man could pay twenty five
cents for a ticket that allowed him to dance with one of the girls. The girls kept a dime for every
ticket they accumulated, and the house kept fifteen cents. William T. Payne, pioneer oilman
recalls dancing there one evening with a girl who had caught his attention. He was astonished by
her rough language. Later, he discovered that he had been dancing with the girlfriend of “Pretty
Boy” Floyd, the notorious gangster.
In Keifer, near the Mad House Saloon, a small creek flowed that was covered in crude oil that had
escaped from the field’s storage tanks. It was a popular place to deposit murder victims, and it was
reported that twelve dead men were found in its murky waters within a two year period. Other
“convenient” disposal sites for unwanted bodies were the hundreds of oil storage tanks that dotted
the landscape. A tank behind the Mad House Saloon yielded seven skeletons when drained.
Despite their notoriety, the lawless element of an oil community was in the minority, and the
majority of the workers were law abiding citizens, who only occasionally violated the law. To
offset the more unsavory character of the community, churches in nearby towns established
congregations in the boom area, and if enough volunteers were located, they constructed a
building to hold services. A burly individual named A.L. Snyder bought an old nightspot in Three
Sands and converted it to a mission catering to the oil field workers. In Seminole, “Scottie the
Baptist” conducted services in a downtown building until he raised enough money to construct
a church building. “Sky Pilot,” a Methodist minister attempted to cleanse the town of Drumright
of vice with the aid of his revolver. As the churches became more firmly established with
restoration of law and order, rowdies were jailed and driven from town.
Once the more “civilizing” aspects of society began to spring up, schools were built and a more stable
environment was established. Oil companies organized sporting events, card clubs, and dances. As the
business areas of the communities grew, streets were improved and services were expanded.
Oklahoma’s boomtowns had all the characteristics of previous scrambles for wealth in America.
They were an attraction to those individuals in search of riches, and they lacked nothing:
glamour, excitement, adventure, and violence. Fortunes were made, lost, and in some cases made
again. The quest for oil in Oklahoma ranks among the most romantic and flamboyant eras in
American history.
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Teacher
Gambling With Mother Earth
Excerpt from Gambling With Mother Earth By William G. Shepherd
From Harper’s Monthly Magazine, July 1921
Writers observing the effects of oil wealth in Oklahoma were quick to distinguish between the
mindsets and lifestyles of the Midwestern farmers and those of entrepreneurial oilmen who were
often relative newcomers to the state. While the simple wants and needs of the farmer were
sometimes glorified and sometimes merely good for a laugh, Shepherd highlights at least one
instance when one man’s simple solution to waning circumstances outsmarts everyone, oilman
and fellow farmer alike.
It is not often that a farmer who has made a fortune in oil by no efforts of his own, sinks any
of his wealth in oil gambles. Enough money to live on in comfort or luxury the rest of their
days seems to be about all that the average farmer and his family ask from oil. It is difficult to
create new wants after one’s life has been set in the mold, and to be able to get what you want
when you want it is about all the average new rich ask of fortune. All above that is a comforting
abundance which lies undrawn in the bank.
Now and then, however, in a waning field, the farmers take a renewed interest in affairs as they
see the attention of the oil men directed to other areas than theirs. In the town of Cushing there
is a hero of the community who has put new wealth in the farmers’ pockets. The oil craze of
some years ago died out and left Cushing somewhat flat. Everybody had money laid away, but
it looked as if the incoming flow of gold had ceased. Milton Thompson, who owned 160 acres,
on which he had made a small fortune in previous years, conceived the idea that the wells were
failing because they had not been drilled deep enough in the first place. He figured out that
800 feet more would bring in a new oil supply. All the other farmers were holding their leases
at the old high figures, with no takers. Thompson surprised the community by giving away a
lease on his farm. The company that drilled went down to the usual 2,700 feet, and found no oil.
Thompson begged them to continue. At 3,500 feet they brought in a huge well. Thompson’s
fortune, as well as that of everyone in the community, was immediately multiplied. One farm
which Thompson had bought for $2,000 he sold, it is said, at Cushing, for $575,000 within a few
days. The population of the town increased fourfold within the next year, and in one year the
bank deposits jumped from $1,713,000 to $3,500,000.
As a town boomer Thompson is famous far and wide in the Cushing country.
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Teacher
CLOSE Reading
CLOSE reading is a strategy used to help students unravel complicated text in order to ascertain
its meaning. The strategy will require students to deliberately re-read passages of text to identify
central ideas and their supporting details. Also, students will examine the meanings of individual
words and sentences as the support and explain the central idea. Lastly, students will look for
the development of main ideas throughout the text. These three processes will allow students to
understand the whole text or document they are reading.
Procedure:
1. Teacher reads the text aloud and students follow along.
2. Teacher reads and stops to discuss vocabulary when appropriate. Students should make
margin notes and highlight important text.
3. Have students mark up text with notes or highlight statements of fact and opinion. Or create
text dependent questions for students to answer.
Use the sample readings and text-dependent questions from Achieve the Core as models for your
class lessons. The CLOSE Reading strategy can be used with other readings in the Core Energy
Social Studies curriculum unit.
http://achievethecore.org/ela-literacy-common-core/literacy-history-social-studies/
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Teacher
Wildcatters, Roughnecks, & Good Ol’ Boys
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Common challenges facing small towns suddenly made large by an oil boom included:
A. Legal restrictions on the number of homesteads or businesses allowed in
the community
B. Insufficient roads, public services, or just plain room to deal with all of the
people and activity.
C. Lack of actual currency with which to purchase goods and services
D. All of the above
2. Which of the following were common ways businessmen often profited indirectly
from an oil strike?
A. Merchants and restaurants would stay open 24 hours a day to serve the
suddenly crowded town
B. Gamblers and saloon-owners offered recreation and whiskey to rowdy
oilfield workers
C. Suppliers would sell drilling equipment and other materials to anxious
oilmen and wildcatters
D. All of the above.
3. Which of the following were common ways townspeople often profited indirectly
from an oil strike?
A. Homeowners leased out floor or bed space to exhausted workers to sleep in
8-hour shifts
B. Women would sell sandwiches or hot meals along the side of the road to
hungry workers
C. Property owners would charge drivers money to shortcut through their yard
or across their land
D. All of the above
4. What were some common dangers facing townspeople near an oil field?
A. Crime rates tended to go up and robbery, prostitution and even murder
became common
B. The fumes from the chemicals and equipment often led to pneumonia or even cancer
C. The distruption of the oil pools deep within the earth could lead to minor
tremors or “oil-quakes:
D. All of the above
5. Once the chaos of the initial rush subsided, some boomtowns were left largely
empty and forgotten, or became “ghost towns.” Many others, though, were left with...?
A. A whole lot of oil and nothing to do with it
B. Better schools, churches, public facilities and community activities
C. Government programs coming in almost immediately to clean up the mess
left behind
D. Crowded jails and slum-like cities as the money moved on but the
criminals remained
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Teacher
Wildcatters, Roughnecks, & Good Ol’ Boys
Pre/Post Test-ANSWER KEY
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
B
1. Common challenges facing small towns suddenly made large by an oil boom included:
A. Legal restrictions on the number of homesteads or businesses allowed in
the community
B. Insufficient roads, public services, or just plain room to deal with all
of the people and activity.
C. Lack of actual currency with which to purchase goods and services
D. All of the above
D
2. Which of the following were common ways businessmen often profited indirectly
from an oil strike?
A. Merchants and restaurants would stay open 24 hours a day to serve the
suddenly crowded town
B. Gamblers and saloon-owners offered recreation and whiskey to rowdy
oilfield workers
C. Suppliers would sell drilling equipment and other materials to anxious
oilmen and wildcatters
D. All of the above.
D
3. Which of the following were common ways townspeople often profited indirectly
from an oil strike?
A. Homeowners leased out floor or bed space to exhausted workers to sleep in
8-hour shifts
B. Women would sell sandwiches or hot meals along the side of the road to
hungry workers
C. Property owners would charge drivers money to shortcut through their yard
or across their land
D. All of the above
A
4. What were some common dangers facing townspeople near an oil field?
A. Crime rates tended to go up and robbery, prostitution and even murder became common
B. The fumes from the chemicals and equipment often led to pneumonia or even cancer
C. The distruption of the oil pools deep within the earth could lead to minor
tremors or “oil-quakes:
D. All of the above
B
5. Once the chaos of the initial rush subsided, some boomtowns were left largely
empty and forgotten, or became “ghost towns.” Many others, though, were left with...?
A. A whole lot of oil and nothing to do with it
B. Better schools, churches, public facilities and community activities
C. Government programs coming in almost immediately to clean up the mess
left behind
D. Crowded jails and slum-like cities as the money moved on but the
criminals remained
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Teacher
Baron Fruit
Oklahoma Academic Standards
Oklahoma History Process and Literacy Standards
1: Reading Skills. The student will develop and demonstrate social studies Common Core
reading literacy skills.
A. Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
B. Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
2: Writing Skills. The student will develop and demonstrate Common Core social studies
writing literacy skills.
B. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific
purpose or audience.
6. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
C. Research to Build and Present Knowledge
7.Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
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Teacher
Oklahoma History Content Standards
4: The student will examine the transformation of Oklahoma during times of boom and
bust of the 1920s through the 1940s.
4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors
of employment, mining, and the subsequent development of communities, as well as the role of
entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.
5: The student will investigate how post-war social, political, and economic events
continued to transform the state of Oklahoma during the 1950s through the present.
2. Analyze the impact of economic growth in various sectors including the
D. Discovery of new fossil fuel resources, Tulsa’s designation as Oil Capital of the World,
and the opening of the Anadarko Basin
United States History Content Standards
1: The student will analyze the transformation of the United States through its civil
rights struggles, immigrant experiences, settlement of the American West, and the
industrialization of American society in the Post-Reconstruction through the Progressive
Eras, 1865 to 1900.
3. Evaluate the impact of industrialization on the transformation of American society, economy,
and politics.
A. Analyze the impact of leading industrialists as “robber barons” and as “philanthropists”
including John D. Rockefeller and Andrew Carnegie and his Gospel of Wealth essay on
American society.
Economics Content Standards
1. The student will develop and apply economic reasoning and decision-making skills.
1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/
benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of
economic situations.
2. The student will evaluate how societies answer the three basic economic questions: what
goods and services to produce, how to produce them, and for whom are they produced.
2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and
technology in economic systems.
8. The student will analyze the role of entrepreneurs in a market economy.
1. Analyze the potential risks and potential gains of entrepreneurs opening new businesses or
inventing a new product, and determine the financial and nonfinancial incentives that motivate them.
2. Identify an entrepreneur and describe how his/her decisions affect job opportunities for others.
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Teacher
Baron Fruit
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. This former barber came from Nebraska to Bartlesville where he almost made his
reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
2. This Ponca City oilman developed his oil company into one of the largest in the
world. He gave generously to the city, but raised a few eyebrows with his choice of
second wives. His mansion still stands although he lost it when he lost his company in
1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma.
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
3. This Oklahoma oilman gave up some of his best men to support the Allied war effort
in World War II, helping the British to coax petroleum out of the same forests where
Robin Hood used to hide. The foundation he named after his father has pioneered
cancer research and food production. What he’s really remembered for, though, is the
basketball arena he helped build for OU.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log
cabin, no less. He became governor in 1942 with the slogan, “I’m just like you,
only I struck oil” and tried to help Oklahoma continue its recovery from the Great
Depression. He later moved on to Washington, D.C., where he continued fighting for
the state and died with the moniker, “The Uncrowned King of the Senate.”
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
5. This Oklahoma oilman is both African American and Creek Indian—both anomalies
in the petroleum industry. He’s nevertheless found amazing success through the
basics—hard work, determination, and self-reliance. Few people outside of Muskogee
even know his company is still going strong there today.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
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Teacher
Baron Fruit
Oil and Natural Icons
Class-time needed: 2-3 class periods
Essential Question:
• To what extent did the oil entrepreneurs affect the
development of Oklahoma’s communities and economy?
Purpose/Objective:
• To familiarize students with Oklahoma geography
• To introduce the basic histories of some of the oil men who impacted the history of
Oklahoma, the wells that created their fortunes, and the legacies they left behind.
• To identify the parts of Oklahoma most closely associated with these men, the sites of
key wells, and the sites of representive legacies in the state of Oklahoma.
Introduction:
Briefly discuss the importance of petroleum to Oklahoma. What do students know about
the oil industry, oil men, or the impact of petroleum on Oklahoma’s history? It has been said
that “Oil IS Oklahoma’s history.” What might this mean? Is this a surprising assertion, or does
it support students’ existing concepts of Oklahoma’s history? What sorts of things would you
look for to determine whether or not such a statement is valid? Is that importance still a factor in
Oklahoma’s current economy?
Materials:
•
•
•
•
•
•
•
•
•
10 large laminated maps of Oklahoma
10 sets of 3 fine tip dry erase markers (black, red and green)
10 sets of brief biographies, oil well descriptions, and legacy descriptions
10 copies of Oklahoma road maps
Marland Mansion booklets
A&E America’s Castles DVD
Student Handout “Group Discussion Guide”
Student Handout “Toast or Roast”
Student Handout “Timeline Activity”
Teacher Note: This lesson assumes that students are familiar with the following people and concepts, generally
covered in the late 19th or early 20th century. The basic information covered in any standard United States History
textbook should be fine. If they have not covered this in your class or previous classes, you may wish to take longer
than suggested in the introductory discussion to introduce these people and concepts:
• Andrew Carnegie (Carnegie Steel)
• John D. Rockefeller (Standard Oil)
• Carnegie’s “Gospel of Wealth:” The rich have been chosen as “stewards of wealth” and have an obligation to
use their fortunes for the common good. “The man who dies thus rich,” said Carnegie, “dies disgraced.”
• Social Darwinism: While not the originator, Carnegie fervently espoused it. It applied Darwin’s theories of
natural selection and evolution to society-society progresses through competition, the fittest rise to the top while
the unfit fall, and society as a whole is better off as a result. Attempts to artificially prop up the unfit only hurt
society’s progress and society as a whole.
• Carnegie felt that handouts were bad for society and rewarded the unworthy slacker along with the sincere
worker facing hard times. The best way to help the lower class, then, was “to place within its reach the
ladders upon which the aspiring can climb.” To Carnegie this meant universities, libraries, etc. Many wealthy
philanthropists have operated under some variation of this concept.
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Teacher
Day 1- The Possibilities of Sudden Wealth
Procedure:
1.
Separate students into groups of three or four. [Mixed gender groups are suggested.] 
2.
Distribute Group Discussion Guides.
3.
Instruct half of the total number of groups that they have won the lottery and after taxes
will take home about $100 million.  Because they are all friends, they would like to
agree on how to best use their winnings, so they should discuss what to do with their
prize money. Ideally, they should reach an agreement, even if they agree that some or
all of it should be split up and spent freely as each person wishes.
4. Instruct the other half of the groups that they are in business together, and after several
years of long hours, shared risks, great sacrifice, and hard work, their revolutionary
company has taken off and that after reinvesting the amount necessary to keep things
growing, they have cleared $100 million in profit for themselves.  As partners, they
would like to agree on what to do with the money, etc. [The only real difference
between groups is HOW they ended up with the $100 million.]
5.
All members of the group must participate in the discussions. Inform students that
INDIVIDUALS will be called on to answer questions about their group’s decisions.
Give students time to discuss. [Suggested time in group discussion: 20 minutes]
6.
While students work, circulate among the groups and listen to their plans.
a. Ask them questions about what they are deciding and why. Ask about options they
may not be considering. For example, ask those buying multiple cars and houses or
investing purely for their own security if they feel any obligation to share the wealth.
b. Ask those giving large sums to existing charitable organizations if they are
comfortable with how all of that money will be spent or if they have their own ideas
about what needs should be met. [Giving to charities should be specific. Which
charities? For what purpose?]
c. Ask those setting up their own institutions if they are willing to put in the time and
effort to make sure things are done correctly or how they will insure their wishes are
met.
d. Prompt them to consider things from different angles and to be realistic about
human nature.
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Teacher
Observations/Conclusion:
• Discuss the results of each group. Suggested questions include:
a. What has your group decided to do with your money?
b. Was it difficult to come to an agreement?
c. Why_____ and not _______?
d. What about...(something they omitted--planning for the future/giving back to the
community/things you migh want for yourself/etc?
e. What do the different groups have in common?
f. What do you think was the best idea? The worst? The most surprising?
g. Can you think of anyone today who could be considered a philanthropist?
h. Can you think of anyone today who is wealthy, but as far as you know NOT philantropic?
Note: Look for answers that show students have gained an awareness of the different
possibilities and that students have considered the pros and cons of various options.
Enrichment:
• Have students choose someone in modern America whom they consider to be “extremely
wealthy” (i.e. Oprah Winfrey, Bill Gates, etc)
• Research how that person uses his/her wealth and prepare either a one-page report or a
brief class presentation to be followed by further discussion along the lines above.
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Teacher
The Possibilities of Sudden Wealth
Group Discussion Guide
1. List all group members involved in this discussion.
2. List the specific ways in which your group plans to use your money.
3. Which expenditures were easily agreed upon?
4. What conflicts arose during the discussion?
5. Did a natural leader arise during the discussion? If so, in what way did that person affect the
decisions which were made?
6. What observations about human nature could you make after your group’s discussion?
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Teacher
Day 2
Procedure:
1.
Divide students into small groups of three.
2.
Give each group a large laminated Oklahoma map, a road map, a set of three markers,
and a set of the brief biographies, well descriptions, and legacy descriptions.
3.
Students should read the information on the men, wells, and legacies.
4.
Students should then use the map legends and place an appropriately numbered green
happy face, for each Baron, black derrick for each well, and a red star for each
legacy. NOTE: Some barons are associated with more than one location.
5.
As students work or when they are finished, check student maps for accuracy.
6.
Show the key on the white board for the class to see, so they may correct any errors.
7.
Discuss the geographical significance of the area in which the wells are most prevalent.
Address the geographic reasons for the lack of wells in the Southeast, Southwest and
other areas of the state where wells are not found. Tell students that in later lessons
they will be seeing this pattern over and over again and either discuss the importance of
such a pattern now or save it for the later lessons.
Teacher Information:
The southeastern part of the state is the site of the Ouachita Mountains. These sandstone ridges
are some of the roughest land in the state and would not be an area where a great deal of oil is
found. The south central is the site of the Arbuckle Mountains, the Wichita Mountains are found
in the southwest, which has bedrock very close to the surface. In the far northeastern part of the
state, the oil was mostly near the surface and leaked off early, and wells did not produce enough
to make them profitable. Most of the oil in the state is found in the region of the Ozark Plateau
and the Prairie Plains.
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Teacher
Baron Fruit
Map Answer Key
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Teacher
Baron Fruit—Oil and Natural Gas Icons (The Men)
(1) J. Paul Getty
Though he came from a wealthy family, J. Paul Getty used his business instincts to earn his own fortune in
Tulsa. He is known for leading The Spartan School of Aeronautics for many years.
(2) Robert A. Hefner
Managing partner of the Hefner Corporation, this Oklahoma City oil man left his family mansion and many
priceless antiques to the Oklahoma Heritage Association. Although best remembered for his work in OKC,
his first political office was mayor of Ardmore, where he practiced law for many years.
(3) Robert S. Kerr
Born in a tiny cabin in Ada, Oklahoma, this oil man went on to become the governor of Oklahoma and a
United States senator.
(4) John E. Kirkpatrick
Founder of Kirkpatrick Oil Co. and a retired admiral, he became noted for philanthropic contributions,
including the Kirkpatrick Center in Oklahoma City.
(5) John Mabee
This Tulsa oil man first moved from Kansas to Cotton County as a homesteader. He made his first real
money in oil, but diversified into many areas of business and never kept his fortune to himself. His
philanthropy included gifts to The University of Tulsa, the Tulsa YMCA, Children’s Medical Center, and
many others.
(6) E.W. Marland
This Ponca City oil man developed Marland Oil Company into one of the largest in the world, but lost
control of the company in 1928. Undaunted, Marland was elected governor of Oklahoma in 1934.
(7) Lloyd Noble
This Ardmore oil man is responsible for starting the Sam Noble Foundation, an organization known for its
agricultural research. He was also a strong supporter of higher education, particularly the University of
Oklahoma in Norman.
(8) Frank Phillips
First a barber, then a bonds salesman, Frank Phillips left Nebraska for Bartlesville, where his first gusher,
The Anna Anderson #1, was struck in 1905. His presence is still felt strongly everywhere in the city.
(9) Jake Simmons
The most successful African American oil man, this Muskogee native started an oil dynasty that is now run
by his youngest son, Don Simmons.
(10) Harry Sinclair
After discovering oil in the Glenn Pool, Oklahoma’s first major oil field, Harry Sinclair organized the
Exchange National Bank in downtown Tulsa. This bank, known as “the oil man’s bank,” now flourishes as
The Bank of Oklahoma.
(11) Tom Slick
Known as “King of the Wildcatters,” Tom Slick’s initial strike was responsible for the rush to oil in Cushing in 1913.
(12) William K. Warren
Founder of Warren Petroleum, William K. Warren served as president of the International Petroleum
Exposition and helped to establish St. Francis Hospital in Tulsa.
(13) Charles Page
After losing his father at a young age and shouldering the support of his mother and younger siblings, Page
worked in many fields before striking it rich in the oil fields of Oklahoma. He used his resources to found
the city of Sand Springs.
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Teacher
Baron Fruit—Oil and Natural Gas Icons (Famous Wells)
(1) Nellie Johnstone No. 1
In 1897, the Cudahy Oil Company struck oil in Bartlesville near the Caney River with the Nellie
Johnstone No. 1. Although oil was produced in commercial quantities, the well was an economic
failure because it was too far away from potential markets. Development of the Bartlesville-Dewey
Field did not proceed until 1904 when the Santa Fe Railroad came into the area.
(2) Sue A. Bland No. 1
Sue Bland, the wife of Dr. C.W. Bland, was a citizen of the Creek Nation. Dr. Bland heard a
rumor that a 500,000 acre oil and gas lease southwest of Tulsa had been approved by the Creek
Nation Council. The Blands quickly managed to raise $300, which was enough to begin drilling.
Dr. Bland was forced to sink much of his personal fortune into the drilling of the well. To make
matters worse, he came down with acute appendicitis in the final days of drilling. On June 25,
1901, the Sue A. Bland No. 1 spewed oil from a depth of 600 feet. It was Oklahoma’s first real
gusher.
(3) Ida Glenn No. 1
On November 22, 1905, Robert Galbraith and Frank Chesley drilled the Ida Glenn No. 1 near Tulsa.
It was the discovery well of the famous Glenn Pool, Oklahoma’s first major oil field. Storage tanks
could not be built fast enough to store the oil and the Glenn Pool quickly became a literal “lake of
oil.” Production in the field peaked in 1907, the year of Oklahoma’s statehood, at 100,000 barrels
per day. By 1912, Tulsa was known as the “Oil Capital Of The World.”
(4) The Watchorn Well
In 1914, during a period of rapid expansion, Healdton came into its own as a major Oklahoma oil
field. The field produced oil at such a shallow depth, the cost of drilling was almost negligible.
The majority of wells drilled in the pool produced an amazing 5,200 barrels per day. The
Watchorn Well was the largest producer in the Healdton Field.
(5) No. 1 Betsy Foster
On March 16, 1923, R.H. Smith resumed drilling a well two miles south of Wewoka that had
been delayed because of casing problems. The bit penetrated the sand only a few inches when
the well blew in, flowing 20 million feet of gas and spraying oil. Smith told the crew to suspend
operations and begin building storage facilities to hold the crude. By the time the well was
deepened, it produced an amazing 3,500 barrels per day and launched the rapid development of
the Greater Seminole Field.
(6) Fixico No. 1
On July 16, 1926, R.F. Garland and the Independent Oil Company drilled the Fixico No. 1 near
Wewoka. The well penetrated the Wilcox Sand and began producing close to 1,500 barrels
per day. This well revealed the potential of the Greater Seminole Field. The field reached
peak production at 527,400 barrels per day on July 30, 1927. These oil discoveries brought
an estimated 20,000 oil field workers to the area and made Seminole the last of the great oil
boomtowns.
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(7) Oklahoma City No. 1
On December 4, 1928, the Indian Territory Illuminating Oil Company (I.T.I.O.) drilled a well
near what is now S.E. 59th and Bryant in Oklahoma City. It was the first well drilled in the
famous Oklahoma City Oil Field. The headlines of a newspaper that day read, “City Well Hurls
‘Liquid Gold’ High Over Oil Derrick.” During its life, the well produced more than one million
barrels of oil.
(8) Wild Mary Sudick
The Wild Mary Sudick was the most famous well in the Oklahoma City Field and is known as
the “wildest well in Oklahoma history.” When the well blew in on March 26, 1930, the wind
carried oil as far south as Norman and as far north as downtown Oklahoma City. The well
was named for the wife of farmer and land-owner Vince Sudick, and was located near S.E. 88th
between Bryant and Sunnylane in Oklahoma City. The headlines of the newspaper that day
read, “Field Menaced By Wild Gasser.” The threat of fire was so great that lighting a match was
prohibited.
(9) Petunia No. 1
In 1942, oil was reached at 6,618 feet and dubbed the “Petunia No. 1.” It was drilled under the
state capitol building at three degrees off center from a flower bed south of the building. The
Oklahoma City field proved to be one of the richest in the world. More than 90% of the wells
drilled in this field produced oil and natural gas. Derricks dotting the Capitol landscape soon
became a unique sight for visitors to Oklahoma City.
(10) No. 1 Wagoner
In 1943, Ace Gutowsky used “doodle-bug” exploration to explore the West Edmond Field;
however, he found it difficult to convince oilmen that it was an oil-producing zone. He drilled
the No. 1 Wagoner on January 2, 1943 at a spot where most geologists had predicted there was
no oil. Gutowsky’s discovery was the most significant oil discovery in Oklahoma during World
War II.
(11) Easley No. 1
The deepest producing natural gas well in Oklahoma was drilled in 1973 in Washita County. It
was drilled to 27,050 feet by the McCullouch Oil Company.
(12) Bertha Rogers No. 1
In 1974, the Lone Star Producing Company drilled the Bertha Rogers No. 1 in Washita County.
It was the deepest natural gas well drilled on the North American continent. It was drilled to
31,441 feet before liquefied sulfur was hit and the well was plugged. The drilling rig used was
the Parker No. 5. This rig was later shipped to Siberia where a well was drilled at 33,477 feet.
(13) The Taneha
The Taneha was brought in near Tulsa on a lease that Charles Page had bought from a man
named Billy Roesser in the north extension of the Glenn Pool district. It produced about 2,000
barrels of oil a day. The estimated value of the well was a million dollars. The production from
this well and from natural gas wells acquired later made Page not as rich as some, but he was a
very wealthy man.
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Teacher
Baron Fruit—Oil and Natural Gas Icons (The Legacies)
(1) Science Museum Oklahoma--Oklahoma City
The museum contains a diverse collection of interactive and historic exhibits; it also includes a
museum, planetarium, galleries, gardens and the Omni Theater.
(2) The Spartan School of Aeronautics--Tulsa
The school was founded in 1928 by W.G. Skelly. Over 80,000 pilots and technicians who have
had a significant influence on world aviation were trained at Spartan.
(3) International Petroleum Exposition Building/The Golden Driller--Tulsa
The Expo building is a 446,000 square foot exposition center that was built in 1966 to house the
International Petroleum Exposition. In front of the building stands the Golden Driller, a 76 foot
tall symbol of the importance of oil to Tulsa and to Oklahoma. The area is now known as Expo
Square.
(4) The Oklahoma Heritage House---Oklahoma City
Donated in 1970 by the Robert A. Hefner family, the Oklahoma Heritage House is the home of
the Oklahoma Heritage Center. The Center was opened in 1972, and it now houses a Galleria, the
Hefner Memorial Chapel, and the Anthony Gardens.
(5) The Pioneer Woman Statue--Ponca City
Oil man E.W. Marland hired twelve artists to submit their designs for a statue to honor the spirit
of the women who helped settle this part of the country. The winning artist was Bryant Baker.
The statue was unveiled in 1930.
(6) Lloyd Noble Center--Norman
The center is a multi-purpose sports facility which is the home of the sooner men’s and women’s
basketball teams. The building was financed by an initial gift from the Sam Noble Foundation.
(7) The Woolaroc Museum--Bartlesville
Located on 3,600 acres, Woolaroc is part western arts museum and part wildlife refuge. It was
founded in 1925 as a private ranch for oil man Frank Phillips.
(8) The Marland Mansion--Ponca City
Known as the Palace on the Prairie, the 43,561 square foot mansion of oil man E.W. Marland is
now a national historic landmark.
(9) Philbrook Art Center--Tulsa
The former home of Waite Phillips, Philbrook is an Italian-Renaissance style mansion which
houses an impressive collection of art and sculpture.
(10) Saint Francis Hospital--Tulsa
Oil man William K. Warren founded Saint Francis Hospital in 1953. His financial gift was the
largest single gift given by an individual to a Catholic order.
(11) Dean McGee Eye Institute--Oklahoma City
Established to house the Lions Club of Oklahoma Eye Bank, this facility provides treatment for
over 25,000 patients annually.
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(12) The Neustadt International Prize for Literature--Ardmore
This prize, given to the most outstanding international author, consists of $50,000, a replica of an
eagle feather cast in silver, and a certificate. A generous endowment from the Neustadt family of
Ardmore ensures the award in perpetuity. It is second in importance only to the Nobel Prize for
Literature.
(13) The Sam Noble Foundation--Ardmore
Established to aid research in agriculture and medicine, the Foundation is housed on 3,700 acres
outside of Ardmore.
(14) The Sand Springs Children’s Home--Sand Springs
After the death of his father, Charles Page promised his mother he would take care of her and
other widows and orphans, too. In 1908 he took over a failing orphanage and moved the children
to his new town site west of Tulsa. The Sand Springs Home Trust today funds 100% of its
charities, asking no help from the state or federal government.
Additional information on the men, the wells and the legacies can be found on
OERBHOMEROOM.com.
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Teacher
Day 3
Procedure:
1.
Use the DVD of America’s Castles to introduce E.W. Marland as an example of an
Oklahoma oil baron. Booklets from the Marland mansion have been provided to give
you additional background information on E. W. and Lydie.
2.
Use the Toast or Roast exercise to allow students to demonstrate understanding of point
of view.
Enrichment:
• Have students ask parents, teachers, or other adults about oilmen, oil or natural gas
wells, or related legacies in their area. What can they find in their city’s history or
their geographic area that is there because of the petroleum industry? You may wish to
have students share their findings with the class, prepare brief written reports, or share
their findings in a class discussion. It is also possible to invite older members of the
community into the classroom to talk about how the oil and gas industry has affected
their hometowns, their lives or their families.
Request a Petro Pro in your classroom! Petro Pros are oil and natural gas
professionals who volunteer their time to visit Oklahoma classrooms to show kids
the science and business side of their industry. During their one-hour presentation,
Petro Pros use rocks, fossils, drill bits and maps to demonstrate how oil and
natural gas are formed, discovered and produced.
Enrichment:
• Assign the timeline activity for students to take home or do in class. (the 10 items on the
timeline list are a sampling of events in the history of the era, you may wish to amend
or add to them to reflect events from your particular area of the state). You might also
add national or international events to a timeline of the same period to give students a
perspective on how Oklahoma history compares to the events in the country or world at
the same time.
• Note: You might also wish to use one of the online sites for timelines, such as Dipty, or
Time Toast, or you may wish to have students do an illustrated timeline. You can have
students make a foldable timeline sheet by folding a piece of paper first in a hotdog fold,
next a hamburger fold and then a burrito fold. This will give you 12 sections, which can
be illustrated.
http://www.dipity.com/
http://www.timetoast.com/
http://www.ehow.com/how_10067639_make-computerized-illustrated-timeline.html
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Teacher
Baron Fruit
Toast or Roast Handout
“Toast or Roast” is a fun and informative format for student research, as well as for building
verbal communication skills in a more formal setting than class discussions or strategies, such as
the “Opinion Continuum.”
In the “Toast or Roast” scenario, the student is expected to deliver a prepared short speech, in
which he/she either praises or criticizes a historical or contemporary personality from history
or modern national or world current events. After conducting research about the personality, the
student will make an assessment as to the lasting impact that personality will have on national or
world events.
The student is free to choose whether he believes the personality should be praise or criticized.
Procedure:
1. Assign each student a different personality for a”Toast or Roast” speech.
2. Use the following instructions to guide student research and preparation of speeches:
A. You will prepare and present a two to three minute speech as a “toast” or a “roast” of
one individual from our class studies.
B. (A “toast” is intended to celebrate and honor an individual for his/her achievements. A
“roast” is intended to criticize an individual.) You may choose either type of speech, however,
your “toast or “roast” must explain why you have decided to praise or criticize the
individual.
C. You must use one visual during your toast or roast. It can be a picture, drawing,
computer- based image, etc. but make sure it is large enough for everyone to see.
D. You may speak from your own notes, but a formal written version of your speech must
be turned in on the day the assignment is due.
E. With your written speech, you must include a brief bibliography with a minimum of
three sources you accessed to research information about your individual.
3. Remind students that in the delivery of their speech to his/her classmates, the student will
clearly either praise or criticize the personality. The majority of the evidence, facts, research , etc
presented in the speech should support the stance (praise or criticism) selected by the student.
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Teacher
•
•
•
•
•
95
Teacher
Social Studies | Baron Fruit
1917
1925
1928
95
1930
1934
1948
Teacher
Marland Oil is taken away from Marland in a hostile takeover
The Ida Glenn No. 1 is brought in
Spartan School of Aeronautics is founded
Pioneer Woman statue is unveiled in Ponca City
The US enters World War I
1929
•
•
•
•
•
Insert the important event on the year it corresponds to on the timeline.
Baron Fruit Timeline Handout
The Nellie Johnstone No. 1 comes in
Frank Phillips builds his lodge at Woolaroc
Harry Sinclair goes to the USSR
Robert S. Kerr becomes the US Senator from Oklahoma
E.W. Marland becomes governor of Oklahoma
1905
1897
Social Studies | Baron Fruit
•
•
•
•
•
96
Teacher
Social Studies | Baron Fruit
1905
The Ida Glenn No. 1 is
brought in
1925
Frank Phillips builds his
lodge at Woolaroc
96
1929
1934
Teacher
Robert S. Kerr becomes the
US Senator from Oklahoma
1948
E.W. Marland becomes
governor of Oklahoma
Pioneer Woman statue is
unveiled in Ponca City
1930
Spartan School of
Aeronautics is founded
Marland Oil is taken away
from Marland in takeover
Harry Sinclair goes to the
USSR
The US enters World War I
1928
Marland Oil is taken away from Marland in a hostile takeover
The Ida Glenn No. 1 is brought in
Spartan School of Aeronautics is founded
Pioneer Woman statue is unveiled in Ponca City
The US enters World War I
1917
•
•
•
•
•
Insert the important event on the year it corresponds to on the timeline.
Baron Fruit Timeline-KEY
The Nellie Johnstone No. 1 comes in
Frank Phillips builds his lodge at Woolaroc
Harry Sinclair goes to the USSR
Robert S. Kerr becomes the US Senator from Oklahoma
E.W. Marland becomes governor of Oklahoma
The Nellie Johnstone No. 1
comes in
1897
Social Studies | Baron Fruit
Baron Fruit
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. This former barber came from Nebraska to Bartlesville where he almost made his
reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
2. This Ponca City oilman developed his oil company into one of the largest in the
world. He gave generously to the city, but raised a few eyebrows with his choice of
second wives. His mansion still stands although he lost it when he lost his company in
1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma.
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
3. This Oklahoma oilman gave up some of his best men to support the Allied war effort
in World War II, helping the British to coax petroleum out of the same forests where
Robin Hood used to hide. The foundation he named after his father has pioneered
cancer research and food production. What he’s really remembered for, though, is the
basketball arena he helped build for OU.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log
cabin, no less. He became governor in 1942 with the slogan, “I’m just like you,
only I struck oil” and tried to help Oklahoma continue its recovery from the Great
Depression. He later moved on to Washington, D.C., where he continued fighting for
the state and died with the moniker, “The Uncrowned King of the Senate.”
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
5. This Oklahoma oilman is both African American and Creek Indian—both anomalies
in the petroleum industry. He’s nevertheless found amazing success through the
basics—hard work, determination, and self-reliance. Few people outside of Muskogee
even know his company is still going strong there today.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
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Teacher
Baron Fruit
Pre/Post Test Answer Key
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
B
1. This former barber came from Nebraska to Bartlesville where he almost made his
reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
C
2. This Ponca City oilman developed his oil company into one of the largest in the
world. He gave generously to the city, but raised a few eyebrows with his choice of
second wives. His mansion still stands although he lost it when he lost his company in
1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma.
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
D
3. This Oklahoma oilman gave up some of his best men to support the Allied war effort
in World War II, helping the British to coax petroleum out of the same forests where
Robin Hood used to hide. The foundation he named after his father has pioneered
cancer research and food production. What he’s really remembered for, though, is the
basketball arena he helped build for OU.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
A
4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log
cabin, no less. He became governor in 1942 with the slogan, “I’m just like you,
only I struck oil” and tried to help Oklahoma continue its recovery from the Great
Depression. He later moved on to Washington, D.C., where he continued fighting for
the state and died with the moniker, “The Uncrowned of King the Senate.”
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
A
5. This Oklahoma oilman is both African American and Creek Indian—both anomalies
in the petroleum industry. He’s nevertheless found amazing success through the
basics—hard work, determination, and self-reliance. Few people outside of Muskogee
even know his company is still going strong there today.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
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Teacher
The More Things Change
Oklahoma Academic Standards
Oklahoma History Process and Literacy Standards
1: Reading Skills. The student will develop and demonstrate social studies Common Core
reading literacy skills.
A. Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
B. Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
C. Integration of Knowledge and Ideas
8. Access the extent to which the reasoning and evidence in a text support the author’s
claims.
2: Writing Skills. The student will develop and demonstrate Common Core social studies
writing literacy skills.
A. Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
B. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific
purpose or audience.
6. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
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Teacher
Oklahoma History Content Standards
2: The student will evaluate the major political and economic events that transformed the
land and its people prior to statehood.
7. Compare and contrast multiple points of view to evaluate the impact of the Dawes Act which
resulted in the loss of tribal communal lands and the redistribution of lands by various means
including land runs as typified by the Unassigned Lands and the Cherokee Outlet, lotteries, and
tribal allotments.
4: The student will examine the transformation of Oklahoma during times of boom and
bust of the 1920s through the 1940s.
4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors
of employment, mining, and the subsequent development of communities, as well as the role of
entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.
7. Describe the contributions of Oklahomans in 1920s and 1930s including Deep Deuce and
African-American jazz musicians, Will Rogers’s and Woody Guthrie’s political and social
commentaries, Wiley Post’s aviation milestones, and the artwork of the Kiowa Six (formerly the
Kiowa Five).
United States History Content Standards
1: The student will analyze the transformation of the United States through its civil
rights struggles, immigrant experiences, settlement of the American West, and the
industrialization of American society in the Post-Reconstruction through the Progressive
Eras, 1865 to 1900.
2. Integrate specific textual and visual evidence to analyze the impact of Westward Movement
and immigration on migration, settlement patterns in American society, economic growth, and
Native Americans.
B. Examine the rationale behind federal policies toward Native Americans including
the establishment of reservations, attempts at assimilation, the end of the Indian Wars at
Wounded Knee, and the impact of the Dawes Act on tribal sovereignty and land ownership.
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Teacher
World Human Geography Content Standards
3: The student will evaluate textual and visual evidence to analyze the components and
regional variations of cultural patterns and processes.
2. Analyze and summarize the role the environment plays in determining a region’s culture.
Economics Content Standards
1. The student will develop and apply economic reasoning and decision-making skills.
1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/
benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of
economic situations.
2. The student will evaluate how societies answer the three basic economic questions: what
goods and services to produce, how to produce them, and for whom are they produced.
2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and
technology in economic systems.
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Teacher
The More Things Change
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Most Native Americans who became suddenly wealthy due to oil being found on
their land…
A. Became oilmen themselves and soon adopted “white” lifestyles and ways
of thinking
B.Spent their money freely on homes, cars, or other items, but maintained
most of their traditional lifestyles and preferences
C. Ignored their wealth altogether and were largely indistinguishable from
members of the poor tribes
D. Used their wealth to purchase larger reservations and rights to more
potential drilling areas
2. The typical Oklahoma farmer who came into money in the first part of the 20th
Century would be MOST likely to...
A. Buy a slightly nicer home
B. Invest in more farms
C. Give some money to the local church
D. All of the above
3. Which of the following would have been MOST likely to give directly and
extensively to their community?
A. The tribal council on whose land oil is discovered
B. The struggling farmer on whose land oil is discovered
C. The entrepreneur whose efforts to locate oil have finally paid off in a big way
D. The local businessman who trades leases and sells goods to the multitudes
of people pouring into the town as a result of an oil strike
4. In the early 20th Century, Native Americans were generally portrayed as…
A. Childlike and a bit ignorant
B. Savage, wild and dangerous
C. Adapting readily to white lifestyles and values
D. All of the above
5. As a general rule, people who came into wealth as a result of an oil strike tended to…
A. Continue in what they knew, just with more resources
B. Fundamentally change their personalities and priorities for the better
C. Fundamentally change their personalities and priorities for the worse
D. Begin speaking with British accents and call each other “Muffin”
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Teacher
The More Things Change
The Impact of Sudden Wealth
Class-time needed: 90-120 minutes/Two class periods
Essential Question:
• Does sudden wealth change people?
Purpose/Objective:
• To experience the oil boom through a primary source
• To explore the impact of sudden wealth on different groups of people, and the question of
whether money changes people and if so, in what ways
• To look at how members of the media shape others’ views of the people and events they
cover by their choice of language, focus, and subject matter
• To provoke inquiry as to why certain groups of people, such as entrepreneurs, tend to become
philanthropists when they strike it rich, while other groups of people do not
Introduction:
Discuss stereotypes some people have of Oklahoma. Ask students where people get these
images or ideas.
Ask students what other stereotypes they are aware of today. Where do people get those
images or ideas? Are they always completely inaccurate? This is a good place to use an activity
pointing out the importance of point of view and that all people are influenced by it. Remind the
students that there is not a view from nowhere; therefore we are all influenced by our own points
of view, as are all other people. This is also a place for a reinforcement exercise on determining
fact from opinion.
Explain to students that the oil boom and related phenomena were big news as they were
happening. Many periodicals of the day sent writers to report on the experience from various
perspectives. Some analyzed the technical and scientific aspects, others focused on the political
and international ramifications. This particular writer was interested, however, in the human
impact of the oil boom in Oklahoma. His report was published in the spring and summer of
1924.
Before you distribute the article, suggest that students read not only for content, but for
writing style and cultural differences in both the subjects covered and the manner in which those
subjects are covered.
Materials:
•
•
•
•
•
•
10 sets of “The Miracle of Oil” excerpt
The FBI Story DVD
Tulsa DVD
Highlighters (two different colors)
Student Handout “Guided Reading Questions”
Student Handout “Native American/Farmer/Entrepreneur graphic organizer”
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Teacher
Procedure:
1. Allow students to work individually or in groups on the assignments, depending on the
option you choose in step 3.
2. Show movie clips from Tulsa, Chapter 4 - 6, and the FBI Story, Chapters 10 - 13,
illustrating stereotypes involving Native Americans in the early twentieth century. These
clips may provoke discussion at the time of showing or later after the article has been
read.
3. After discussion of the videos, assign the readings from “The Miracle of Oil”. There are
several possibilities for assessment and usage, some are as follows:
Distribute the foldable graphic organizer.
Option 1. Jigsaw: put students into groups and assign each group one of the following:
the Kaw Indians, the farmer or the entrepreneur. After a close reading of the material,
have students from each group fill in a graphic organizer by interviewing the members
of the other two groups. After they have shared information have each group report
their findings to the whole class. This can be done in a variety of way. (ex. putting their
findings on one part of the white board.)
Option 2. Use the guided reading questions available with the reading and have students
answer each question.
Option 3. Use close reading strategies to have students find the author’s claim and cite
evidence from the text. Allow them to make a claim, cite their evidence, and evaluate
main idea of the article and support their findings with examples from the text. Allow
them to make a thesis, show their evidence, and then give their own analysis of the
findings of the reporter.
Option 4. Have students read the article and complete the Fact vs. Opinion exercise.
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Teacher
Observations/Conclusion:
• Students should demonstrate in their written answers and subsequent discussion a basic
understanding of how oil wealth affected the people discussed in the article.
• Students should demonstrate a basic understanding of the impact of oil discovery and sudden
wealth on different types of people and on their communities. They should be able to discuss
intelligently the question of whether money changes people and if so, in what ways.
• Students should be able to explain the following quote: “ the individual is not made over
into a different social animal by the deluge of money. He simply intensifies and amplifies
his existing desires without conceiving new ones” and cite specific evidence from the
article to support their explanation.
• Students should be able to recognize various ways members of the media shape other’s views
of the people and events they cover by their choice of language, focus, and subject matter.
• Students should be able to comment intelligently on why some types of people, such as
entrepreneurs, tend to become philanthropists when they strike it rich, and if they believe
all follow such a path.
Enrichment:
• Students should inquire as to what towns in their area had their origins as boomtowns,
or experienced booms at some point. How did these booms affect the town? What
changed? What lasting signs of the boom are still there today? Results may be presented
as a short research paper or a brief class presentation.
• Have students find or compile two or more different accounts of the same event. It may
be something that happened at school, something in the news, or something they or their
friends witnessed outside of school. Compare the accounts and how they differ. What
message is each one trying to send, and how are those messages the same? How are they
different?
• Have students name some other kinds of booms. What other areas in the United States
have been affected by booms and what were the consequences to the native people of
those areas? Compare and contrast those booms to the Oklahoma oil boom.
• Using material from the Baron Fruit unit, have students practice point of view by writing
about the Marland mansion from the point of view of several different people.
a. E.W. Marland
b. Lydie Marland
c. a citizen of Ponca City
d. a share holder in Marland Oil
e. J.P. Morgan
• Students hold a round table discussion with a spokesperson from each group (Kaw,
farmer, entrepreneur, and newspaper man) with each group defending their use of the oil
money. This would require outside research by students.
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The More Things Change
Guided Reading Questions Handout
Name: ______________________________ Class: _______________
After reading the excerpts, carefully answer each of the following questions.
Part One:
1. What brought such dramatic change to the Kaw Indian Reservation?
2. Explain three changes that came to the area in the wake of the Emmett Thompson “coming
in.” Label your answers (a), (b) & (c).
3. Describe some of the characteristics of this “mushroom village” (i.e., boomtown) that were
not directly involved with the petroleum business.
4. What sorts of things changed for the Kaw when they found themselves suddenly wealthy?
5. What sorts of things did not change for the Kaw when they found themselves suddenly
wealthy?
6. How does the author justify his claim that overall the “easy-come money has been a curse?”
Part Two:
7. What kind of background and character does the author ascribe to most farmers in the
Midwest?
8. (a) How did life change for Jimmy Barclay and Sam McKee when they found themselves
suddenly wealthy thanks to oil being found under their land?
(b) How did it stay the same?
9. Explain this sentence: “The older people are galvanized into conservatism when they strike
the bonanza.” What does the author mean?
10.As discussed in this article, how do the farmers or other “normal people” who get rich
through oil spend their newfound wealth?
11.According to the author, why do they spend it this way and not in other ways?
12.Explain three ways E.W. Marland used his wealth for the good of the community, according
to this article.
13.How does the author explain why Marland spent his money so much differently than either
the Kaw or the Midwestern farmers?
14.What seems to be the main point of this article?
15.Do you agree or disagree with this main point? Explain your answer.
For further discussion:
Many philanthropists seem to have made their fortune as entrepreneurs.
a. What characteristics of an entrepreneur might lead to the tendency to give generously to others?
b. Can you think of wealthy individuals in your own time who tend to be philanthropists? From
where does their wealth come?
c. Can you think of wealthy individuals in your own time who are not known for being
particularly philanthropic? From where does their wealth come?
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The More Things Change
Guided Reading Questions-ANSWER KEY
1. The discovery of oil on Kaw land.
2. Any 3 of the following:
•
•
•
•
•
•
•
•
The district filled with oil workers and those in related fields
The whole reservation was sent into a frenzy
The prices of leases rose dramatically
Royalties were sold on oil that had yet to be drilled
The nearby railroad was glutted with incoming drilling machinery
Trucks came in with pipe, bits, engines, timber, and such
Gamblers, prostitutes, and other “camp followers” arrived
The boomtown (or “mushroom oil village”) of Whizbang virtually appeared out of
nowhere
• The area became “Godless and truculent”
• The smell of crude hung in the air
3. Possible answers include:
•
•
•
•
•
•
Full of gamblers, prostitutes, pickpockets, etc.
Built of flimsy one-story frame shacks
One main street
Grocery stores, restaurants, dance halls, bars (dives), etc.
Cowboys, Indians, “painted women,” and drunken workers
“Godless and truculent”
4. They built large homes, bought expensive cars, etc.
5. Most still preferred to sleep outside, to cook over an open fire, to avoid the cities
6. The Native Americans were often taken advantage of by opportunistic whites. Because the
Indians weren’t used to either great financial wealth or white men’s financial tricks, they
often lost their money quickly.
7. They or their parents arrived land-hungry at the 1893 land run, they’ve “toiled” for a
generation, essentially fighting the land and the elements to survive, their hands are rough
and broken from “wrestling with the wilderness,” and it’s difficult for them to put food on
the table.
8. (a) Barclay had a lot of money, bought more farms, and bought a new, but sensible car.
McKee gave up his second job, moved into town and bought more farms. (b) Barclay wore
the same clothes (except for his Sunday pants), and apparently maintained basically the
same lifestyle as before. McKee didn’t buy an expensive home and wasn’t greedy on the
sale of his threshing business.
9. The people who have been there farming for a number of years and who are past their
young, presumably more impulsive days, become even more solidly conservative–even
more cautious and more likely to stick with the predictable or familiar and to avoid wild
behavior or extreme risks–when they come into sudden wealth due to oil being found on
their land. Or, more briefly—when they get rich, they become even more like they already
are.
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10.They may buy nicer but not extravagant homes, more land/farms, reliable cars, give to
their churches, provide for their families, etc.
11.The author suggests that they have never had reason to think in grander terms. It is
outside their realm of experience to think of endowing hospitals or whatever. It is not a
question of selfishness or even of consciously rejecting such projects–it is just does not
occur to them, or if it does, it is just not in keeping with how they do things.
12.Possible answers include:
• Employs thousands of people
• Gave the city a 40-acre golf course
• Established a 200-acre game preserve
• Donated 300 acres for playgrounds
• Donated 40-acre polo field
• Baseball / Football field
• Gave $100,000 to build Masonic lodge / American Legion Headquarters
• Established young men’s club similar to Y.M.C.A.
• Started a Salvation Army citadel fund with a $10,000 gift
13.“Earlier training and observation”–the author suggests that Marland’s life experiences
give him more options when deciding how to spend his wealth. He is not entirely clear on
exactly why or how he believes this was so.
14.The main point seems to be that “the individual is not made over into a different social
animal by the deluge of money. He simply intensifies and amplifies his existing concepts,
and gives freer play to his existing desires without conceiving new ones.” In other words,
the author’s main point seems to be that people do not fundamentally change when they
become wealthy. Instead, they are simply able to express who they were already to a much
greater extent than before.
15.Valid arguments could be made either way, as long as the student justifies and explains his
or her answer reasonably.
For further discussion:
Answers may vary widely, but if the author is correct and people who come into wealth
become amplified versions themselves, there should be some connection between the type of
person who speculates in oil or any other field and the type of person who gives millions away,
Andrew Carnegie-style, often to give others the opportunity to do the same.
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The More Things Change...
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The Eruption Begins
To the Kaw Indian Reservation, came the geologist. He knew oil. He quietly
secured leases on a great tract down Burbank way. A refining company came and took
more leases in the reservation.
In an untried territory the first well is called a wildcat–which does not by
any means imply fakery. There never would be any new oil fields if it were not for the
wildcatters.
The Emmett Thompson wildcat was drilled.
Early one morning the well “came in,” and flowed two thousand barrels a day.
At the current price of crude petroleum that meant $4,000 a day, of which Thompson
received one-eighth. And there was plenty of room for more wells on the place.
By this time the district was well-filled with scouts and geologists and “leasehounds,” waiting for the outcome of the Thompson wildcat test.
The bringing in of the gusher sent the whole reservation into a frenzy. It
resembled a gigantic ant-hill suddenly prodded into life with a stick.
Leases went from ten cents to one hundred, two hundred, three hundred dollars
an acre. Royalties on purely conjectural oil were bought and sold by brokers, mounting
higher and higher even before other wells were drilled.
The nearby railroad was glutted with incoming drilling machinery from
Wichita and Tulsa. Great trucks clanked and rumbled over the raw prairies and hills
with pipe and bits and crude oil engines and timber for derricks, cutting gashes which
were filled alternately with mud and choking dust. “Tankies,” “toolies,” drillers,
dynamite men, enginemen, lease traders, swarmed there from the older fields, always on
the lookout for the big pay.
“Gusher”--I. The Indian” by Elmer T. Peterson (The Independent –April 26, 1924):
Part One: From “The Miracle of Oil: Chapters on the Human Consequences of the
The following excerpts are from a two-part series exploring the human consequences
of what was then a very recent phenomenon–oil booms and their results, financial and
personal. These articles first appeared in The Independent in the Spring and Summer of
1924 [Subheadings have been added]. While some of the language may be dated, the
underlying question being asked is not: how does sudden wealth affect the individual?
The Impact of Sudden Wealth
Social Studies | The More Things Change
Teacher
The More Things Change, The More They Stay The Same
The Kaw tribe has come into a strange heritage after wandering nearly two
centuries in the wilderness. But it is a divided one, for many of the Indians have sold
their lands outright to white settlers. Many others are half, quarter, eighth or sixteenth
blood of the original stock. The tribe is scattered far. Many members have achieved
wealth and distinction...
Because of these conditions and also because of the newness of the rich oil
strike there, [it may help to understand the effect on the Kaw if we look first at] the
effect of similar deluges among the Osage and other previous beneficiaries.
One of the richest of all the Indians built a beautiful home and was married to
a white woman. The wild instinct still prevailed5, however, and at night when all was
quiet he would take his blankets down to the living room and sleep on the hard floor
before the
fireplace…
“You seldom find the Indians in their homes,” said a Ponca City man. “They
leave them and spend their time in town, squatting along the business streets and just
looking on. Sometimes they will abandon their expensive homes and live in tents in the
yard.”
Traveling through the Osage country it is a common thing to find a circle of
expensive automobiles surrounding an open camp-fire, where the bronzed and brightly
blanketed owners are cooking meat in the primitive style. They stay in the open, days
and weeks at a time. If a car, for any reason, fails to run, they are likely to leave it at the
side of the road, go to town and buy a new one with their easy-flowing cash.
It is related that when [one Osage] Indian received his first money... he
purchased a glittering hearse that had taken his fancy, loaded himself and family into it
and disappeared into the hills.
After them came the inevitable camp followers–gamblers, prostitutes,
confidence men, hold-up artists, pickpockets and fakirs1. Every “pool,” as a petroleum
area is called, has its mushroom oil village2. Whizbang, in the Kaw reservation, was
typical. It was built of flimsy one-story frame shacks, with one main street. It contained
grocery stores, restaurants, a dance hall or two, automobile establishments and other
miscellaneous stores, with dives running as brazenly and blatantly as ever they did
in Cripple Creek or the wildest Nevada camps3. There were two-gun men, cowboys
from nearby ranges, Indians in brilliant finery, painted women and drunken “toolies.”
Whizbang was Godless and truculent4, and over it, night and day, hung the characteristic
fumes of the crude–somewhat like natural gas, somewhat like gasoline, somewhat like
kerosene, much like Sulphur...
Summary of the Impact On Native Americans
On the whole, the influence of the sudden riches has been very bad. There
are notable exceptions... [but] in most cases the easy-come money has been a curse.
The unsophisticated tribesmen have been easy victims to unscrupulous bootleggers,
highjackers and gangsters. The child-like credulity and almost total lack of economic
concepts produces a reaction which might be likened to that which takes place when a
submerged phosphorous is suddenly uncovered and exposed to a breath of oxygen. That
which normally is a bland means of sustenance and life becomes a withering blast...
A queer turn of fate [has] occurred since the fathers of the present tribesmen
were driven far along the trail into the dry and stony pastures6. Now the Osage tribe is
the richest nation, clan or social group of any race on earth, including the whites, man
for man.
1. “beggars”
2. More commonly referred to today as “boomtowns”
3. Sites of gold / silver rushes in the latter half of the 19th century
4. “fierce” or “savage”
5. Here and in subsequent passages the reader may note language and attitudes which would be
considered demeaning towards Native Americans by today’s standards. In the context of the article,
however, no insult seems to have been intended. The writer, while mildly patronizing, is reflecting
stereotypes and assumptions of the times without apparent malice. The reader is encouraged to note the
differences between the attitudes and cultural understanding (or lack thereof) of then and now, but to
avoid being so distracted by them as to miss the larger point of the article.
6. Although the Osage did not experience the same sort of “Trail of Tears” that the Cherokee and
other tribes did in the first half of the 19th century, they were eventually forced onto undesirable land in
Indian Territory (later to become Oklahoma) along with numerous other tribes.
Notes, Part One:
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The Struggling Pioneer Farmer
Crossing over to the fertile slope of the Arkansas River near the mouth of the
Salt Fork, one comes to the famous 101 Ranch of the Miller Brothers–100,000 acres
or more, where each year is held a great rodeo, another emblem of the fast fading Old
West. Here the cowboys still ride the range and know how to “bulldog” a steer.
To the north is Ponca City, with its grotesque cyclopean “tank farm”1 and its
refineries where the smell of the “crude” hangs heavy.
To the west is old Tonkawa, suddenly rejuvenated by an oil boom, and
Smackover and Three Sands, which sprang up in a day. Here are more forests of dingy
spires which can be seen five miles away, incongruous in their settings of buffalo sod
and alfalfa.
The settlers here came just thirty years ago when the Cherokee Strip was
opened for the taking of homesteads.
On the Kansas boundary in 1893 the land-hungry people lined up for the
starter’s gun, in prairie schooners, on horseback, on old-fashioned high-wheeled
bicycles and on foot. The line stretched for miles and miles, and the race began when
soldiers, stationed at intervals, all fired guns at precisely the same moment. It was a
thrilling race and the winners took the best homesteads.
For thirty years they have toiled. Patches of wheat, and finally corn and
alfalfa, fought back the enveloping buffalo sod and bluestem and the yucca and cactus.
“Most of them stayed with their homesteads because they couldn’t get away,” says a
commercial club secretary of the district, with engaging frankness.
[The] men’s hands are roughened and broken in their wrestling with the
wilderness, and the wind and sun and dust beat upon them, and it is hard even to have
wheat bread upon the tables at times...
the “Gusher”--II. The White Man” by Elmer T. Peterson (The Independent –June 21,
1924):
Part Two: From “The Miracle of Oil: Chapters on the Human Consequences of
When It Rains, It Pours
A little more than a year ago [struggling farmer Jimmy Barclay] was down to
nothing. He staked his last dollars on the first well that was being drilled in the district.
Nobody knew whether there was even a good prospect. The neighbors all gathered
around to see whether it would be oil or salt water. Most of them had an interest in it.
The drill bit into the oil sand. There was a gurgling, rushing sound and out on
the floor of the iron tank there ran a slimy, green fluid.
Jimmy fell on his knees. He scooped up the “crude” in his hands and splashed
it over his face and hands.
“You old oil,” he cried, and tears ran down his wind-beaten face, mingling
with greasy liquid.
He is now worth well over half a million, and has invested his money in
farms. He has bought a Ford car, but his twenty-year old son has a more expensive
automobile.
On the streets of Tonkawa he wears the same old woolen shirt he wore before
the strike. “The only difference is that he wears his Sunday pants every day,” said the
editor of the local newspaper. “His daughter said the other day she wished somebody
would steal her father’s clothes so he would get some new ones.
Sam McKee has nine children. For a number of years he tried to supplement
his living on the bleak hills with a threshing outfit. Ten years ago, when they first talked
oil in that district, he gave a mineral-right lease on his 160 acres to a stranger for ten
cents an acre. Two years ago, when the first producing well was drilled in the district,
a man offered him a Ford car for a half interest in the one-eighth royalty.2 As the
producing wells closed he was offered more. Another man offered $10,000 for the half
interest...
Today the farm is yielding 8000 barrels of crude oil daily, and one eighth of it
is McKee’s... He has refused $2,000,000 for his one-eighth royalty. When the first well
came in he sold his threshing outfit for $400 (one tenth of what it was worth), bought a
modest home on a dirt street in town and began to buy farms.
Social Studies | The More Things Change
If I Had A Million Dollars...
These are typical. The older people are galvanized into conservatism when
they strike the bonanza. They know how to farm. They know how to buy farms. Their
ideas of home comforts are simple. They have not given much to philanthropies, for
the good and sufficient reason that they have never had anything to give... They do not
endow hospitals or community houses, because such things have been quite outside
their field of experience and observation. They give, sparingly but cheerfully enough,
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to churches, for they have had contact with the modest financial requirements of
churches... Only a very few–usually the younger ones–spend money foolishly...
I asked [a local banker] if oil improved or harmed the moral tone of the
community.
“It has no effect either way, except as it brings in a lot of camp followers
who make secondary profits out of the general business boom. There were some pretty
tough citizens here for a while and the town was wide open. You can still see some of
the painted women on the streets. But the state authorities stepped in and things are in
better shape now.”
The substantial citizens of the staying sort take advantage of the boom
conditions by trying to bring in valuable and permanent civic projects such as paving,
better school buildings, new hotels, community houses, playgrounds, parks, swimming
pools and churches. Such is the case at both Ponca City and Tonkawa. Not many of the
business men profit directly from the oil, as the land is mostly in the hands of farmers
and is leased by brokers or big companies. Their prosperity is of a secondary nature. In
most cases it is the secondary wealth that is back of public works. However, there are
notable exceptions to this rule.
The Entrepreneur, The Philanthropist
Coming to Ponca City from Tonkawa one sees in the distance what might be a
herd of prehistoric monsters. They turn out to be 80,000 barrel tanks–rows and squads
and platoons of them, covering an entire quarter section. These tanks hold the reserve
supply for the Marland refinery. Joining at this place are pipe lines from many of the
far-flung pools which pump and pulsate like arteries. Here the “crude” is refined into
gasoline, kerosene and other petroleum products.
About 12 years ago Ernest W. Marland was penniless. He came to Kay county
from Pittsburgh, Pa., with resources consisting of a law education and a knowledge of
oil geology. He engaged in the gas promotion game, but until six years ago had gained
practically no ground... Now he is said to be worth from twenty-five to thirty millions
and is president of the Marland oil companies, whose assets are $71,000,000. Of the
7000 inhabitants of Ponca City nearly one half are Marland employees and members of
the employees’ families. The biggest institution in the town, of course, is the Marland
refinery...
He has recently given to the city a 40-acre golf course... There is a 200-acre
game preserve, stocked with fish and birds. There is another tract of 300 acres for
playgrounds, a 40-acre polo field and a large municipal baseball and football ground, all
within a mile of the town...
He has given a site and $100,000 for a building for the local Masonic lodge,
stipulating that it must also be headquarters for the local American Legion post as long
as there is such an organization. He has also established a young men’s club like that of
the Y.M.C.A. and recently started a Salvation Army citadel fund with a $10,000 gift. He
is president of the Ponca City Chamber of Commerce. He is an enthusiastic supporter of
hospital and religious activities, and benevolences of various kinds... At his home in the
outskirts of the town he has a formal garden 1600 feet long by 400 feet wide. Although
his altruistic projects could not fail to attract considerable attention, there has been
nothing spectacular about his methods.
Perhaps there is no more forceful example of the influence of oil wealth upon
community life than that which is seen at Ponca City... [Mr. Marland’s] emphasis
upon the aesthetic and moral seems to have come with him from earlier training and
observation...
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Drawing Conclusions
There are three distinct effects–upon the civic infancy of the illiterate Indian3,
upon the civic adolescence of the struggling farmers, and upon the civic maturity of the
world-wise philanthropist.
There is one common characteristic of these three effects, however. The
individual is not usually made over into a different social animal by the deluge of
money. He simply intensifies and amplifies his existing concepts, and gives freer play to
his existing desires without conceiving new ones.
In leaving Ponca City after a trip over the oil fields, I thought of the cowboy on
the 101 Ranch who had used a goodly portion of his oil money to purchase a dazzling
saddle, made to order for $20,000. It was trimmed with solid gold and fine silver, and
was studded with diamonds and sapphires. And then there came to mind the old story
of the mason’s helper who was asked what he would do if he should suddenly inherit a
million.
“I would by a mahogany hod4,” he said...
Perhaps one could not better illustrate the actual mental attitude of the district
than by quoting a country editor who has lived through the phenomenon. He says:
“Among other things that the oil has brought us is a flock of newspaper
correspondents looking for ‘human interest’ stories about our newly made millionaires.
They seem to think that those who have been made rich by the discovery of oil on
their land should do something for the entertainment of the readers of the metropolitan
press, that they should make monkeys of themselves to make good ‘copy’ for the
space writers. The truth of the matter is that Tonkawa’s millionaires are behaving very
Social Studies | The More Things Change
Teacher
1. Large oil storage tanks. The sudden omnipresence of oil machinery and related structures in a
boom area often overwhelmed everything previously there. Profitable or not, they were never accused of
being aesthetically pleasing.
2. Land owners were typically paid whatever amount per acre was agreed upon for rights to drill on
their land, plus guaranteed an eighth of whatever oil might be discovered there. A speculator might offer
them cash or other incentives up front in exchange for part or all of this royalty. The land owner then
faced the choice of guaranteed profits immediately or the uncertainty of possible riches in the future.
3. Note that here, as in the first part of the article, the Occidental assumption that a culture often
unwilling to completely adopt white, Western culture as their own must be unable to do so–like a child
who has not yet learned the skills of adulthood. While the author apparently shares the biases of his
day, he views the Natives with sympathy rather than disdain.
4. A long-handled wooden trough used for carrying bricks, mortar, etc., on the shoulder.
Notes, Part Two:
sensibly, and are not making any great splurge with their newly acquired wealth. Most
of them are looking after their immediate relatives who have not been so fortunate
as they. Some are showing their faith in the soil of this section by investing in farms.
They are building homes and business houses, sharing in the stock of hotels and other
business enterprises. Not one has done anything that any other sensible and wellbalanced man or woman would not do. Very few have left the community, but are
spending their money here where it was created. They have been besieged with begging
letters and even offers of marriage that have been disgusting in the extreme. We want to
say right here and now that Tonkawa’s millionaires are safe and sane.”
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Native Americans
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Farmers
Graphic Organizer
Entrepreneurs
Teacher
Native Americans
many sold land outright
many are of mixed heritage
Tribe is scattered
build fancy homes
marry white women
sleep on floors
live in yard in tents
circle cars and cook on open fires in
center
• if car fails to run they buy a new one
•
•
•
•
•
•
•
•
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•
•
•
•
•
•
•
•
114
many got land in land run
worked hard for 30 years
bought more farms with oil money
bought a modest car
wears Sunday pants every day
bought modest home
children spend more freely
give to their church
Farmers
Graphic Organizer-ANSWER KEY
•
•
•
•
•
•
Teacher
comes from out of state
educated
biggest employer in town
supports hospital
supports religious activities
gives city
-golf course
-play ground
-polo field
-baseball/football field
-Masonic Lodge/American Legion Hall
Entrepreneurs
Fact vs. Opinion:
Hand out copies of the article, The Miracle of Oil, and have students complete the following
writing assignment.
1. Put students in pairs, each with a different color highlighter. Have one student highlight the
article for facts only, and the other student for opinion only.
2. Write a paragraph that evaluates how the media influence and reinforce what the public
believes. Support your position with evidence from the text. The finished paragraph can be
used as a summative assessment.
Teacher Note: As students work, circulate to encourage students to stay on task and decide if
each of the excerpts from the primary source documents dealing with the Oklahoma oil boom is
fact or opinion.
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Teacher
ANSWER KEY: FACT vs. OPINION
BOLD = FACT ITALICS = OPINION
The More Things Change...
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The Eruption Begins
To the Kaw Indian Reservation, came the geologist. He knew oil. He
quietly secured leases on a great tract down Burbank way. A refining company
came and took more leases in the reservation.
In an untried territory the first well is called a wildcat–which does not by
any means imply fakery. There never would be any new oil fields if it were not for the
wildcatters.
The Emmett Thompson wildcat was drilled.
Early one morning the well “came in,” and flowed two thousand barrels a day.
At the current price of crude petroleum that meant $4,000 a day, of which Thompson
received one-eighth. And there was plenty of room for more wells on the place.
By this time the district was well-filled with scouts and geologists and
“lease-hounds,” waiting for the outcome of the Thompson wildcat test.
The bringing in of the gusher sent the whole reservation into a frenzy. It
resembled a gigantic ant-hill suddenly prodded into life with a stick.
Leases went from ten cents to one hundred, two hundred, three hundred
dollars an acre. Royalties on purely conjectural oil were bought and sold by brokers,
mounting higher and higher even before other wells were drilled.
The nearby railroad was glutted with incoming drilling machinery from
Wichita and Tulsa. Great trucks clanked and rumbled over the raw prairies and
hills with pipe and bits and crude oil engines and timber for derricks, cutting gashes
which were filled alternately with mud and choking dust. “Tankies,” “toolies,”
drillers, dynamite men, enginemen, lease traders, swarmed there from the older
fields, always on the lookout for the big pay.
“Gusher”--I. The Indian” by Elmer T. Peterson (The Independent –April 26, 1924):
Part One: From “The Miracle of Oil: Chapters on the Human Consequences of the
The following excerpts are from a two-part series exploring the human consequences
of what was then a very recent phenomenon–oil booms and their results, financial and
personal. These articles first appeared in The Independent in the Spring and Summer of
1924 [Subheadings have been added]. While some of the language may be dated, the
underlying question being asked is not: how does sudden wealth affect the individual?
The Impact of Sudden Wealth
Social Studies | The More Things Change
Teacher
The More Things Change, The More They Stay The Same
The Kaw tribe has come into a strange heritage after wandering nearly two
centuries in the wilderness. But it is a divided one, for many of the Indians have
sold their lands outright to white settlers. Many others are half, quarter, eighth
or sixteenth blood of the original stock. The tribe is scattered far. Many members
have achieved wealth and distinction...
Because of these conditions and also because of the newness of the rich oil
strike there, [it may help to understand the effect on the Kaw if we look first at] the
effect of similar deluges among the Osage and other previous beneficiaries.
One of the richest of all the Indians built a beautiful home and was
married to a white woman. The wild instinct still prevailed5, however, and at night
when all was quiet he would take his blankets down to the living room and sleep on
the hard floor before the fireplace…
“You seldom find the Indians in their homes,” said a Ponca City man.
“They leave them and spend their time in town, squatting along the business
streets and just looking on. Sometimes they will abandon their expensive homes
and live in tents in the yard.”
Traveling through the Osage country it is a common thing to find a circle
of expensive automobiles surrounding an open camp-fire, where the bronzed and
brightly blanketed owners are cooking meat in the primitive style. They stay in the
open, days and weeks at a time. If a car, for any reason, fails to run, they are likely
to leave it at the side of the road, go to town and buy a new one with their easyflowing cash.
It is related that when [one Osage] Indian received his first money... he
purchased a glittering hearse that had taken his fancy, loaded himself and family
into it and disappeared into the hills.
After them came the inevitable camp followers–gamblers, prostitutes,
confidence men, hold-up artists, pickpockets and fakirs1. Every “pool,” as a
petroleum area is called, has its mushroom oil village2. Whizbang, in the Kaw
reservation, was typical. It was built of flimsy one-story frame shacks, with one
main street. It contained grocery stores, restaurants, a dance hall or two, automobile
establishments and other miscellaneous stores, with dives running as brazenly and
blatantly as ever they did in Cripple Creek or the wildest Nevada camps3. There
were two-gun men, cowboys from nearby ranges, Indians in brilliant finery, painted
women and drunken “toolies.” Whizbang was Godless and truculent4, and over it,
night and day, hung the characteristic fumes of the crude–somewhat like natural gas,
somewhat like gasoline, somewhat like kerosene, much like Sulphur...
Summary of the Impact On Native Americans
On the whole, the influence of the sudden riches has been very bad. There
are notable exceptions... [but] in most cases the easy-come money has been a curse.
The unsophisticated tribesmen have been easy victims to unscrupulous bootleggers,
highjackers and gangsters. The child-like credulity and almost total lack of economic
concepts produces a reaction which might be likened to that which takes place when a
submerged phosphorous is suddenly uncovered and exposed to a breath of oxygen. That
which normally is a bland means of sustenance and life becomes a withering blast...
A queer turn of fate [has] occurred since the fathers of the present
tribesmen were driven far along the trail into the dry and stony pastures6. Now
the Osage tribe is the richest nation, clan or social group of any race on earth,
including the whites, man for man.
1. “beggars”
2. More commonly referred to today as “boomtowns”
3. Sites of gold / silver rushes in the latter half of the 19th century
4. “fierce” or “savage”
5. Here and in subsequent passages the reader may note language and attitudes which would be
considered demeaning towards Native Americans by today’s standards. In the context of the article,
however, no insult seems to have been intended. The writer, while mildly patronizing, is reflecting
stereotypes and assumptions of the times without apparent malice. The reader is encouraged to note the
differences between the attitudes and cultural understanding (or lack thereof) of then and now, but to
avoid being so distracted by them as to miss the larger point of the article.
6. Although the Osage did not experience the same sort of “Trail of Tears” that the Cherokee and
other tribes did in the first half of the 19th century, they were eventually forced onto undesirable land in
Indian Territory (later to become Oklahoma) along with numerous other tribes.
Notes, Part One:
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The Struggling Pioneer Farmer
Crossing over to the fertile slope of the Arkansas River near the mouth of the
Salt Fork, one comes to the famous 101 Ranch of the Miller Brothers–100,000 acres
or more, where each year is held a great rodeo, another emblem of the fast fading Old
West. Here the cowboys still ride the range and know how to “bulldog” a steer.
To the north is Ponca City, with its grotesque cyclopean “tank farm”1 and its
refineries where the smell of the “crude” hangs heavy.
To the west is old Tonkawa, suddenly rejuvenated by an oil boom, and
Smackover and Three Sands, which sprang up in a day. Here are more forests of
dingy spires which can be seen five miles away, incongruous in their settings of buffalo
sod and alfalfa.
The settlers here came just thirty years ago when the Cherokee Strip was
opened for the taking of homesteads.
On the Kansas boundary in 1893 the land-hungry people lined up for the
starter’s gun, in prairie schooners, on horseback, on old-fashioned high-wheeled
bicycles and on foot. The line stretched for miles and miles, and the race began
when soldiers, stationed at intervals, all fired guns at precisely the same moment. It
was a thrilling race and the winners took the best homesteads.
For thirty years they have toiled. Patches of wheat, and finally corn and
alfalfa, fought back the enveloping buffalo sod and bluestem and the yucca and
cactus. “Most of them stayed with their homesteads because they couldn’t get away,”
says a commercial club secretary of the district, with engaging frankness.
[The] men’s hands are roughened and broken in their wrestling with the
wilderness, and the wind and sun and dust beat upon them, and it is hard even to
have wheat bread upon the tables at times...
the “Gusher”--II. The White Man” by Elmer T. Peterson (The Independent –June 21,
1924):
Part Two: From “The Miracle of Oil: Chapters on the Human Consequences of
If I Had A Million Dollars...
These are typical. The older people are galvanized into conservatism when
they strike the bonanza. They know how to farm. They know how to buy farms. Their
ideas of home comforts are simple. They have not given much to philanthropies, for
the good and sufficient reason that they have never had anything to give... They do not
endow hospitals or community houses, because such things have been quite outside
their field of experience and observation. They give, sparingly but cheerfully enough,
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to churches, for they have had contact with the modest financial requirements of
churches... Only a very few–usually the younger ones–spend money foolishly...
I asked [a local banker] if oil improved or harmed the moral tone of the
community.
“It has no effect either way, except as it brings in a lot of camp followers
who make secondary profits out of the general business boom. There were some pretty
tough citizens here for a while and the town was wide open. You can still see some of
the painted women on the streets. But the state authorities stepped in and things are in
better shape now.”
The substantial citizens of the staying sort take advantage of the boom
conditions by trying to bring in valuable and permanent civic projects such as paving,
better school buildings, new hotels, community houses, playgrounds, parks, swimming
pools and churches. Such is the case at both Ponca City and Tonkawa. Not many
of the business men profit directly from the oil, as the land is mostly in the hands
of farmers and is leased by brokers or big companies. Their prosperity is of a
secondary nature. In most cases it is the secondary wealth that is back of public
works. However, there are notable exceptions to this rule.
The Entrepreneur, The Philanthropist
Coming to Ponca City from Tonkawa one sees in the distance what might
be a herd of prehistoric monsters. They turn out to be 80,000 barrel tanks–rows
and squads and platoons of them, covering an entire quarter section. These tanks
hold the reserve supply for the Marland refinery. Joining at this place are pipe
lines from many of the far-flung pools which pump and pulsate like arteries. Here
the “crude” is refined into gasoline, kerosene and other petroleum products.
About 12 years ago Ernest W. Marland was penniless. He came to Kay
county from Pittsburgh, Pa., with resources consisting of a law education and a
knowledge of oil geology. He engaged in the gas promotion game, but until six
years ago had gained practically no ground... Now he is said to be worth from
twenty-five to thirty millions and is president of the Marland oil companies,
whose assets are $71,000,000. Of the 7000 inhabitants of Ponca City nearly one
half are Marland employees and members of the employees’ families. The biggest
institution in the town, of course, is the Marland refinery...
He has recently given to the city a 40-acre golf course... There is a 200acre game preserve, stocked with fish and birds. There is another tract of 300
acres for playgrounds, a 40-acre polo field and a large municipal baseball and
football ground, all within a mile of the town...
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When It Rains, It Pours
A little more than a year ago [struggling farmer Jimmy Barclay] was down to
nothing. He staked his last dollars on the first well that was being drilled in the district.
Nobody knew whether there was even a good prospect. The neighbors all gathered
around to see whether it would be oil or salt water. Most of them had an interest in it.
The drill bit into the oil sand. There was a gurgling, rushing sound and out on
the floor of the iron tank there ran a slimy, green fluid.
Jimmy fell on his knees. He scooped up the “crude” in his hands and splashed
it over his face and hands.
“You old oil,” he cried, and tears ran down his wind-beaten face, mingling
with greasy liquid.
He is now worth well over half a million, and has invested his money in
farms. He has bought a Ford car, but his twenty-year old son has a more expensive
automobile.
On the streets of Tonkawa he wears the same old woolen shirt he wore before
the strike. “The only difference is that he wears his Sunday pants every day,” said the
editor of the local newspaper. “His daughter said the other day she wished somebody
would steal her father’s clothes so he would get some new ones.
Sam McKee has nine children. For a number of years he tried to supplement
his living on the bleak hills with a threshing outfit. Ten years ago, when they first
talked oil in that district, he gave a mineral-right lease on his 160 acres to a stranger
for ten cents an acre. Two years ago, when the first producing well was drilled in the
district, a man offered him a Ford car for a half interest in the one-eighth royalty.2 As
the producing wells closed he was offered more. Another man offered $10,000 for the
half interest...
Today the farm is yielding 8000 barrels of crude oil daily, and one eighth of it
is McKee’s... He has refused $2,000,000 for his one-eighth royalty. When the first well
came in he sold his threshing outfit for $400 (one tenth of what it was worth), bought a
modest home on a dirt street in town and began to buy farms.
Social Studies | The More Things Change
He has given a site and $100,000 for a building for the local Masonic lodge,
stipulating that it must also be headquarters for the local American Legion post
as long as there is such an organization. He has also established a young men’s
club like that of the Y.M.C.A. and recently started a Salvation Army citadel fund
with a $10,000 gift. He is president of the Ponca City Chamber of Commerce. He
is an enthusiastic supporter of hospital and religious activities, and benevolences
of various kinds... At his home in the outskirts of the town he has a formal garden
1600 feet long by 400 feet wide. Although his altruistic projects could not fail to attract
considerable attention, there has been nothing spectacular about his methods.
Perhaps there is no more forceful example of the influence of oil wealth upon
community life than that which is seen at Ponca City... [Mr. Marland’s] emphasis
upon the aesthetic and moral seems to have come with him from earlier training and
observation...
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Drawing Conclusions
There are three distinct effects–upon the civic infancy of the illiterate Indian3,
upon the civic adolescence of the struggling farmers, and upon the civic maturity of the
world-wise philanthropist.
There is one common characteristic of these three effects, however. The
individual is not usually made over into a different social animal by the deluge of
money. He simply intensifies and amplifies his existing concepts, and gives freer play to
his existing desires without conceiving new ones.
In leaving Ponca City after a trip over the oil fields, I thought of the
cowboy on the 101 Ranch who had used a goodly portion of his oil money to
purchase a dazzling saddle, made to order for $20,000. It was trimmed with solid
gold and fine silver, and was studded with diamonds and sapphires. And then there
came to mind the old story of the mason’s helper who was asked what he would do
if he should suddenly inherit a million.
“I would by a mahogany hod4,” he said...
Perhaps one could not better illustrate the actual mental attitude of the district
than by quoting a country editor who has lived through the phenomenon. He says:
“Among other things that the oil has brought us is a flock of newspaper
correspondents looking for ‘human interest’ stories about our newly made millionaires.
They seem to think that those who have been made rich by the discovery of oil on their
land should do something for the entertainment of the readers of the metropolitan
press, that they should make monkeys of themselves to make good ‘copy’ for the
space writers. The truth of the matter is that Tonkawa’s millionaires are behaving very
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1. Large oil storage tanks. The sudden omnipresence of oil machinery and related structures in a
boom area often overwhelmed everything previously there. Profitable or not, they were never accused of
being aesthetically pleasing.
2. Land owners were typically paid whatever amount per acre was agreed upon for rights to drill on
their land, plus guaranteed an eighth of whatever oil might be discovered there. A speculator might offer
them cash or other incentives up front in exchange for part or all of this royalty. The land owner then
faced the choice of guaranteed profits immediately or the uncertainty of possible riches in the future.
3. Note that here, as in the first part of the article, the Occidental assumption that a culture often
unwilling to completely adopt white, Western culture as their own must be unable to do so–like a child
who has not yet learned the skills of adulthood. While the author apparently shares the biases of his
day, he views the Natives with sympathy rather than disdain.
4. A long-handled wooden trough used for carrying bricks, mortar, etc., on the shoulder.
Notes, Part Two:
sensibly, and are not making any great splurge with their newly acquired wealth. Most
of them are looking after their immediate relatives who have not been so fortunate
as they. Some are showing their faith in the soil of this section by investing in
farms. They are building homes and business houses, sharing in the stock of hotels
and other business enterprises. Not one has done anything that any other sensible and
well-balanced man or woman would not do. Very few have left the community, but
are spending their money here where it was created. They have been besieged with
begging letters and even offers of marriage that have been disgusting in the extreme.
We want to say right here and now that Tonkawa’s millionaires are safe and sane.”
The More Things Change
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Most Native Americans who became suddenly wealthy due to oil being found on
their land…
A. Became oilmen themselves and soon adopted “white” lifestyles and ways
of thinking
B.Spent their money freely on homes, cars, or other items, but maintained
most of their traditional lifestyles and preferences
C. Ignored their wealth altogether and were largely indistinguishable from
members of the poor tribes
D. Used their wealth to purchase larger reservations and rights to more
potential drilling areas
2. The typical Oklahoma farmer who came into money in the first part of the 20th
Century would be MOST likely to...
A. Buy a slightly nicer home
B. Invest in more farms
C. Give some money to the local church
D. All of the above
3. Which of the following would have been MOST likely to give directly and
extensively to their community?
A. The tribal council on whose land oil is discovered
B. The struggling farmer on whose land oil is discovered
C. The entrepreneur whose efforts to locate oil have finally paid off in a big way
D. The local businessman who trades leases and sells goods to the multitudes
of people pouring into the town as a result of an oil strike
4. In the early 20th Century, Native Americans were generally portrayed as…
A. Childlike and a bit ignorant
B. Savage, wild and dangerous
C. Adapting readily to white lifestyles and values
D. All of the above
5. As a general rule, people who came into wealth as a result of an oil strike tended to…
A. Continue in what they knew, just with more resources
B. Fundamentally change their personalities and priorities for the better
C. Fundamentally change their personalities and priorities for the worse
D. Begin speaking with British accents and call each other “Muffin”
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The More Things Change
Pre/Post Test Answer Key
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
B
1. Most Native Americans who became suddenly wealthy due to oil being found on
their land…
A. Became oilmen themselves and soon adopted “white” lifestyles and ways
of thinking
B.Spent their money freely on homes, cars, or other items, but maintained
most of their traditional lifestyles and preferences
C. Ignored their wealth altogether and were largely indistinguishable from
members of the poor tribes
D. Used their wealth to purchase larger reservations and rights to more
potential drilling areas
D
2. The typical Oklahoma farmer who came into money in the first part of the 20th
Century would be MOST likely to...
A. Buy a slightly nicer home
B. Invest in more farms
C. Give some money to the local church
D. All of the above
C
3. Which of the following would have been MOST likely to give directly and
extensively to their community?
A. The tribal council on whose land oil is discovered
B. The struggling farmer on whose land oil is discovered
C. The entrepreneur whose efforts to locate oil have finally paid off in a big way
D. The local businessman who trades leases and sells goods to the multitudes
of people pouring into the town as a result of an oil strike
A
4. In the early 20th Century, Native Americans were generally portrayed as…
A. Childlike and a bit ignorant
B. Savage, wild and dangerous
C. Adapting readily to white lifestyles and values
D. All of the above
A
5. As a general rule, people who came into wealth as a result of an oil strike tended to…
A. Continue in what they knew, just with more resources
B. Fundamentally change their personalities and priorities for the better
C. Fundamentally change their personalities and priorities for the worse
D. Begin speaking with British accents and call each other “Muffin”
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Running on Empty
Oklahoma Academic Standards
United States History Content Standards
5: The student will analyze foreign and domestic policies during the Cold War, 1945 to 1975
6: The student will analyze the foreign and domestic policies in the contemporary era, 1977
to the present.
1. Cite specific textual and visual evidence to evaluate President Carter’s foreign policy in the
Middle East including the Camp David Accords, the OPEC oil embargo, and the response to the
1979 Iranian hostage crisis.
World History Content Standards
6: The student will evaluate contemporary global issues and challenges.
1. Describe the ongoing impact of interdependence on the world’s economies resulting in
the creation and growth of multinational organizations including the challenges faced by the
European Economic Community, the cooperative efforts of OPEC, the emergence of the Pacific
Rim economy, and the roles of the World Bank and World Trade Organization.
Economic Content Standards
1: The student will develop and apply economic reasoning and decision-making
skills.
1: Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/
benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of
economic situations.
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Running on Empty
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. By the 1970’s the United States had become heavily dependent on:
A. Imported Oil
B. Steadily increasing population
C. Steadily decreasing population
D. Government regulations
2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil:
A. Embargo
B. Permit
C. Deregulation plan
D. Tariff
3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and
A. A price gouging by the oil industry
B. Government regulation of the oil industry
C. Increased demand for oil
D. Shortage of alternative fuel
4. One part of President Carter’s proposed energy program was designed to
A. Deregulate the oil industry
B. Regulate consumer use of energy
C. Reduce oil consumption
D. Tax imported oil
5. One industry to undergo major change as a result of the 1970’s energy crisis
A. Service industry
B. Manufactoring industry
C. Coal industry
D. Auto industry
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1970’s Energy Crisis
Class-time needed: One to three 60 minute periods
Essential Question:
• How did the 1970’s energy crisis affect government policies,
the auto industry, and the petroleum industry?
Purpose/Objective:
• Students will gain knowledge of the energy crisis of the 1970’s.
Introduction:
Students will examine how government and industry (auto and oil) responded to the crisis,
and explain why petroleum is still the best choice for cheap, efficient energy today. This lesson
may be used for an Oklahoma history class, United States history class, or an economics class.
Materials:
•
•
•
•
Tablet, computer, or smartphone access
15 sets of laminated photographs
Student Handout “Document-based Question”
Rubic for assessments
Materials to download from OERBHOMEROOM.com
• Link to OERB advertisments
• Link to Socrative.com with quiz number
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Teacher Information:
Background to the Energy Crisis
In 1948, the Allied powers had carved land out of the British-controlled territory of Palestine in
order to create the state of Israel, which would serve as a homeland for disenfranchised Jews from
around the world. Much of the Arab population in the region refused to acknowledge the Israeli state,
however, and over the next decades sporadic attacks periodically erupted into full-scale conflict. One
of these Arab-Israeli wars, the Yom Kippur War, began in early October 1973, when Egypt and Syria
attacked Israel on the Jewish holy day of Yom Kippur. After the Soviet Union began sending arms to
Egypt and Syria, U.S. President Richard Nixon began an effort to resupply Israel.
In response, members of the Organization of Arab Petroleum Exporting Countries (OAPEC)
reduced their petroleum production and proclaimed an embargo on oil shipments to the United
States and the Netherlands, the main supporters of Israel. Though the Yom Kippur War ended in
late October, the embargo and limitations on oil production continued, sparking an international
energy crisis. As it turned out, Washington’s earlier assumption that an oil boycott for political
reasons would hurt the Persian Gulf financially turned out to be wrong, as the increased price per
barrel of oil more than made up for the reduced production.
Energy Crisis: Effects in the United States and Abroad
In the three frenzied months after the embargo was announced, the price of oil shot from $3 per barrel
to $12. After decades of abundant supply and growing consumption, Americans now faced price
hikes and fuel shortages, causing lines to form at gasoline stations around the country. Local, state and
national leaders called for measures to conserve energy, asking gas stations to close on Sundays and
homeowners to refrain from putting up holiday lights on their houses. In addition to causing major
problems in the lives of consumers, the energy crisis was a huge blow to the American automotive
industry, which had for decades turned out bigger and bigger cars and would now be outpaced by
Japanese manufacturers producing smaller and more fuel-efficient models.
Though the embargo was not enforced uniformly in Europe, the price hikes led to an energy crisis
of even greater proportions than in the United States. Countries such as Great Britain, Germany,
Switzerland, Norway and Denmark placed limitations on driving, boating and flying, while the British
prime minister urged his countrymen only to heat one room in their homes during the winter.
Energy Crisis: Lasting Impact
The oil embargo was lifted in March 1974, but oil prices remained high, and the effects of the
energy crisis lingered throughout the decade. In addition to price controls and gasoline rationing, a
national speed limit was imposed and daylight saving time was adopted year-round for the period of
1974-75. Environmentalism reached new heights during the crisis, and became a motivating force
behind policymaking in Washington. Various acts of legislation during the 1970s sought to redefine
America’s relationship to fossil fuels and other sources of energy, from the Emergency Petroleum
Allocation Act (passed by Congress in November 1973, at the height of the oil panic) to the Energy
Policy and Conservation Act of 1975 and the creation of the Department of Energy in 1977.
As part of the movement toward energy reform, efforts were made to stimulate domestic oil
production as well as to reduce American dependence on fossil fuels and find alternative sources
of power, including renewable energy sources such as solar or wind power, as well as nuclear
power. However, after oil prices collapsed in the mid-1980s and prices dropped to more moderate
levels, domestic oil production fell once more, while progress toward energy efficiency slowed and
foreign imports increased.
Source: http://www.history.com/topics/energy-crisis
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ACTIVITY 1: Hook Exercise (10 minutes)
Procedure:
1.
Put students in pairs, pass out laminated photos to each pair and have students guess
what the lesson will be about based on what they see and know about the photos.
2.
Make a class list of the student-generated hypotheses on the board.
3.
Have the students explain their guesses on what the lesson will be about. At this point
in the activity, guide the students to what they will be learning about by asking the
following:
a. What do you notice about the size of the cars?
b. Why a locking gasoline cap would be needed?
c. What would a lower speed limit have to do with gasoline consumption?
d. Why would there be gasoline shortage and how would that affect gasoline
prices?
e. What sections of the economy are affected by gasoline prices?
4. Ask students to define the word, “crisis” in their own words. Help students to come
up with a working definition of crisis and explain this lesson will be about the 1970’s
United States energy crisis, responses to the crisis and why petroleum is still the best
choice for energy.
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ACTIVITY 1: Hook Exercise Images
Source: http://web.mit.edu/course/21/21h.102/www/Age_of_Limits.htm
Source: http://cecilcounty.files.wordpress.com/2012/04/elkton-gas-223.jpg
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Source: http://autophiliac.files.wordpress.com/2011/03/cotta_carter_55_600.jpg
Source: http://www.classicnosparts.com/products-page/accessories
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ACTIVITY 2: Document-Based Question (One to three days)
Procedure:
1.
Hand out the documents on the energy crisis and have students read the documents and
answer the accompanying questions for each document.
2.
Pair students up again to share how they answered the questions and then share answers
with the class.
3.
Assessment Options:
Option 1 (One Day Lesson):
1. After completing hook activity, pass out DBQ pages to students.
2.
Read the prompt at the top of the first document page and review the photographs from the hook activity as a class to help students understand the
focus of the lesson.
3. Answer the questions at the end of each document. Student will use their answers
and/or the graphic organizer provided to help with a one paragraph quick write
that answers the prompt. Be sure students know to use information found within
the documents in their answers.
4. Use the rubric provided to assess students’ writings.
Option 2 (Two Day Lesson):
1. After completing hook activity, pass out DBQ pages to students.
2.
Read the prompt at the top of the first document page and review the photographs from the hook activity as a class to help students understand the
focus of the lesson.
3. Answer the questions at the end of each document and complete the graphic
organizer provided.
4. Write a thesis statement that answers how effective each group was at responding
to the energy crisis. Teacher may want to do this as a class activity.
Day 2
5. Students should be organized and ready to write a four to five paragraph essay as
an assessment. Allow students to have the entire class period to write and revise.
6.
Use the rubric provided to assess students’ essays.
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Option 3 (Three Day Lesson):
1. After completing hook activity, pass out DBQ pages to students.
2.
Read the prompt at the top of the first document page and review the photographs from the hook activity as a class to help students understand the
focus of the lesson.
3. Answer the questions at the end of each document. Student will use their answers
and/or the graphic organizer provided to help with a one paragraph quick write
that answers the prompt.
4. Divide students into groups of three and pass out role assignment sheets. Go over
job responsibility of each position. Assign roles or allow students to choose roles.
5. Explain that each group will create a thirty second commercial that drums up
support for the following:
a. Petroleum as the cheapest, most efficient form of energy today
b. Ending American dependency on foreign oil through new methods of obtaining oil and natural gas
c. Conservation efforts
6.
Show one or more OERB advertisements to look for strategies to use in students’
commercials.
7.
Students may use information gathered from the DBQ along with research in
computer lab.
8.
Use appropriate technology to create commercial using some type of movie/photo
software like Moviemaker, Photo Story, and PowerPoint. Most of these are free
and user-friendly.
9.
Use rubric provided to assess group commercials.
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Document Based Question Handout
After the 1973 oil embargo, a major issue faced by the United States was the energy crisis
that the embargo created. The government proposed regulations, while the auto and petroleum
industries attempted other means to deal with the crisis. Discuss the effectiveness of the
responses of each group and explain why petroleum is still the best choice for our energy source
today. Be sure to cite evidence from the documents in your answer.
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Document A
Timeline of Yom Kippur War
Source: http://www.jta.org/news/article/2008/05/22/108710/IsraelSyria05222008
*Sep 14, 1960 - Iraq, Iran, Kuwait, Saudi Arabia and Venezuela formed OPEC. Fuad
Rouhani (1907-2004) of Iran served as its 1st secretary-general. In 1964 he was succeeded
by Abdul Rahman Bazzaz of Iraq.
*June 5, 1967- The Six Day War broke out following three weeks of tension which began
on May 15, 1967 when it became known that Egypt had concentrated large-scale forces in
the Sinai peninsula.
*Oct. 6, 1973 – Egypt and Syria launch a coordinated attack on Israeli positions along the
Suez Canal and in the Golan Heights. Egyptian troops cross the canal, secure a beachhead
in the eastern portion of the Sinai Desert, breaching Israel’s Bar-Lev line. Syrian troops
defeat Israeli forces on Mt. Hermon in northern Israel.
* Oct. 8, 1973 – Israel launches its first counterattack against Egypt, which is unsuccessful.
The Soviet Union supplies additional arms to Syria and Egypt.
* Oct. 9, 1973 – U.S. Jewish leader Max Fisher urges President Richard Nixon in a meeting
at the White House to “please send the Israelis what they need.” That night, Nixon tells
Israeli Prime Minister Golda Meir that “all your aircraft and tank losses will be replaced.”
* Oct. 10, 1973 – Washington authorizes an airlift of military supplies to Israel after the
Soviet Union sends additional arms to Egypt. Israel successfully attacks Egyptian troops
that had moved out of range of their protective surface- to-air-missile umbrella. Israel has
recaptured most of the territory in the southern Golan.
* Oct. 11, 1973 – Israel attacks Syria from its positions on the Golan Heights. The Soviet
Union’s ambassador to the United States tells U.S. Secretary of State Henry Kissinger that
Soviet airborne forces are on the alert to defend Damascus. Kissinger warns the ambassador
that if the Soviet forces sent troops to the Middle East, the United States would as well.
* Oct. 12-13, 1973 – The United States sends additional arms shipments to Israel.
* Oct. 17, 1973 – Ten Arab member-nations of the Organization of Petroleum Exporting
Countries (OPEC) announce they will cut oil production until Israel withdraws from Arab
territory captured during the 1967 Six-Day War and the rights of the Palestinian people
were “restored.” The embargo was not completely lifted until March 1974.
* Oct. 23, 1973 –Fighting continues despite the cease-fire. The United Nations Security
Council passes Resolution 339, which restated the groups call of an immediate cease-fire
and called for the dispatch of U.N. observers to the area.
* Oct. 24, 1973– A second cease-fire is put into effect, but fighting continues between
Egypt and Israel. As a result, the Soviet Union threatens the United States that it will send
troops to support the Egyptians. The United States puts its nuclear forces on a higher alert.
The Soviet Union withdraws its threat the following day.
1. Why did OPEC place an oil embargo on the United States?
2. What impact could this embargo have on the United States?
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Document B
Source: Time Magazine (February 10, 1973 & December 31, 1973)
1. Explain the car industry’s response to the embargo as shown in these two magazine covers.
2. How effective will this decision be? Explain your answer.
3. Do you think the American public impacted this decision? Explain.
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Document C
April 20, 1977
Source: National Energy Program Fact Sheet on the President’s Program
(www.presidency.ucsb.edu/ws/?pid=7373)
Transportation
a. Gas-guzzler tax and rebate (legislative): Because present law and regulations are
insufficient to assure that needed conservation will take place in this sector, a graduated
excise tax would be imposed on new automobiles and light duty trucks whose fuel economy
fails to meet the applicable fuel economy standard under existing law. Graduated rebates
would be given for automobiles and light duty trucks whose fuel economy is better than the
standard.
b. Auto efficiency standards (administrative): In order to continue the progress made to
date on automobile fuel efficiency, the Secretary of Transportation will begin the analysis
necessary to exercise his authority to raise mileage standards above 27.5 mpg after 1985.
c. 55-mph speed limit (administrative): The President has requested that the national 55mph speed limit be vigorously enforced by States and municipalities. The Secretary of
Transportation may, if he finds it necessary, withhold highway trust fund revenues from
States not enforcing the limit.
1. How will Carter’s energy program affect the car industry? Consumers?
2. What impact would lowering the speed limit have on fuel consumption?
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Document D
FACT SHEET
What is Hydraulic Fracturing?
• Hydraulic fracturing is not a “drilling
process.” It is used after the drilled hole is
completed.
• Itistheprocessofpumpingfluidanda
proppant material, usually sand, into a
targeted rock formation to create or restore
small, millimeter-thick cracks in a rock
formation to stimulate production from new
and existing oil and natural gas wells.
• “Fracking” creates paths that increase the
rateatwhichfluidscanbeproducedfrom
the rock formations.
• Hydraulic fracturing occurs at great depths,
generally a mile or more underground,
thousandsoffeetbelowfreshwatersupplies.
• A safety system of steel casing and cement
is put in place during the drilling process.
Only once this safety measure is complete
do operators drill vertically thousand of feet
down, then drill horizontally into the targeted
rock formation.
• Oncedrillingiscomplete,frackingbegins.
• Thefrackingfluidusedinthisoperationis
typicallyabout99.5%waterandsand,and
.05%chemicals-basedadditives.
• Fracking typically has three stages. The
sequenceofthestagesmayvarybasedon
the formation’s needs.
• One,anacidstage,ismeanttocleardebris
inthewellboreandprovideanopenconduit
forotherfracfluids.
• Apadstagefillsthewellborewitha
slickwater solution that opens the formation
andhlepsfacilitatetheflowoftheproppant
material.
• Apropsequencestagemaybeperformed
multiple times as water and sand are
bothpumpedintocracksinsidetherock
formation.
• Finally,aflushingstageisusedtoremove
excessproppantfromthewellbore.
• Now,withthefrackcomplete,thefissures,
orfractures,areproppedopenbythesand,
allowingtheoilornaturalgastoflowfreely
intothewellbore.
1. List the steps in fracking from the info-graphic above.
2. How is shale gas extraction (i.e. fracking) important to oil and natural gas supply?
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Document E
FACT SHEET
Why is Hydraulic
Fracturing Used?
• Experts believe 60 to 80 percent of all wells
drilled in the United States in the next ten
years will require hydraulic fracturing to
continue operating.
• Hydarulic fracturing makes existing wells
that were depleted years ago or wells that
have never been
commercially
productive viable.
• Even more, the U.S. Energy Information
Administration reports there is more
than 750 trillion cubic feet of technically
recoverable shale gas and 24 billion
barrels of technically recoverable shale oil
resources in discovered shale plays.
• Oil and
natural gas is
not found in
enormous void
or hollows in the
Earth. Instead,
thefuelfills
gaps, cracks and
pores in rock
formations.
• “Fracking” makes it
possible to recover
crude oil and
natural gas from
unconventional
resources like
coalbed methane,
shale gas and tight
sands.
• While the
rock is porous
enough to hold
fossil fuels, the
holes are not
large enough
to allow oil and
natural gas
toeasilyflow
through the rock
and into the
wellbore.
• Fracturing is
estimated to
account for as
much as 50% of
U.S. recoverable
oil and natural gas
reserves.
• It has been
responsible for the addition of more thn 7
billion barrels of oil and 600 trillion cubic
feet of natural gas to meet U.S. energy
needs.
• Creating cracks through the process of
hydraulicfracturingopensupfissures,or
cracks, that free up the resources, allowing
themtoflowfreely.
1. Explain how “fracking” could help with America’s dependence on OPEC?
2. Why have some of these wells been overlooked or depleted in the past?
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Document F
Products Refined from Petroleum
Process
Product
Less than 40° C
(104° F)
Gases
By-Products
..
.
gas for gas stoves
propane
butane
..
.
40° C − 200° C
(104° F − 392° F)
Gasoline
Fractionating Tower
oil vapor
200° C − 300° C
(392° F − 572° F)
Kerosene
..
..
fuel for camping laterns
250° C − 350° C
(482° F − 662° F)
Gas Oil
..
.
300° C − 370° C
(572° F − 698° F)
Greater than 370° C
(698° F)
Fuel Oil
Crude Oil
Greater than 660° C
(1220° F)
Bitumen
plastics
chemicals
fuel for planes
Lubricants
Furnace
gasoline
.
..
diesel fuel
heating oil
wax
motor oil
lubricating oil
fuel for factories
fuel for utilities
ship fuel
....
surfacing for roads
surfacing for roofs
1. Which of the above uses of petroleum was most surprising to you?
2. Why do most people just focus on gasoline when thinking of the petroleum industry?
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Document G
The Most Important Resource for Our Future: Inexpensive Oil
By: Gail Tverberg
Theoretically, if world oil supply is inadequate, we should be able to make substitutions that
would work—either find a different liquid fuel to substitute for oil, or create new vehicles or
machines that use a different source of energy than petroleum products. The problem is that
making these substitutions is a slow, expensive process.
We are currently using millions of cars, trucks, trains, airplanes, boats, and machines that require
petroleum products to operate. Most of them are nowhere near the ends of their normal lives, so
replacing them would be expensive.
Liquid biofuels we have developed are expensive. To solve our problem, they really need to cost
$20 or $30 dollars a barrel to make.
1. Cite a criticism of alternative fuel as replacement for fossil fuels.
2. Why is petroleum still the best choice for energy?
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Teacher
Document Based Question Handout-ANSWER KEY
After the 1973 oil embargo, a major issue faced by the United States was the energy crisis
that the embargo created. The government proposed regulations, while the auto and petroleum
industries attempted other means to deal with the crisis. Discuss the effectiveness of the
responses of each group and explain why petroleum is still the best choice for our energy source
today. Be sure to cite evidence from the documents in your answer.
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Document A
Timeline of Yom Kippur War
Source: http://www.jta.org/news/article/2008/05/22/108710/IsraelSyria05222008
*Sep 14, 1960 - Iraq, Iran, Kuwait, Saudi Arabia and Venezuela formed OPEC. Fuad
Rouhani (1907-2004) of Iran served as its 1st secretary-general. In 1964 he was succeeded
by Abdul Rahman Bazzaz of Iraq.
*June 5, 1967- The Six Day War broke out following three weeks of tension which began
on May 15, 1967 when it became known that Egypt had concentrated large-scale forces in
the Sinai peninsula.
*Oct. 6, 1973 – Egypt and Syria launch a coordinated attack on Israeli positions along the
Suez Canal and in the Golan Heights. Egyptian troops cross the canal, secure a beachhead
in the eastern portion of the Sinai Desert, breaching Israel’s Bar-Lev line. Syrian troops
defeat Israeli forces on Mt. Hermon in northern Israel.
* Oct. 8, 1973 – Israel launches its first counterattack against Egypt, which is unsuccessful.
The Soviet Union supplies additional arms to Syria and Egypt.
* Oct. 9, 1973 – U.S. Jewish leader Max Fisher urges President Richard Nixon in a meeting
at the White House to “please send the Israelis what they need.” That night, Nixon tells
Israeli Prime Minister Golda Meir that “all your aircraft and tank losses will be replaced.”
* Oct. 10, 1973 – Washington authorizes an airlift of military supplies to Israel after the
Soviet Union sends additional arms to Egypt. Israel successfully attacks Egyptian troops
that had moved out of range of their protective surface- to-air-missile umbrella. Israel has
recaptured most of the territory in the southern Golan.
* Oct. 11, 1973 – Israel attacks Syria from its positions on the Golan Heights. The Soviet
Union’s ambassador to the United States tells U.S. Secretary of State Henry Kissinger that
Soviet airborne forces are on the alert to defend Damascus. Kissinger warns the ambassador
that if the Soviet forces sent troops to the Middle East, the United States would as well.
* Oct. 12-13, 1973 – The United States sends additional arms shipments to Israel.
* Oct. 17, 1973 – Ten Arab member-nations of the Organization of Petroleum Exporting
Countries (OPEC) announce they will cut oil production until Israel withdraws from Arab
territory captured during the 1967 Six-Day War and the rights of the Palestinian people
were “restored.” The embargo was not completely lifted until March 1974.
* Oct. 23, 1973 –Fighting continues despite the cease-fire. The United Nations Security
Council passes Resolution 339, which restated the groups call of an immediate cease-fire
and called for the dispatch of U.N. observers to the area.
* Oct. 24, 1973– A second cease-fire is put into effect, but fighting continues between
Egypt and Israel. As a result, the Soviet Union threatens the United States that it will send
troops to support the Egyptians. The United States puts its nuclear forces on a higher alert.
The Soviet Union withdraws its threat the following day.
1. Why did OPEC place an oil embargo on the United States?
An oil embargo was placed because the US was an aid to Israel and did not recognize
Palestinian rights and territory.
2. What impact could this embargo have on the United States?
US consumption will be greater than supply driving prices up and creating a shortage.
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Document B
Source: Time Magazine (February 10, 1973 & December 31, 1973)
1. Explain the car industry’s response to the embargo as shown in these two magazine covers.
Big cars/gas guzzlers are not going to continue to be made. More fuel efficient cars will be
made in the future.
2. How effective will this decision be? Explain your answer.
Answers will vary. Students should guess that this decision will be somewhat effective in
response to the shortage of fuel.
3. Do you think the American public impacted this decision? Explain.
Students should be able to guess that the public would influence the car industry by looking
for more fuel efficient cars and even looking to foreign cars as a solution.
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Document C
April 20, 1977
Source: National Energy Program Fact Sheet on the President’s Program
(www.presidency.ucsb.edu/ws/?pid=7373)
Transportation
a. Gas-guzzler tax and rebate (legislative): Because present law and regulations are
insufficient to assure that needed conservation will take place in this sector, a graduated
excise tax would be imposed on new automobiles and light duty trucks whose fuel economy
fails to meet the applicable fuel economy standard under existing law. Graduated rebates
would be given for automobiles and light duty trucks whose fuel economy is better than the
standard.
b. Auto efficiency standards (administrative): In order to continue the progress made to
date on automobile fuel efficiency, the Secretary of Transportation will begin the analysis
necessary to exercise his authority to raise mileage standards above 27.5 mpg after 1985.
c. 55-mph speed limit (administrative): The President has requested that the national 55mph speed limit be vigorously enforced by States and municipalities. The Secretary of
Transportation may, if he finds it necessary, withhold highway trust fund revenues from
States not enforcing the limit.
1. How will Carter’s energy program affect the car industry? Consumers?
By offering rebates on fuel efficient vehicles and by taxing autos that do not meet fuel
standards. Consumers will begin to buy cars that meet the new standards.
2. What impact would lowering the speed limit have on fuel consumption?
Students may not know, but should be guided to realize that the speed limit was lowered in an
attempt to help fuel economy.
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Document D
FACT SHEET
What is Hydraulic Fracturing?
• Hydraulic fracturing is not a “drilling
process.” It is used after the drilled hole is
completed.
• Itistheprocessofpumpingfluidanda
proppant material, usually sand, into a
targeted rock formation to create or restore
small, millimeter-thick cracks in a rock
formation to stimulate production from new
and existing oil and natural gas wells.
• “Fracking” creates paths that increase the
rateatwhichfluidscanbeproducedfrom
the rock formations.
• Hydraulic fracturing occurs at great depths,
generally a mile or more underground,
thousandsoffeetbelowfreshwatersupplies.
• A safety system of steel casing and cement
is put in place during the drilling process.
Only once this safety measure is complete
do operators drill vertically thousand of feet
down, then drill horizontally into the targeted
rock formation.
• Oncedrillingiscomplete,frackingbegins.
• Thefrackingfluidusedinthisoperationis
typicallyabout99.5%waterandsand,and
.05%chemicals-basedadditives.
• Fracking typically has three stages. The
sequenceofthestagesmayvarybasedon
the formation’s needs.
• One,anacidstage,ismeanttocleardebris
inthewellboreandprovideanopenconduit
forotherfracfluids.
• Apadstagefillsthewellborewitha
slickwater solution that opens the formation
andhlepsfacilitatetheflowoftheproppant
material.
• Apropsequencestagemaybeperformed
multiple times as water and sand are
bothpumpedintocracksinsidetherock
formation.
• Finally,aflushingstageisusedtoremove
excessproppantfromthewellbore.
• Now,withthefrackcomplete,thefissures,
orfractures,areproppedopenbythesand,
allowingtheoilornaturalgastoflowfreely
intothewellbore.
1. List the steps in fracking from the info-graphic above.
Once a hole is drilled, fluid and proppant are pumped into the rock formations to create small cracks
in the rock. Three stages of fracking occur and once the frack is complete the oil and natural gas are
allowed to flow.
2. How is shale gas extraction (i.e. fracking) important to oil and natural gas supply?
Fracking allows for oil and natural gas to be extracted from rock that otherwise cannot be extracted
by other means. This can lead to a less dependency on foreign oil.
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Document E
FACT SHEET
Why is Hydraulic
Fracturing Used?
• Experts believe 60 to 80 percent of all wells
drilled in the United States in the next ten
years will require hydraulic fracturing to
continue operating.
• Hydarulic fracturing makes existing wells
that were depleted years ago or wells that
have never been
commercially
productive viable.
• Even more, the U.S. Energy Information
Administration reports there is more
than 750 trillion cubic feet of technically
recoverable shale gas and 24 billion
barrels of technically recoverable shale oil
resources in discovered shale plays.
• Oil and
natural gas is
not found in
enormous void
or hollows in the
Earth. Instead,
thefuelfills
gaps, cracks and
pores in rock
formations.
• “Fracking” makes it
possible to recover
crude oil and
natural gas from
unconventional
resources like
coalbed methane,
shale gas and tight
sands.
• While the
rock is porous
enough to hold
fossil fuels, the
holes are not
large enough
to allow oil and
natural gas
toeasilyflow
through the rock
and into the
wellbore.
• Fracturing is
estimated to
account for as
much as 50% of
U.S. recoverable
oil and natural gas
reserves.
• It has been
responsible for the addition of more thn 7
billion barrels of oil and 600 trillion cubic
feet of natural gas to meet U.S. energy
needs.
• Creating cracks through the process of
hydraulicfracturingopensupfissures,or
cracks, that free up the resources, allowing
themtoflowfreely.
1. Explain how “fracking” could help with America’s dependence on OPEC?
Fracking makes it possible to recover oil and natural gas from more unconventional resources and
can account for as much as 50% of the US recoverable oil and natural gas reserves. This will provide
a larger supply of oil and natural gas and less of a need to import oil from foreign countries.
2. Why have some of these wells been overlooked or depleted in the past?
Before fracking, there wasn’t a reliable method to recover oil and natural gas from certain areas.
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Document F
Products Refined from Petroleum
Process
Product
Less than 40° C
(104° F)
Gases
By-Products
..
.
gas for gas stoves
propane
butane
..
.
40° C − 200° C
(104° F − 392° F)
Gasoline
Fractionating Tower
oil vapor
200° C − 300° C
(392° F − 572° F)
Kerosene
..
..
fuel for camping laterns
250° C − 350° C
(482° F − 662° F)
Gas Oil
..
.
300° C − 370° C
(572° F − 698° F)
Greater than 370° C
(698° F)
Fuel Oil
Crude Oil
Greater than 660° C
(1220° F)
Bitumen
plastics
chemicals
fuel for planes
Lubricants
Furnace
gasoline
.
..
diesel fuel
heating oil
wax
motor oil
lubricating oil
fuel for factories
fuel for utilities
ship fuel
....
surfacing for roads
surfacing for roofs
1. Which of the above uses of petroleum was most surprising to you?
Answers will vary.
2. Why do most people just focus on gasoline when thinking of the petroleum industry?
Answers will vary. Students should realize that most people own and use a car and gas prices
directly affect most people, even teenagers.
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Document G
The Most Important Resource for Our Future: Inexpensive Oil
By: Gail Tverberg
Theoretically, if world oil supply is inadequate, we should be able to make substitutions that
would work—either find a different liquid fuel to substitute for oil, or create new vehicles or
machines that use a different source of energy than petroleum products. The problem is that
making these substitutions is a slow, expensive process.
We are currently using millions of cars, trucks, trains, airplanes, boats, and machines that require
petroleum products to operate. Most of them are nowhere near the ends of their normal lives, so
replacing them would be expensive.
Liquid biofuels we have developed are expensive. To solve our problem, they really need to cost
$20 or $30 dollars a barrel to make.
1. Cite a criticism of alternative fuel as replacement for fossil fuels.
Too expense to make; would cost more than gasoline. Cars, trucks and planes all still require
petroleum-based fuel and it would be too expensive to change these vehicles at one time.
2. Why is petroleum still the best choice for energy?
Answers will vary. Students should guess after reading that new methods of finding oil and
natural gas are cheaper than changing to any other alternate fuels.
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Graphic Organizer: Option 1
Use the chart below to organize and record notes from the documents you read. Be sure to
reference each document by letter in your notes.
Government Response
Oil Industry’s Response
Auto Industry’s Response
Thesis Statement:
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Teacher
Writing Assignment: Option 2
After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that
the embargo created. The government proposed regulations, while the auto and petroleum
industries attempted other means to deal with the crisis. Discuss the effectiveness of the
responses of each group and explain why petroleum is still the best choice for our energy
source today.
Please use the lines below to respond to the given prompt in one paragraph:
1.
2.
3.
4.
5.
Main idea (effectiveness of government, auto and oil industry responses)
Support sentence-cite evidence on government actions (from the documents)
Support sentence-cite evidence on auto industry
Support sentence-cite evidence on petroleum industry
Explain how the evidence used supports your answer (use the documents to show your
opinion the effectiveness of each.)
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Teacher
Make a Commercial: Option 3
Instructions:
1.
After reading and discussing the documents create a thirty second commercial that will
drum up support for energy independence in America.
2.
Present your commercial or make a video of your commercial to show.
Guidelines:
•
The commercial must explain how the oil industry’s use of new technologies to find oil
and natural gas will help America be energy independent
•
Cover the importance of conservation of this resource in achieving the goal of
independence
•
Explain why petroleum is still the best source of energy today and gives us the best
chance at gaining independence
•
If time allows, use a computer lab to gather more information that would be useful for
the commercial.
•
Choose the type of media to be used: live action, Photostory, Moviemaker, Prezi, etc.
Production Assignments
Assignment
Producer
Responsibilities
• Keep your presentation to the allotted thirty second time
• Keep all members actively working together
• Help with any or all members who need assistance
Sales Pitch/
Marketing
• What key points need to be made to persuade the audience?
• How can these points be made in a clear, concise manner?
• How can these points be presented in a way that consumers will
remember?
Design/
Special Effects
• Find an appropriate design (layouts, photographs, etc) that helps
to convey the message of the commercial or appropriate props,
costumes if your group is performing.
• Music that would enhance your presentation.
Historian
• Make sure your information is historically accurate
• Make sure your persuasion efforts are still truth based
Producer
• Represent the group either by narration or explanation
• You must have complete undertstanding of the information to be
presented.
• Present in a confident, concide manner
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Teacher
Graphic Organizer Rubric: Option 1
Score
Performance Descriptor
Criteria
Inadequate
• No attempt was made to answer the question
• Response was off-topic, inappropriate,
unrelated to question
0
• Answered minimal parts of the question
• Multiple factual errors
• Unsatisfactory understanding of concepts
1
Unsatisfactory
2
Partial
3
Satisfactory
• Answered all parts of the question
• Accurate information used
• Clear or advanced understanding of concepts
Superior
• Answered all parts of the question with clear
outside knowledge of the topic
• Accurate information used from both
documents and personal knowledge
• Advanced understanding of concepts
4
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• Most parts of the question answered
• May contain a few inaccuracies
• Some basic understanding of concepts
150
Teacher
Writing Assignment Rubric: Option 2
151
Teacher
5
Strong background
Used information from
close to half of the
documents
Some important
information was left out
Substantial use of
evidence from the
documents used
throughout.
Fairly well organized
essay
May only address one
area of prompt or be
vague on each area
addressed.
Clear thesis, needs
more analysis
3
Simple background
151
Some background
Contains some evidence
Used information from from a few documents
close to half of the
documents
Well organized essay
Addresses two areas of
the prompt
Strong thesis with
general analysis
4
Extremely well
organized essay
Sets up essay to
discuss the impact
of government, auto
industry and oil industry.
Addresses each area of
the prompt.
Superior thesis
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Background
Evidence
Presented
Organization
Thesis
Score
Weak background
Used only one or two
documents
Contains some evidence
Weak organization
Does not establish
purpose of essay
Undeveloped or simple
thesis
2
No thesis
0
No background
One or no documents
Little or no evidence
presented
Teacher
No background
Little to no evidence
No organization evident No organization evident
Poor thesis or no thesis
1
After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed
regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of
each group and explain why petroleum is still the best choice for our energy source today.
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Persuasiveness
Content
Message is clear and explained in a
way that is persuasive
Covers ways to conserve and why
petroleum is best
Thoroughly covers new methods of
obtaining oil and gas.
4
Message is somewhat clear and
fairly persuasive
Covers most aspects of methods,
conservation and why oil?
3
2
Message is vague or not presented
in a persuasive manner
May cover only one or two of the
requirements for the commercial
Commercial Rubric: Option 3
Message is difficult to find
Off topic or does not cover
more than one of the requirements
1
Costumes, Props or
background choice
Teacher
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Appropriate for topic covered
152
Some props do not fit or weak choice
for media presentation
Little relation between topic and
presentation
Teacher
Little relation between topic and
presentation
Media Type
Commercial flows with smooth
Transitions from topic to topic are Rough transitions from topic to topic Little transition from topic to topic.
(Moviemaker,
transitions from one topic to another consistent with only a few minor
or hard to follow entire commercial
Photo story, or live
Difficult to follow
errors
action)
152
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Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. By the 1970’s the United States had become heavily dependent on:
A. Imported Oil
B. Steadily increasing population
C. Steadily decreasing population
D. Government regulations
2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an
oil:
A. Embargo
B. Permit
C. Deregulation plan
D. Tariff
3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and
A. A price gouging by the oil industry
B. Government regulation of the oil industry
C. Increased demand for oil
D. Shortage of alternative fuel
4. One part of President Carter’s proposed energy program was designed to
A. Deregulate the oil industry
B. Regulate consumer use of energy
C. Reduce oil consumption
D. Tax imported oil
5. One industry to undergo major change as a result of the 1970’s energy crisis
A. Service industry
B. Manufactoring industry
C. Coal industry
D. Auto industry
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Running on Empty
Pre/Post Test-ANSWER KEY
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
A
1. By the 1970’s the United States had become heavily dependent on:
A. Imported Oil
B. Steadily increasing population
C. Steadily decreasing population
D. Government regulations
A
2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an
oil:
A. Embargo
B. Permit
C. Deregulation plan
D. Tariff
C
3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and
A. A price gouging by the oil industry
B. Government regulation of the oil industry
C. Increased demand for oil
D. Shortage of alternative fuel
C
4. One part of President Carter’s proposed energy program was designed to
A. Deregulate the oil industry
B. Regulate consumer use of energy
C. Reduce oil consumption
D. Tax imported oil
D
5. One industry to undergo major change as a result of the 1970’s energy crisis
A. Service industry
B. Manufactoring industry
C. Coal industry
D. Auto industry
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That Was When? This is Now
Oklahoma Academic Standards
Oklahoma History Process and Literacy Standards
1: Reading Skills. The student will develop and demonstrate social studies Common Core
reading literacy skills.
A. Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
B. Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
C. Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s
claims.
9. Compare and contrast treatments of the same topic in several primary and secondary
sources.
D. Range of Reading and Level of Text Complexity
10. By the end of grade 10, read and comprehend history/social studies texts in the grades
9–10 text complexity band independently and proficiently.
2: Writing Skills. The student will develop and demonstrate Common Core social studies
writing literacy skills.
A. Text Types and Purposes
1.Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a mannerthat anticipates the audience’s knowledge
level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument
presented.
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2. Write informative/explanatory texts, including the narration of historic events, scientific
procedures/experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance
of the topic).
3. (See note; not applicable as a separate requirement)
B. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
C. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
D. Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
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Oklahoma History Content Standards
3: The student will analyze the formation and development of constitutional government in
Oklahoma.
5. Identify major sources of local and state revenues and the services provided including
education, infrastructure, courts, and public safety.
4: The student will examine the transformation of Oklahoma during times of boom and
bust of the 1920s through the 1940s.
4. Examine how the economic cycles of boom and bust of the oil industry affected major sectors
of employment, mining, and the subsequent development of communities, as well as the role of
entrepreneurs including J.J. McAlester, Frank Phillips, E.W. Marland, and Robert S. Kerr.
5: The student will investigate how post-war social, political, and economic events
continued to transform the state of Oklahoma during the 1950s through the present.
2. Analyze the impact of economic growth in various sectors including the
D. Discovery of new fossil fuel resources, Tulsa’s designation as Oil Capital of the World,
and the opening of the Anadarko Basin
6. Cite specific textual and visual evidence to analyze the oil and gas boom of the 1970s and the
subsequent bust of the energy industry during the 1980s including the impact of the Penn Square
Bank Collapse on the state’s economy, employment, and banking.
United States History Content Standards
6: The student will analyze the foreign and domestic policies in the contemporary era, 1977
to the present.
1. Cite specific textual and visual evidence to evaluate President Carter’s foreign policy in the
Middle East including the Camp David Accords, the OPEC oil embargo, and the response to the
1979 Iranian hostage crisis.
World History Content Standards
6: The student will evaluate contemporary global issues and challenges.
1. Describe the ongoing impact of interdependence on the world’s economies resulting in
the creation and growth of multinational organizations including the challenges faced by the
European Economic Community, the cooperative efforts of OPEC, the emergence of the Pacific
Rim economy, and the roles of the World Bank and World Trade Organization.
4. Describe the goal of President H.W. Bush’s foreign policy in forming an international coalition
to counter Iraqi aggression in the Persian Gulf.
6: The student will examine contemporary challenges and successes in meeting the needs of
the American citizen and society, 2002 to the present.
1. Examine the ongoing issues of immigration, employment, climate change, environmental
pollution, globalization, population growth, race relations, women’s issues, healthcare, civic
engagement, education, and the rapid development of technology.
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Economics Content Standards
1: The student will develop and apply economic reasoning and decision-making skills.
1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/
benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of
economic situations.
2: The student will evaluate how societies answer the three basic economic questions: what
goods and services to produce, how to produce them, and for whom are they produced.
2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and
technology in economic systems.
3: The student will explain how prices are set in a market economy using supply and
demand graphs and will determine how price provides incentives to buyers and sellers.
1. Analyze how price and non-price factors affect the demand and supply of goods and services
available in the marketplace.
2. Explain what causes shortages and surpluses including government imposed price floors,
price ceilings, and other government regulations and the impact they have on prices and people’s
decisions to buy or sell.
9: The student will evaluate the economic role of government in a market economy.
1. Explain the role that government has in dealing with issues such as poverty, pollution, and
medical research.
10: The student will examine current economic conditions in the United States.
1. Determine how interest rates, unemployment, Consumer Price Index (CPI), individual savings
and debt, government debt, labor supply, and inflation impact current economic conditions in the
United States.
2. Explain how these conditions have an impact on consumers, producers, and government
policymakers.
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That Was When? This is Now
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Approximately how many oil and natural gas wells were drilled in Oklahoma
between 1900 – 2000?
A. 20,000
B. 176,000
C. 450,000
D. 1,200,000
2. Approximately how many drilling sites in Oklahoma have been cleaned up
voluntarily by the oil and natural gas industry?
A. Around 600
B. Around 1,200
C. Around 6,000
D. Around 12,000
3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)?
A. To work against waste in the oil industry
B. To work against foreign oil imports to keep American oil industries secure
C. To coordinate voluntary controls of oil prices and oil production in the U.S.
without resorting to excessive government interference.
D. All of the above
4. What are the two primary functions of the OERB (Oklahoma Energy
Resources Board)?
A. To restore abandoned or orphaned oil sites and to promote alternative
sources of energy for the future
B. To restore abandoned or orphaned oil sites and to educated the community
on the contributions of the oil and natural gas industry to Oklahoma, historically
and today
C. To promote alternative sources of energy for the future and to educate
the community on the contributions of the oil and natural gas industry to
Oklahoma, historically and today
D. To regulate public utilities and to supervise the activities associated with
the exploration and production of oil and gas in Oklahoma
5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle,
what has become a very successful source of energy there in the last 25 years?
A. Natural Gas
B. Coal
C. Wood
D. Nuclear Power
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That Was When? This is Now
A History of Oklahoma Oil and Natural Gas Wells
Drilling and Clean-Up
Class-time needed: Five class periods (5-50 minute periods)
Essential Question:
• Why are the Oklahoma Corporation Commission and the Oklahoma
Energy Resources Board important?
Purpose/Objective:
• To develop an understanding of when and where oil was discovered and drilled for in
Oklahoma.
• To develop an understanding of the fact that early oil men were unaware of
environmental concerns; consequently, the land was damaged.
• To understand the purpose and importance of the Oklahoma Corporation Commission
• To identify the location of current clean-up efforts, where and when restorations are
taking place, the motivations behind them, and evaluate the effectiveness of restoration
projects.
Introduction:
Discuss drilling in Oklahoma and the beginnings of the oil industry. In order to help
students understand the difficulties in trying to judge men and women in history by the standards
of today, you might point out that in older movies and television programs, it seems everyone
smokes cigarettes and appears to drink heavily.
Have students think of a favorite show, then imagine what it would be like to see the
main characters chain smoking in their living rooms, bedrooms, workplaces, and in the homes
of others without a second thought. At the time, however, it was common place. People simply
did not think about smoking in the same terms we do today. In a similar way, there was little
concern or concept of environmental protection in the early oil drilling days. Mother Nature,
it seemed was limitless. In hindsight, things ideally might have been done quite differently in
terms of the environment.
NOTE TO TEACHER: Some information in this lesson is time sensitive and will
continue to be updated by the OERB. The graphics (maps, pictures) are provided
for download to all teachers using this lesson.
Please visit the OERB teacher website, OERBHOMEROOM.com for all of
updated guides and student sheets, along with the graphics that belong to this
lesson.
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Materials:
•
•
•
•
•
•
•
•
Tablet, computer, smartphone access
Laminated Oklahoma maps with counties
DVD, The Energy Behind Finding Energy
Oklahoma Corporation Commission Information Sheet
Student Handout “Oil Wells Drilled by Time Period”
Student Handout, T-Chart “Comparing North Dakota and Oklahoma’s Oil/Natural Gas Boom”
Student Handout, “Preparation for Your Presentation”
Student Handout, “How to Make a Poster Using PowerPoint”
Materials to download from OERBHOMEROOM.com
• National Geographic article “The New Oil Landscape”
• Historical drilling maps
• Restored well sites map by county
• OERB well site restoration pictures
• OERB environmental advertisements link
Day 1: Oil Drilling in Oklahoma
Procedure:
1.
Place students in mixed ability pairs
2.
Distribute handout “Oil Wells Drilled by Time Period” and laminated maps to students.
Discuss the various types of information they will need to record on the map and their
handout.
3.
Show maps of drilling to students and at each stage discuss the time frame, the major
oil finds, when the peak discovery period(s) were, how long a well would be useful, etc.
Have the students record information on their handout as you discuss each time period
and place the appropriate symbol representing each time period on the map.
4. As layers build, discuss where major oil fields seem to develop over time and
hypothesize why this is.
TEACHER INFORMATION: The southeastern part of the state is the site of the
Ouachita Mountains. These sandstone ridges are some of the roughest land in the state
and would not be an area where much oil is found. The south central is the site of the
Arbuckle Mountains, the Wichita Mountains are found in the southwest, which has
bedrock very close to the surface. In the far northeastern part of the state, the oil was
mostly near the surface and leaked off early, so wells did not produce enough to make
them profitable. Most of the oil in the state is found in the region of the Ozark Plateau
and the Prairie Plains.
5.
When finished with the layers, show picture(s) of abandoned sites which may not have
been cleaned up.
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6.
Have students mark on THEIR maps where they would expect the greatest clean-up
efforts to be and why. Be sure to cite specific evidence from their notes and maps.
7.
Discuss results of students’ maps (have each pair share and discuss their map with a
pair sitting in front of or behind them). Discuss the students’ with the maps whole
group.
8.
Introduce the Oklahoma Corporation Commission (OCC), its efforts, and its results.
Distribute Information Handout to students and have them highlight/underline key
information on the page to identify the goals and purposes of both the OCC and
Oklahoma Energy Resources Board (OERB).
9.
Show picture(s) of site which have been cleaned up.
10. Show OERB map of clean ups by county and compare actual clean up to students
predictions on their maps. Have each student pair report how close to the actual clean
up map they came in their predictions. Refer students back to the Information Handout
on the Oklahoma Corporation Commission
11. When finished, show picture of OERB sign and discuss the OERB – reasons for its
formation, its goals, and what is being done to meet those goals. Refer students back to
the Information Handout on the Oklahoma Corporation Commission.
12. Show the OERB environmental advertisments.
Days 2-5: This is Now?
Overview of Lesson
Using what they have learned in previous OERB lessons such as “Wildcatters, Roughnecks, and
Good Ol’ Boys” (Boomtown checklist), “The New Oil Landscape”, and the National Geographic
slide show by Eugene Richards they will create a group presentation for policy recommendations
on their assigned topic. The presentation will be made to their peers, a group of teachers, or
other community members.
Procedure:
1.
On Day 2, show the DVD, The Energy Behind Finding Energy. While students are
viewing the film, have them make a list of all the jobs, or steps in the process of
discovery and drilling. They should include a brief description of the job, or step in
the process. Have them put a star next to terms that they are familiar with (either from
previous lessons or personal experience). There is a teacher list of some of the jobs
highlighted in the film in the “Teacher Information” section.
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2.
After the film and as an exit slip, have students write a short response to the question
“How much energy goes into finding energy?” Collect and discuss some of their
responses as a class. What types of “energy” are exerted in the production of energy?
Since student responses will vary and are short, use a simple two-point rubric for
scoring purposes.
Two-Point Scoring Rubric
3.
2 points
Explanation given with supporting evidence
1 point
Partial explanation with little or no evidence
0 points
Off topic, or no response given
On Day 3, Distribute National Geographic article “The New Oil Landscape” (March
2013) and T-Chart “Comparing North Dakota to Oklahoma” to students. Have
them read and highlight portions that are similar to Oklahoma’s experience with the
discovery of oil and gas. Have students complete a T-Chart comparing the North
Dakota boom to the Oklahoma experience (see attached).
Teacher’s Note: You may want to assign the reading for homework to save class time;
if you do it in class the students will need an additional 6th day for their presentations.
Have students annotate their notes with a “?” for things they don’t understand or want
more information about. A plus sign “+” for positives or statements they agree with, a
minus sign “-“ for the negatives or statements they disagree with. Additionally, student
answers will vary. You may want to use the CLOSE reading strategy with the article
depending on the students in your class.
4. 5.
After reading the article, show students the slide show from National Geographic “The
New Oil Landscape” by Eugene Richards.
http://ngm.nationalgeographic.com/2013/03/bakken-shale-oil/richards-photography
Days three to four, explain to students that they will work in groups to create policy
suggestions for the North Dakota Energy Resources Task Force that will propose
policies to be adopted on the field development in North Dakota with the intention
of avoiding the uncontrolled boom that Oklahoma has experienced in the past. Their
presentation before the Task Force will be three-five minutes in length.
Teacher’s Note: The task force can be made up of adults or students. You will need
2-4 people to serve as the task force so you will need to make arrangements for them a
couple of weeks in advance, or assign the role of the task force to one group of students.
The task force will need copies of the OERB documents and “Preparation for Your
Presentation” to prepare their questions for each of the interest groups.
6.
Divide class into five to six groups. They will present on day six. Remind students to
incorporate their research into the development of their presentations and questions.
7.
Distribute handout “How to Make a Poster Using PowerPoint” to each group for use in
creating their visual for their presentation.
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8.
Assign each group one of the following topics. Distribute “Preparation for Your
Presentation Handout” to each group. Inform students that each option group will be
called upon on Day Five to present its case to the North Dakota Energy Resources Task
Force. Note: The groups should begin by assigning each member a role (as outlined on
“Preparation for Your Presentation” handout). Note: You may want to define what each
of these terms means so that all students understand what they are presenting about
a. Infrastructure – the fundamental facilities and systems serving a country,
city, or area such as transportation (roads, railways, airports, shipping) and
communication systems (telephones, cable, satellite, Internet), power plants,
water, and schools.
b. Housing – the providing of houses for a group or community; it must also be
affordable (prices match wages)
c. Public Safety – involves the prevention of and from events that could endanger
the safety of the general public from significant danger, injury/harm, or damage,
such as from crime or disasters (natural or man-made)
d. Environment – the total of social, cultural, and natural conditions that influence
the life of an individual or community
e. Social Order – is set of linked social practices; it includes customs, values,
manners, ideas about property, exchanges, power relations, as well as
communication relations.
9.
Day five, Presentations/Task Force Hearing. After your “task force” is assembled, have
each group make their presentation followed by taking questions from the members
of the task force, or from fellow classmates. Each group should have time to answer
the questions, or offer rebuttals. Allow the panel time to discuss the presentations and
determine which recommendation will be adopted as policy. Please consider inviting
members of OERB and the OCC to serve on your panel.
Teacher’s Note: It is helpful if students make table tents with their names on them for
use in the discussion, should dress nicely for the presentation. You also will want to
provide a brief to your “Task Force” on the content of the hearing and the work the
students have been doing.
10. Debrief the whole process by discussing the importance of the community, industry,
and state government working together for the success of all parties involved. How
could other states, such as North Dakota or Pennsylvania learn from Oklahoma’s
example?
*Alternative: Instead of conducting a task force hearing, students could present their
finding as a “TED Talk”, podcast or other multimedia presentation using PowerPoint,
Prezi, or Google Presentation, or poster. See handout on “How to Make a Poster
Using PowerPoint”.
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Observations/Conclusion:
• Throughout this lesson, use discussion to measure whether students have gained a
fundamental grasp of the items covered under “purpose.” Students should be able to
identify similarities and differences between the oil boom in Oklahoma and the current
boom in North Dakota.
Enrichment:
• Have students conduct research on clean-up efforts in other states, in the oceans, or even
in other industries. Or, research other boom sites such as Midland, TX or Pennsylvania.
How do they compare with efforts being made in Oklahoma’s oil and natural gas
industries?
Assessment:
1.
Students should have successfully anticipated areas requiring the most clean-up
attention today.
2.
Students demonstrate in class discussions an understanding of the issues addressed.
3.
Successful completion of the Task Force Presentation.
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Teacher Information:
The American Petroleum Institute website (www.api.org) has a wealth of information about drilling and the decision-making process behind it. Here are some basics on the economics of drilling:
The life of a well is determined like every venture in business on a cost versus profit basis.
The decision to drill or not to drill begins with evaluating a well on the basis of:
1. The recoverable quantity (how much oil there is at this location). This, more than any
other factors, is often a best estimate.
2. The cost of recovery.
3. The time required for recovery.
4. The current/anticipated price per barrel. This is in constant flux and VERY volatile; what
is profitable today might not be profitable by the time the oil is ready to be sold.
Technological advances in locating and drilling have improved profit margins.
1. New site identification/drilling possibilities are up 50% from a generation ago.
2. The cost of finding reserves is down 25% from a generation ago.
Drilling technology has also impacted the life of wells.
1. Drillers are no longer limited to strictly straight pipeline drilling. New techniques and
equipment allow recovery of new reserves at existing “dead” sites.
2. New techniques are also much more environmentally friendly. We are now able to drill
in areas that were previously considered too environmentally sensitive.
More information is available at the American Petroleum Institute website (www.api.org), from
the American Association of Petroleum Geologists website (www.aapg.org) and from the Society
of Petroleum Engineers website (www.spe.org).
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The Oklahoma Corporation Commission, the OERB,
and the OERB Clean Up Efforts Information:
The Role of the Corporation Commission in the Oil & Natural Gas Industry
The Oklahoma Corporation Commission was established at statehood to regulate public
utilities and to supervise the activities associated with the exploration and production of oil and
gas. However, it was not until the Oklahoma legislature passed House Bill No. 172 on May
21, 1947 that a comprehensive list of rules and regulations was published and made available
to state oilmen. It has been the ongoing purpose of the Corporation Commission to oversee the
conservation of natural resources, avoid waste, abate pollution of the environment, and to balance
the rights and needs of the people with those of the regulated entities.
The Oklahoma Corporation Commission is comprised of three commissioners who
are elected by statewide vote to serve six-year terms. The terms are staggered so that one
commissioner vacancy occurs every two years. The Commission also has numerous employees
who work in field operations, pollution abatement, and technical assistance. The Corporation
Commission continues to make sure that responsible parties are involved in the clean-up of well
sites. When no party can be held responsible, the Corporation Commission works hand in hand
with the Oklahoma Energy Resource Board (est. 1994 ) to clean up abandoned sites.
The OERB
The Oklahoma Energy Resources Board (OERB) was developed by the Oklahoma Legislature at
the request of the state’s petroleum industry. It is governed by a 21-member volunteer board of
independents, oil and natural gas producers, majors, oil & natural gas purchasers, and one royalty
owner representative.
The OERB is dedicated to restoring abandoned or orphaned oil and natural gas exploration and
production sites and educating the community on the contributions of the oil and natural gas
industry. For more information, go to www.oerb.com.
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OERB Clean Up Summary
Cleaning the Mess Others Left Behind
The OERB is committed to providing a practical and economical remedy for
environmental problems caused by orphaned exploration/production well sites in Oklahoma.
Our four-step restoration process follows recognized environmental standards specially adapted
to meet the unique needs of our program. Each restoration is headed by a qualified team of
professionals with both environmental and petroleum experience. The largest budget item of
our voluntary annual assessment is spent on environmental restoration - returning the land to its
natural state, at no cost to landowners or taxpayers.
Sites Are Chosen by the OCC. (With the exception of Osage County, where the OCC
does not have jurisdiction). By statute, the Oklahoma Corporation Commission chooses which
sites are restored by the OERB. After determining that a responsible party cannot be found,
OCC field inspectors pick the sites based on landowner needs, public visibility, and potential
environmental harm.
Unique Requirements, Consistent Results
The OERB’s thorough restoration process takes into account the individual characteristics
of each site. Some of the more common restoration requirements include:
* Removing equipment, concrete and/or trash
* Repairing erosion and saltwater “scars” left on the land
* Removing hydrocarbon or other waste products
Though each restoration is unique, the result is always the same: an amazing renewal of
the land into a safe, pristine and productive state.
Phase I - Site Review
After receiving a site from the OCC, the OERB conducts extensive research of its
environmental and geological characteristics, including proximity to fresh water sources and soil
conditions. The site is ranked for cleanup priority. Interviews are conducted with landowners,
OCC field inspectors, and others familiar with the site for information regarding prior operating
practices or previous environmental issues. Photos and video documentation are obtained.
Finally, a physical assessment of the area is made, including a thorough “walk over” of the site.
Phase II - Site Sampling
If the initial visit reveals the site may have environmental problems, intrusive
investigations may be required to determine the nature and extent of the damage. Phase II work
includes soil and water sampling for environmental agronomy analytical testing.
Phase III - Restoration
Upon completion of Phase II, a restoration program is designed and implemented to
restore the site to an acceptable level. Old equipment and concrete are removed. Surface damage
is eliminated and soil fertility and productivity are restored. Applicable disposal requirement
laws are met. Above all, the landowner’s interests are protected.
Phase IV - Progress Review
Following the Phase III site restoration, a program is developed for monitoring the site
in order to confirm the restoration process is complete. The OERB prepares a final report and
documents the restoration with photographs.
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List of Jobs from The Energy Behind Finding Energy DVD
1. Team Leader
2. Geologist
3. Geophysicist
a. Seismologists
4. Reservoir Engineer
5. Land Man
6. Drilling Engineer
a. Health and Safety Manager
7. Directional Technician
8. Mud Logger
9. Well Logger
10. Operations Engineer
11. Completion Supervisor
12. Perforating Engineer/Logging Engineer
13. Production
14. Mechnical
15. Tank Technician
16. Refining
17. Plugging Unproductive Wells
18. Restoration
Note: This list is not all-inclusive, students may pick up on other jobs mentioned in the film.
You can also refer to the OERB Careers in the Oil and Natural Gas Industry guide or
the careers section of OERB.com.
Social Studies | That Was When?
169
Teacher
170
Teacher
™
♥
1975-2000
2000-Present
170
£
1950-1975
Social Studies | That Was When
▲
1925-1950
Teacher
Map Symbol
✩
Clean Up?
(many, few, some)
1900-1925
Location
(general description)
●
Major Oil Find(s)
1875-1900
Time Frame
Oil and Natural Gas Wells Drilled By Time Period
Student Handout
Social Studies | That Was When?
171
Teacher
Western OK and SE Oklahoma, most of
the state
46,832
Stillwater, 2008
Woodford Shale, Andarko Basin
2000-Present
171
Northern regions of the state, especially
NW Oklahoma and SE Oklahoma
146,652
Wheatland Field, 1981
(Oklahoma County)
1975-2000
Social Studies | That Was When
Western OK and panhandle,
moves westward
1950-1975
Oklahoma City, Pottawattamie County,
Seminole County, continues SW pattern
of diffusion
Continues in NE OK and in SW, moves
south and dills in some in between Tulsa
and Ardmore
148,029
Easley No. 1
Bertha Rogers No. 1 (deepest well dug
in USA)
1925-1950
1900-1925
Tulsa area, Creek County, Osage County
Northeast OK
Some down by the Arbuckle Mts. area
14 wells
Nellie Johnstone No. 1, 1897-1948
(51 years), Bartlesville
1875-1900
62,797 wells
Sue A. Bland No. 1, 1901-present
Ida Glenn No. 1, 1905 (Tulsa area)
Cushing, 1912 (Creek County)
Watchorn Well, 1914 (Ardmore)
No. 1 Betsy Foster, 1923-30 (Wewoka)
87,686
Fixico No. 1
Oklahoma City Field No. 1
“Wild” Mary Sudick
Petunia No. 1 (under OK Capitol)
No. 1 Wagner
Location
(general description)
Major Oil Find(s)
Time Frame
Oil and Natural Gas Wells Drilled By Time Period
Student Handout-ANSWER KEY
Social Studies | That Was When?
Few
Some
Some
Many, Seminole has the largest
number of restoration sites
Many, but not in Osage County
Yes, not many in Osage County
Clean Up?
(many, few, some)
♥
™
£
▲
✩
●
Teacher
Map Symbol
Comparing North Dakota and Oklahoma’s Oil/ Natural Gas Boom
Student Handout
Issue
North Dakota
Oklahoma
Population Growth
Housing
Crime
Employment
Business
Infrastructure
(roads, utilities,
schools)
Health Care
Quality of Life
Environmental
Effects
Social Studies | That Was When?
172
Teacher
Preparing For Your Presentation
Student Handout
Your Assignment
Your group has been called upon to appear before the North Dakota Energy Resources Task
Force. Your assignment is to persuade the committee members that your proposal should be
adopted as policy. You will be judged on how well you present your option.
Organizing Your Group
Each member of your group will take a specific role. Below is a brief explanation of the
responsibilities for each role. Before preparing your section of the presentation, work together to
review information previously learned in the lesson on “Wildcatters, Roughnecks, and Good Ol’
Boys”. What core democratic values support your argument of your topic?
1. Group Organizer: Your job is to organize your group’s three to five minute presentation to
North Dakota Energy Resources Task Force. In organizing your presentation, you will receive
help from the other members of your group. Keep in mind that although you are expected to
take the lead in organizing your group, your group will be expected to make the presentation
together.
2. Community Activist: Your job is to explain how your proposal would improve life in North
Dakota due to the energy boom. Gather research on how families, existing small businesses,
local governments, and individuals are affected by your topic. Make sure that your area of
expertise is reflected in the presentation of the group.
3. Reporter: Your job is to explain how your proposal would address the state’s interests. You
should do research that contains statistics and measurements that support your proposal. Make
sure your area of expertise is reflected in the presentation of your group.
4. Historian: Your job is to show how the lessons of history support your proposal. Look over
the Boomtown Checklist and biographies of the oil barons in Oklahoma. Make sure that your
area of expertise is reflected in the presentation of your group.
5. Illustrator: Your job is to design a poster or political cartoon illustrating your proposal. Be
sure to use large graphics that are easy to see, include a catchy slogan, and color. Make sure that
your illustration supports the one or more of the perspectives of other group members.
Making Your Case
After your preparations are completed, your group will deliver a three-to-five minute
presentation to the North Dakota Energy Resources Task Force. Notes may be used, but you
should speak clearly and convincingly. After your presentation, committee members will ask
you clarifying questions. Any member of your group may respond during the cross-examination
period. Social Studies | That Was When?
173
Teacher
Assessment Guide for Oral Presentations
Group Assignment:
Group Members:
Group Assessment
Excellent
Good
Average
Needs
Improvement
Unsatisfactory
1. The group made good
use of its preparation
time.
5
4
3
2
1
2. The presentation reflected
analysis of the issues
under consideration.
5
4
3
2
1
3. The presentation was
coherent and persuasive.
5
4
3
2
1
4. The group incorporated
relevant sections of the
background reading into
its presentation.
5
4
3
2
1
5. The group’s presenters
spoke clearly, maintained
eye contact, and made an
effort to hold the attention
of their audience.
5
4
3
2
1
6. The presentation
incorporated contributions
from all the members of
the group.
5
4
3
2
1
1. The student cooperated
with other group members.
5
4
3
2
1
2. The student was wellprepared to meet his or
her responsibilities.
5
4
3
2
1
3. The student made
significant contribution to
the group’s presentation.
5
4
3
2
1
Individual Assessment
Social Studies | That Was When?
174
Teacher
How to Create a Poster Using PowerPoint
Student Handout
1. Gather your contents in the form of text, graphs and photos. If you need to scan slides or
photos, locate where there is a scanner available for use in the (often in the library or a
computer lab.
2. Open PowerPoint, choose Blank Presentation and click OK.
3. Choose the Blank slide layout and click OK.
4. Go to File in the toolbar and click Page Setup.
5. Enter the Height and Width of your poster. Please be aware that PowerPoint’s maximum
size is 52”; therefore to produce a PowerPoint poster with dimensions larger than 52”,
both dimensions are entered at half the desired size. For example, for a 44” x 66” poster,
you would enter 22” in the box for height and 33” in the box for width, and click OK. The
poster’s size will be doubled during the printing phase to bring it up to 44x66 inches as
desired. Important: Many schools may not have a poster printer, so you may have to use a
private printing company. The bigger your poster, the more expensive it is to print. The
printer’s maximum size paper roll is 44”, meaning that one of your dimensions, width or
height, may not exceed 44”. Also, other roll sizes are 24”, 36” and 42”, so it is best to set
either the height or width of your poster to one of these measurements.
6. Click Insert on the toolbar, choose Text Box. A text box drawing tool will appear on your
PowerPoint slide. Click and drag to create the box. This is where you will place your
prepared text. Simply cut and paste from Word or type directly into the text box. The box
will expand to fit the information entered. Remember to consider your font size and make
it suitable for poster use. Font sizes of approximately 36 to 54 are recommended for titles,
approximately 18 for text. Use your judgment for your specific poster needs. PowerPoint
does not recognize all fonts; Arial and Times New Roman are recommended for use. Symbol
is the font recommended for scientific symbols. To choose the characteristics of the text box
such as line, color or size, go to Format in the toolbar or right click on the text box and select
Format Text Box. You can copy and paste directly from Word documents into PowerPoint
text boxes. We would suggest using black on a white background in text boxes for easy
reading.
7. To add logos, charts or photos, go to Insert in the menu bar and select Picture, and then From
File and browse to your file containing your charts or scanned and saved pictures. Select it
and click the Insert button.
8. Once you have inserted your pictures, you can move or resize them to suit your needs. The
dotted guide lines on the templates are there to tell you where on the sheet your boxes are
and can help in getting things properly aligned. If you click and hold them, a box will appear
giving the lines’ locations on the sheet. You can then move them into position. They will not
appear when the poster is printed. If the Guide lines are not visible on your screen, select
View, then Guides.
9. Once your text and pictures are in place, you may decide to add some color or texture effects.
The color options and background effects are found under Format on the toolbar, or you may
double click the border of any text box to view Format Text Box with color and line options.
Please check with your printing sources for any additional fees in printing in color.
10.Carefully review your poster. When you are completely satisfied with it, save the file and
make the necessary phone call to set up an appointment for printing.
Social Studies | That Was When?
175
Teacher
That Was When? This is Now
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Approximately how many oil and natural gas wells were drilled in Oklahoma
between 1900 – 2000?
A. 20,000
B. 176,000
C. 450,000
D. 1,200,000
2. Approximately how many drilling sites in Oklahoma have been cleaned up
voluntarily by the oil and natural gas industry?
A. Around 600
B. Around 1,200
C. Around 6,000
D. Around 12,000
3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)?
A. To work against waste in the oil industry
B. To work against foreign oil imports to keep American oil industries secure
C. To coordinate voluntary controls of oil prices and oil production in the U.S.
without resorting to excessive government interference.
D. All of the above
4. What are the two primary functions of the OERB (Oklahoma Energy
Resources Board)?
A. To restore abandoned or orphaned oil sites and to promote alternative
sources of energy for the future
B. To restore abandoned or orphaned oil sites and to educated the community
on the contributions of the oil and natural gas industry to Oklahoma, historically
and today
C. To promote alternative sources of energy for the future and to educate
the community on the contributions of the oil and natural gas industry to
Oklahoma, historically and today
D. To regulate public utilities and to supervise the activities associated with
the exploration and production of oil and gas in Oklahoma
5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle,
what has become a very successful source of energy there in the last 25 years?
A. Natural Gas
B. Coal
C. Wood
D. Nuclear Power
Social Studies | That Was When?
176
Teacher
That Was When? This is Now
Pre/Post Test-ANSWER KEY
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
C
1. Approximately how many oil and natural gas wells were drilled in Oklahoma
between 1900 – 2000?
A. 20,000
B. 176,000
C. 450,000
D. 1,200,000
D
2. Approximately how many drilling sites in Oklahoma have been cleaned up
voluntarily by the oil and natural gas industry?
A. Around 600
B. Around 1,200
C. Around 6,000
D. Around 12,000
D
3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)?
A. To work against waste in the oil industry
B. To work against foreign oil imports to keep American oil industries secure
C. To coordinate voluntary controls of oil prices and oil production in the U.S.
without resorting to excessive government interference.
D. All of the above
B
4. What are the two primary functions of the OERB (Oklahoma Energy
Resources Board)?
A. To restore abandoned or orphaned oil sites and to promote alternative
sources of energy for the future
B. To restore abandoned or orphaned oil sites and to educated the
community on the contributions of the oil and natural gas industry to
Oklahoma, historically and today
C. To promote alternative sources of energy for the future and to educate
the community on the contributions of the oil and natural gas industry to
Oklahoma, historically and today
D. To regulate public utilities and to supervise the activities associated with
the exploration and production of oil and gas in Oklahoma
A
5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle,
what has become a very successful source of energy there in the last 25 years?
A. Natural Gas
B. Coal
C. Wood
D. Nuclear Power
Social Studies | That Was When?
177
Teacher
No Uncertain Terms
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Using one’s wealth to benefit society is called:
A. Wildcatting
B. Philanthropy
C. Social Darwinism
D. Conspicuous Consumption
2. Andrew Carnegie’s “gospel of wealth” basically said that:
A. People should be free to make as much money as they can, then they
should give it away.
B. The best educated and most capable will rise to the top and survive; the
less-educated and less-capable will sink to the bottom and fail
C. Wealth is a sign of God’s approval and thus grants the freedom to do as you
wish
D. Money is the easiest and best answer to society’s ills
3. Which of the following would a philanthropist like Carnegie NOT be likely to support
with his wealth?
A. Giving money to scholarship programs for higher education
B. Building a new public library in an underprivileged community
C. Museums, symphony orchestras, and theater groups
D. Direct assistance to poor families or deserving individuals to help make
their lives easier
4. Someone who risks his money and reputation trying to find oil in an unproven area
is called a...?
A. Roughneck
B. Slick Digger
C. Philanthropist
D. Wildcatter
5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”?
A. Tulsa
B. Glenpool
C. Bartlesville
D. Oklahoma City
Social Studies | No Uncertain Terms
Student
6. A standard “barrel” of oil (as discussed on the evening news) is approximately...?
A. 12 U.S. Gallons
B. 42 U.S. Gallons
C. 60 U.S. Gallons
D. 76 U.S. Gallons
7. The term “roughneck” originally referred to...?
A. The bit-and-collar combination that cuts through the rock and dirt while
drilling for oil and natural gas
B. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a living
C. A member of the crew on an drilling rig other than the head driller
D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or
“turns” to get to the oil
8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil.
He’s now walking around holding the branch in front of him, eyes closed, waiting for
it to twitch and tell him where more oil is hiding underground. Stanley is what was
commonly referred to as a...?
A. Black Dog
B. Branch Manager
C. Doodlebugger
D. Oil-a-Plant
9. The towns that suddenly sprang up when oil was discovered were called...?
A. Oilvilles
B. Boomtowns
C. T-Towns
D. Gushers
10. Because it was already obvious that petroleum was going to be a critical part of
Oklahoma’s economy, this organization was established at statehood to regulate oil &
natural gas exploration and production and the actions of public utilities in general.
A. The Oklahoma Corporation Commission
B. The Oklahoma Energy Resources Board
C. The Organization of Petroleum Exporting Countries
D. The American Petroleum Institute
Social Studies | No Uncertain Terms
Student
What it is (example, synonyms)
What it is NOT! (non-example, antonym)
Term
Definition (in your own words)
No Uncertain Terms
Option 1: Frayer Model
Social Studies | No Uncertain Terms
Student
Social Studies | No Uncertain Terms
Definition
Symbolic Representation/Illustration
Term
No Uncertain Terms
Option 2: Word Wall Match Up Template
Student
No Uncertain Terms Vocabulary Test
Directions: Complete each sentence with the term that matches best from the Word Bank.
WORD BANK
American Petroleum Institute
Baron
Barrel
Barrels Per Day
Bit
Black Dog
Black Gold
Boarding House
Boomtown
Crude Oil
Derrick
Discovery Well
Doodlebugger
Driller
Dry Hole
Gusher
Natural Gas
Oil Field
Oil Patch
OERB
Oil Capitol of the World
OPEC
Oklahoma Corporation Commission
Philanthropist
Roughneck
Shooter
Shotgun House
Speculator
Toolpusher
Wildcatter
is a slang term for petroleum.
1.
2. A person who drills a well in an area where no oil or natural gas production previously
existed is called a
3. A .
is a well that has come in with such pressure that oil spews out of
the well like a geyser.
4. Unrefined, liquid petroleum is called .
5. The acronym of the name of the organization whose purpose is to negotiate and regulate oil
prices is
6.
.
is a measure of the rate of flow of a well; it is the total amount of oil
produced per day.
7. Also called the rig foreman or superintendent,
, is the
person in charge of the entire drilling rig.
8. Founded in 1920, the sets the standards for all types of oilfield
equipment.
is the employee directly in charge of a drilling rig and crew.
9.
10. Another name for a well that does not produce oil or natural gas in commercial quantities is
called a
.
is a highly compressible, highly expandable mixture of
11.
hydrocarbons occurring natural in a gaseous form.
Social Studies | No Uncertain Terms
Student
12. A
has great power in a particular field.
13. A promotes the happiness and social elevation of mankind by
making donations to worthy causes.
14. A person who takes a financial risk in hope of a substantial gain is called a
15.
.
was established at statehood to regulate the exploration and production
of oil and natural gas and to regulate public utilities.
16. The surface overlying an oil reservoir is called an
.
17. The first well drilled, or in a new field that reveals the presence of oil or gas is called a
18. A is formed by the rapid influx of people, money, or materials due
to the discovery of oil or other valuable natural resource.
is a slang term for oil field.
19.
20. The is the person who shoots nitroglycerin into a well to promote
the flow of oil.
21. Equivalent to 42 U.S. gallons,
is the unit of measure for petroleum
products.
22. The is an organization of oil and natural gas producers and royalty
owners that is dedicated to restoring abandoned well sites and educating the public on the
contributions of the oil and natural gas industry. Hint: It stands for the Oklahoma Energy
Resources Board.
23. On the drilling rig, a
is subordinate to the driller.
24. The large, load-bearing framework over the mouth of the oil well is called a 25. A .
is the cutting or boring element used in drilling oil or natural gas
wells.
Social Studies | No Uncertain Terms
Student
No Uncertain Terms
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Using one’s wealth to benefit society is called:
A. Wildcatting
B. Philanthropy
C. Social Darwinism
D. Conspicuous Consumption
2. Andrew Carnegie’s “gospel of wealth” basically said that:
A. People should be free to make as much money as they can, then they
should give it away.
B. The best educated and most capable will rise to the top and survive; the
less-educated and less-capable will sink to the bottom and fail
C. Wealth is a sign of God’s approval and thus grants the freedom to do as you
wish
D. Money is the easiest and best answer to society’s ills
3. Which of the following would a philanthropist like Carnegie NOT be likely to support
with his wealth?
A. Giving money to scholarship programs for higher education
B. Building a new public library in an underprivileged community
C. Museums, symphony orchestras, and theater groups
D. Direct assistance to poor families or deserving individuals to help make
their lives easier
4. Someone who risks his money and reputation trying to find oil in an unproven area
is called a...?
A. Roughneck
B. Slick Digger
C. Philanthropist
D. Wildcatter
5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”?
A. Tulsa
B. Glenpool
C. Bartlesville
D. Oklahoma City
Social Studies | No Uncertain Terms
Student
6. A standard “barrel” of oil (as discussed on the evening news) is approximately...?
A. 12 U.S. Gallons
B. 42 U.S. Gallons
C. 60 U.S. Gallons
D. 76 U.S. Gallons
7. The term “roughneck” originally referred to...?
A. The bit-and-collar combination that cuts through the rock and dirt while
drilling for oil and natural gas
B. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a living
C. A member of the crew on an drilling rig other than the head driller
D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or
“turns” to get to the oil
8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil.
He’s now walking around holding the branch in front of him, eyes closed, waiting for
it to twitch and tell him where more oil is hiding underground. Stanley is what was
commonly referred to as a...?
A. Black Dog
B. Branch Manager
C. Doodlebugger
D. Oil-a-Plant
9. The towns that suddenly sprang up when oil was discovered were called...?
A. Oilvilles
B. Boomtowns
C. T-Towns
D. Gushers
10. Because it was already obvious that petroleum was going to be a critical part of
Oklahoma’s economy, this organization was established at statehood to regulate oil &
natural gas exploration and production and the actions of public utilities in general.
A. The Oklahoma Corporation Commission
B. The Oklahoma Energy Resources Board
C. The Organization of Petroleum Exporting Countries
D. The American Petroleum Institute
Social Studies | No Uncertain Terms
Student
7. Map Location: _____
8. Map Location: _____
9. Map Location: _____
10. Map Location: _____
2. __________________________
3. __________________________
4. __________________________
5. __________________________
18. Map Location: _____
19. Map Location: _____
20. Map Location: _____
13. __________________________
14. __________________________
15. __________________________
Social Studies | Scavenger Hunt
30. What is the main goal / purpose of OPEC? _______________________
__________________________________________________________
23. _______________________ 26. Map: _____ 29. Percentage: _____
22. _______________________ 25. Map: _____ 28. Percentage: _____
21. _______________________ 24. Map: _____ 27. Percentage: _____
What are the top three oil-consuming countries in the world right now? When you have listed
all three, find them on the provided World Maps and indicate by letter where each one is located.
Then list the approximate percentage each one uses of world oil supplies.
17. Map Location: _____
12. __________________________ 11. __________________________ 16. Map Location: _____
What are the top five oil-producing states in the U.S. right now? When you have listed all five,
find them on the provided U.S. Map and indicate by letter where each one is located.
6. Map Location: _____
1. __________________________
What are the top five oil-producing countries in the world right now? When you have listed all
five, find them on the provided World Maps and indicate by letter where each one is located.
Oil & Natural Gas Scavenger Hunt
Names: _________________________________________ Period: ____
Core Energy Scavenger Hunt
50. Map Location: _____
51. Map Location: _____
52. Map Location: _____
45. __________________________
46. __________________________
47. __________________________
60. Map Location: _____
61. Map Location: _____
62. Map Location: _____
56. __________________________
57. __________________________
59. Map Location: _____
55. __________________________
54. __________________________ 53. __________________________ 58. Map Location: _____
Student
What are the top five natural gas-producing states in the U.S. right now? When you have listed
all five, find them on the provided U.S. Map and indicate by letter where each one is located.
49. Map Location: _____
44. __________________________ 43. __________________________ 48. Map Location: _____
What about natural gas? What are the top five natural gas-producing countries in the world right
now? When you have listed all five, find them on the provided World Maps and indicate by letter
where each one is located.
42. OPEC’s 12 members possess about ______ percent of the world’s total
proven oil reserves.
41. OPEC’s 12 members currently supply about ______ percent of the world’s
oil output.
40. _______________________
35. _________________________
38. _______________________
33. _________________________
39. _______________________
37. _______________________
32. _________________________
34. _________________________
36. _______________________
31. _________________________
List 10 of the 12 current members of OPEC:
Social Studies | Scavenger Hunt
____ 82. This well (referring to previous question) was located in...?
(A) Tulsa
(C) Oklahoma City
(B) Bartlesville
(D) Guthrie
____ 81. What was the first commercially viable oil well in Oklahoma?
(A) The Sue Bland No. 1
(C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick
(D) The Ida Glenn No. 1
80. _______________________________________________________
79. _______________________________________________________
78. _______________________________________________________
77. _______________________________________________________
The Oklahoma Corporation Commission says in its mission statement that it will do four specific
things “in the interests of the public.” What are those four things?
76. In what year was the OCC formed? ____________
____ 91. The “Keystone Trail” was primarily used to...?
(A) Bring oil equipment into Oklahoma from Texas
(B) Bring illegal liquor into Tulsa
(C) Follow known oil pools into un-drilled areas
(D) Trap those with cash so they could be robbed
____ 90. This was the “discovery well” of the Red Fork pool.
(A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick (D) The Ida Glenn No. 1
____ 89. What was used to “shoot” the Uncle Bill No. 1, the “discovery well” of
the Cleveland pool?
(A) Gunpowder
(C) TNT
(B) Nitroglycerin
(D) The first hand-held Kodak camera
____ 88. Woolaroc is the contribution of oil industry giant...?
(A) E.W. Marland
(C) Tom Slick
(B) G.B. Woolsworth
(D) Frank Phillips
____ 87. Woolaroc Ranch, Museum, and Wildlife Preserve is located near...?
(A) Bartlesville
(C) Tulsa
(B) Oklahoma City
(D) Ponca City
75. _______________________________________________________
74. _______________________________________________________
73. _______________________________________________________
____ 86. Which tribe in Oklahoma became the richest people in the world
(per capita) during the oil boom of the 1920s?
(A) The Kaw
(C) The Osage
(B) The Cherokee
(D) The Seminole
____ 85. The “Million Dollar Elm” is located in...?
(A) Kiefer
(C) Pawhuska
(B) Glenpool
(D) Ponca City
____ 84. Which Oklahoma town was known as the Oil Capitol of the World?
(A) Tulsa
(C) Oklahoma City
(B) Bartlesville
(D) Guthrie
____ 83. The find that launched Oklahoma to the top of the world in terms
of oil production was the...?
(A) Oklahoma City Field (C) The 101 Ranch
(B) The Glenn Pool
(D) The Kiefer Dugout
72. _______________________________________________________
The Oklahoma Corporation Commission has a four-fold mission statement. What are the four
purposes of the OCC, according to its own mission statement?
65. _______________________ 68. Map: _____ 71. Percentage: _____
64. _______________________ 67. Map: _____ 70. Percentage: _____
63. _______________________ 66. Map: _____ 69. Percentage: _____
What are the top three natural gas-consuming countries in the world right now? When you have
listed all three, find them on the provided World Maps and indicate by letter where each one is
located. Then list the approximate percentage each one uses of world natural gas supplies.
Student
____ 102. In July, 1982, what Oklahoma City bank went «bust» causing a
shock to the financial market?
(A) Bank of Oklahoma
(C) Penn Square Bank
(B) First National Bank (D) First United Bank
103. What does OERB stand for? ________________________________
____ 95. William G. Skelly earned the nickname...?
(A) “The Uncrowned King of the Senate”
(B) “King of the Wildcatters”
(C) “Mr. Tulsa”
(D) “Dry-Hole Skelly”
____ 96. Thomas Gilcrease’s first purchase (which is still on display at the
Gilcrease Museum) was...?
(A) ‘Rural Courtship’ (C) ‘The Buffalo Hunt’
(B) ‘Zuni Mother’
(D) ‘The Grand Canyon’
Social Studies | Scavenger Hunt
____ 98. This well near Oklahoma City blew out of control so high and so long
that officials had to take emergency measures to prevent people
from lighting anything—even to cook—for miles away.
(A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1
(B) The Wild Mary Suddick (D) The Ida Glenn No. 1
____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not
only did not shout about it, but covered it up with dirt, rented every
horse and every buggy in town, hired out every notary public, and
surrounded his field with armed guards until he could secure leases
on all of the surrounding land.
(A) Tom Slick
(C) Harry Sinclair
(B) Waite Phillips (D) Thomas Gilcrease
____ 101. Lead Free gasoline was introduced to consumers in which decade?
(A) The 1950s
(C) The 1970s
(B) The 1960s
(D) The 1980s
____ 94. The Phillips 66ers were...?
(A) A basketball team
(C) An employees’ union
(B) A charity organization (D) Winners of gasoline for life
105. ______________________________________________________
104. ______________________________________________________
What are the OERB’s two main goals / functions?
____ 100. In 1959, the nation followed the drilling progress of «The Big Dave
No. 1» every morning on what television program?
(A) FOX News
(C) The Today Show
(B) CNN
(D) Good Morning America
____ 99. The West Edmond Field was discovered in 1943 by:
(A) Roy J. Turner
(C) Lloyd Noble
(B) Ace Gutowsky
(D) J.A. LaFortune
____ 92. Who helped to open the Exchange National Bank (which later became the Bank of Oklahoma) strictly for the oil industry?
(A) E. W. Marland
(C) Frank Phillips
(B) Tom Slick
(D) Harry Sinclair
____ 93. Phillips 66 opened its very first gas station in...?
(A) Bartlesville, OK
(C) Wichita, KS
(B) Rowling, TX
(D) Tulsa, OK
Student
The Glenn Pool Story
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. In 1905, the first major long-producing commercial oil well was drilled in Oklahoma at
A. Barnsdall
B. Glennpool
C. Nellie Johnstone
D. Red Fork
2. In the early 1900s, which of the following was the most cost effective and efficient
method of transporting oil?
A. Horse and buggy
B. Pipeline
C. Stream
D. Train
3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital
of the World”?
A. Bartlesville
B. Glennpool
C. Oklahoma City
D. Tulsa
4. Which of the following does not characterize early Oklahoma boomtowns?
A. Fires
B. Restaurants where plates are nailed to the table
C. Overcrowding that led men to sleep in chicken coops and
corn cribs
D. City services like busses, sewer systems, and trolleys
5. Which of the following sentences best characterizes Tulsa in the first half of the
twentieth century?
A. The most significant site for oil wells and oil and natural gas
production and storage.
B. A major junction of oil production, transportation, and
distribution to the Mississippi River.
C. The home of oil bankers, oil company headquarters, and oil
philanthropists.
D. The location of the first significant commercial oil well in the
United States.
Social Studies | The Glenn Pool Story
Student
The Glenn Pool Story Vocabulary Review
Review the following vocabulary words from “No Uncertain Terms”
• Boomtown
• Entrepreneur
• Gusher
• Lease
• Philanthropists
• Roughneck
• Roustabout
• Wildcatter
Social Studies | The Glenn Pool Story
Student
Student
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation
as Oil Capital of the World.
Social Studies | The Glenn Pool Story
Oklahoma Economy
Oil Creates Jobs
(11:16-17:08)
National Economy
Oklahoma Economy
Glenn Pool Fuels America
(8:21-11:15)
Labor
National Economy
Oklahoma Economy
Oil in Indian Land
(1:49-8:20)
Directions: While viewing the DVD, take notes on the subjects listed below during the times/parts indicated.
The Glenn Pool Story Viewing Guide
Student
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
Social Studies | The Glenn Pool Story
Entrepreneurs/Philanthropists
Labor
Tulsa
Oklahoma Towns
Boomtowns
(17:09-22:24)
Labor
National Economy
Student
OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent
development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including
the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World.
Social Studies | The Glenn Pool Story
Oklahoma Economy
Oil and Natural Gas
Legacy of Glenn Pool
Glenn Pool Legacy
(22:24-27:00)
Social Studies | The Glenn Pool Story
1901: Theodore Roosevelt
becomes President of
the US after William
McKinley is assassinated.
1900+
1908: Ford Motor
Company introduces the
Model T
1907: Oklahoma joins the
Union as the 46th state.
1905+
United States History
1913: Ford Motor
Company implements
assembly line.
1910+
Oklahoma History
1917-1918: US
involvement in WWI
1915+
Student
1920s: Harding, Coolidge
and Hoover adminstrations
promote American business
growth.
1920+
Directions: After viewing the Glenn Pool Story DVD, fill in the timeline with the Oklahoma oil history that goes along with the time period indicated.
Oklahoma Oil Timeline
Social Studies | The Glenn Pool Story
Name: ______________________________ Class: _______________
The Glenn Pool Story Venn Diagram
Student
Oil Boomtown Historical Marker
Use your knowledge and class resources to create an historical marker for an historical oil
boomtown.
• No clip art or illustrations
• Include basic information like who, where, when, what and why it’s important enough to
commemorate.
Rough Draft:
Rubric
/10
/80
/10
/100
Create a title for the top line and write in all capital letters
Use at least four pieces of evidence in four different sentences (20/evidence)
Use standard English grammar and spelling
Social Studies | The Glenn Pool Story
Student
The Glenn Pool Story
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. In 1905 the first major long-producing commercial oil well was drilled in Oklahoma at
A. Barnsdall
B. Glennpool
C. Nellie Johnstone
D. Red Fork
2. In the early 1900s, which of the following was the most cost effective and efficient
method of transporting oil?
A. Horse and buggy
B. Pipeline
C. Stream
D. Train
3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital
of the World”?
A. Bartlesville
B. Glennpool
C. Oklahoma City
D. Tulsa
4. Which of the following does not characterize early Oklahoma boomtowns?
A. Fires
B. Restaurants where plates are nailed to the table
C. Overcrowding that led men to sleep in chicken coops and
corn cribs
D. City services like busses, sewer systems, and trolleys
5. Which of the following sentences best characterizes Tulsa in the first half of the
twentieth century?
A. The most significant site for oil wells and oil and natural gas
production and storage.
B. A major junction of oil production, transportation, and
distribution to the Mississippi River.
C. The home of oil bankers, oil company headquarters, and oil
philanthropists.
D. The location of the first significant commercial oil well in the
United States.
Social Studies | The Glenn Pool Story
Student
Wildcatters, Roughnecks, & Good Ol’ Boys
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Common challenges facing small towns suddenly made large by an oil boom included:
A. Legal restrictions on the number of homesteads or businesses allowed in
the community
B. Insufficient roads, public services, or just plain room to deal with all of the
people and activity.
C. Lack of actual currency with which to purchase goods and services
D. All of the above
2. Which of the following were common ways businessmen often profited indirectly
from an oil strike?
A. Merchants and restaurants would stay open 24 hours a day to serve the
suddenly crowded town
B. Gamblers and saloon-owners offered recreation and whiskey to rowdy
oilfield workers
C. Suppliers would sell drilling equipment and other materials to anxious
oilmen and wildcatters
D. All of the above.
3. Which of the following were common ways townspeople often profited indirectly
from an oil strike?
A. Homeowners leased out floor or bed space to exhausted workers to sleep in
8-hour shifts
B. Women would sell sandwiches or hot meals along the side of the road to
hungry workers
C. Property owners would charge drivers money to shortcut through their yard
or across their land
D. All of the above
4. What were some common dangers facing townspeople near an oil field?
A. Crime rates tended to go up and robbery, prostitution and even murder
became common
B. The fumes from the chemicals and equipment often led to pneumonia or even cancer
C. The distruption of the oil pools deep within the earth could lead to minor
tremors or “oil-quakes:
D. All of the above
5. Once the chaos of the initial rush subsided, some boomtowns were left largely empty and forgotten, or became “ghost towns.” Many others, though, were left with...?
A. A whole lot of oil and nothing to do with it
B. Better schools, churches, public facilities and community activities
C. Government programs coming in almost immediately to clean up the mess
left behind
D. Crowded jails and slum-like cities as the money moved on but the
criminals remained
Social Studies | Wildcatter, Roughnecks and Good Ol’ Boys
Student
Social Studies | Wildcatter, Roughnecks and Good Ol’ Boys
Find and mark the following boomtowns on the map: Keifer, Cushing, Seminole, Wewoka
Map of Oklahoma
Student Handout
Student
Boomtown Checklist
Student Handout
Place a checkmark in the
appropriate column for the
following boomtowns
Keifer
1906
Cushing
1912
Seminole
1924
Wewoka
1923
Population growth
Long hours/hard work/
high wages
Unsafe work sites and
wells
Poorly constructed homes
Unclean streets/water/
sanitation
Poor roads
Poor medical services
Few options for affordable
housing
Crowded services like
banks and restaurants
Poor reputation
Corrupt law enforcement
Violence and fighting
Crime/con men
Street gangs
Gambling
Saloons/alcohol/
bootleggers
Pool halls
Brothels/prostitutes
Dance halls
Missionaries and churches
Schools
Social Studies | Wildcatter, Roughnecks and Good Ol’ Boys
Student
Wildcatters, Roughnecks, & Good Ol’ Boys
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Common challenges facing small towns suddenly made large by an oil boom included:
A. Legal restrictions on the number of homesteads or businesses allowed in
the community
B. Insufficient roads, public services, or just plain room to deal with all of the
people and activity.
C. Lack of actual currency with which to purchase goods and services
D. All of the above
2. Which of the following were common ways businessmen often profited indirectly
from an oil strike?
A. Merchants and restaurants would stay open 24 hours a day to serve the
suddenly crowded town
B. Gamblers and saloon-owners offered recreation and whiskey to rowdy
oilfield workers
C. Suppliers would sell drilling equipment and other materials to anxious
oilmen and wildcatters
D. All of the above.
3. Which of the following were common ways townspeople often profited indirectly
from an oil strike?
A. Homeowners leased out floor or bed space to exhausted workers to sleep in
8-hour shifts
B. Women would sell sandwiches or hot meals along the side of the road to
hungry workers
C. Property owners would charge drivers money to shortcut through their yard
or across their land
D. All of the above
4. What were some common dangers facing townspeople near an oil field?
A. Crime rates tended to go up and robbery, prostitution and even murder
became common
B. The fumes from the chemicals and equipment often led to pneumonia or even cancer
C. The distruption of the oil pools deep within the earth could lead to minor
tremors or “oil-quakes:
D. All of the above
5. Once the chaos of the initial rush subsided, some boomtowns were left largely empty and forgotten, or became “ghost towns.” Many others, though, were left with...?
A. A whole lot of oil and nothing to do with it
B. Better schools, churches, public facilities and community activities
C. Government programs coming in almost immediately to clean up the mess
left behind
D. Crowded jails and slum-like cities as the money moved on but the
criminals remained
Social Studies | Wildcatter, Roughnecks and Good Ol’ Boys
Student
Baron Fruit
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. This former barber came from Nebraska to Bartlesville where he almost made his
reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
2. This Ponca City oilman developed his oil company into one of the largest in the
world. He gave generously to the city, but raised a few eyebrows with his choice of
second wives. His mansion still stands although he lost it when he lost his company in
1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma.
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
3. This Oklahoma oilman gave up some of his best men to support the Allied war effort
in World War II, helping the British to coax petroleum out of the same forests where
Robin Hood used to hide. The foundation he named after his father has pioneered
cancer research and food production. What he’s really remembered for, though, is the
basketball arena he helped build for OU.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log
cabin, no less. He became governor in 1942 with the slogan, “I’m just like you,
only I struck oil” and tried to help Oklahoma continue its recovery from the Great
Depression. He later moved on to Washington, D.C., where he continued fighting for
the state and died with the moniker, “The Uncrowned King of the Senate.”
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
5. This Oklahoma oilman is both African American and Creek Indian—both anomalies
in the petroleum industry. He’s nevertheless found amazing success through the
basics—hard work, determination, and self-reliance. Few people outside of Muskogee
even know his company is still going strong there today.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
Social Studies | Baron Fruit
Student
The Possibilities of Sudden Wealth
Group Discussion Guide
1. List all group members involved in this discussion.
2. List the specific ways in which your group plans to use your money.
3. Which expenditures were easily agreed upon?
4. What conflicts arose during the discussion?
5. Did a natural leader arise during the discussion? If so, in what way did that person affect the
decisions which were made?
6. What observations about human nature could you make after your group’s discussion?
Social Studies | Baron Fruit
Student
Baron Fruit
Toast or Roast Handout
“Toast or Roast” is a fun and informative format for student research, as well as for building
verbal communication skills in a more formal setting than class discussions or strategies, such as
the “Opinion Continuum.”
In the “Toast or Roast” scenario, the student is expected to deliver a prepared short speech, in
which he/she either praises or criticizes a historical or contemporary personality from history
or modern national or world current events. After conducting research about the personality, the
student will make an assessment as to the lasting impact that personality will have on national or
world events.
The student is free to choose whether he believes the personality should be praise or criticized.
Procedure:
1. Assign each student a different personality for a”Toast or Roast” speech.
2. Use the following instructions to guide student research and preparation of speeches:
A. You will prepare and present a two to three minute speech as a “toast” or a “roast” of
one individual from our class studies.
B. (A “toast” is intended to celebrate and honor an individual for his/her achievements. A
“roast” is intended to criticize an individual.) You may choose either type of speech, however,
your “toast or “roast” must explain why you have decided to praise or criticize the
individual.
C. You must use one visual during your toast or roast. It can be a picture, drawing,
computer- based image, etc. but make sure it is large enough for everyone to see.
D. You may speak from your own notes, but a formal written version of your speech must
be turned in on the day the assignment is due.
E. With your written speech, you must include a brief bibliography with a minimum of
three sources you accessed to research information about your individual.
3. Remind students that in the delivery of their speech to his/her classmates, the student will
clearly either praise or criticize the personality. The majority of the evidence, facts, research , etc
presented in the speech should support the stance (praise or criticism) selected by the student.
Social Studies | Baron Fruit
Student
Social Studies | Baron Fruit
1917
1925
1928
The Nellie Johnstone No. 1 comes in
Frank Phillips builds his lodge at Woolaroc
Harry Sinclair goes to the USSR
Robert S. Kerr becomes the US Senator from Oklahoma
E.W. Marland becomes governor of Oklahoma
1905
1897
•
•
•
•
•
1930
1934
1948
Student
Marland Oil is taken away from Marland in a hostile takeover
The Ida Glenn No. 1 is brought in
Spartan School of Aeronautics is founded
Pioneer Woman statue is unveiled in Ponca City
The US enters World War I
1929
•
•
•
•
•
Insert the important event on the year it corresponds to on the timeline.
Baron Fruit Timeline Handout
Baron Fruit
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. This former barber came from Nebraska to Bartlesville where he almost made his
reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
2. This Ponca City oilman developed his oil company into one of the largest in the
world. He gave generously to the city, but raised a few eyebrows with his choice of
second wives. His mansion still stands although he lost it when he lost his company in
1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma.
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
3. This Oklahoma oilman gave up some of his best men to support the Allied war effort
in World War II, helping the British to coax petroleum out of the same forests where
Robin Hood used to hide. The foundation he named after his father has pioneered
cancer research and food production. What he’s really remembered for, though, is the
basketball arena he helped build for OU.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log
cabin, no less. He became governor in 1942 with the slogan, “I’m just like you,
only I struck oil” and tried to help Oklahoma continue its recovery from the Great
Depression. He later moved on to Washington, D.C., where he continued fighting for
the state and died with the moniker, “The Uncrowned King of the Senate.”
A. Robert S. Kerr
B. Harry Sinclair
C. E.W. Marland
D. J. Paul Getty
5. This Oklahoma oilman is both African American and Creek Indian—both anomalies
in the petroleum industry. He’s nevertheless found amazing success through the
basics—hard work, determination, and self-reliance. Few people outside of Muskogee
even know his company is still going strong there today.
A. Jake Simmons
B. Frank Phillips
C. Tom Slick
D. Lloyd Noble
Social Studies | Baron Fruit
Student
The More Things Change
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Most Native Americans who became suddenly wealthy due to oil being found on
their land…
A. Became oilmen themselves and soon adopted “white” lifestyles and ways
of thinking
B.Spent their money freely on homes, cars, or other items, but maintained
most of their traditional lifestyles and preferences
C. Ignored their wealth altogether and were largely indistinguishable from
members of the poor tribes
D. Used their wealth to purchase larger reservations and rights to more
potential drilling areas
2. The typical Oklahoma farmer who came into money in the first part of the 20th
Century would be MOST likely to...
A. Buy a slightly nicer home
B. Invest in more farms
C. Give some money to the local church
D. All of the above
3. Which of the following would have been MOST likely to give directly and
extensively to their community?
A. The tribal council on whose land oil is discovered
B. The struggling farmer on whose land oil is discovered
C. The entrepreneur whose efforts to locate oil have finally paid off in a big way
D. The local businessman who trades leases and sells goods to the multitudes
of people pouring into the town as a result of an oil strike
4. In the early 20th Century, Native Americans were generally portrayed as…
A. Childlike and a bit ignorant
B. Savage, wild and dangerous
C. Adapting readily to white lifestyles and values
D. All of the above
5. As a general rule, people who came into wealth as a result of an oil strike tended to…
A. Continue in what they knew, just with more resources
B. Fundamentally change their personalities and priorities for the better
C. Fundamentally change their personalities and priorities for the worse
D. Begin speaking with British accents and call each other “Muffin”
Social Studies | The More Things Change
Student
The More Things Change
Guided Reading Questions Handout
Name: ______________________________ Class: _______________
After reading the excerpts, carefully answer each of the following questions.
Part One:
1. What brought such dramatic change to the Kaw Indian Reservation?
2. Explain three changes that came to the area in the wake of the Emmett Thompson “coming
in.” Label your answers (a), (b) & (c).
3. Describe some of the characteristics of this “mushroom village” (i.e., boomtown) that were
not directly involved with the petroleum business.
4. What sorts of things changed for the Kaw when they found themselves suddenly wealthy?
5. What sorts of things did not change for the Kaw when they found themselves suddenly
wealthy?
6. How does the author justify his claim that overall the “easy-come money has been a curse?”
Part Two:
7. What kind of background and character does the author ascribe to most farmers in the
Midwest?
8. (a) How did life change for Jimmy Barclay and Sam McKee when they found themselves
suddenly wealthy thanks to oil being found under their land?
(b) How did it stay the same?
9. Explain this sentence: “The older people are galvanized into conservatism when they strike
the bonanza.” What does the author mean?
10.As discussed in this article, how do the farmers or other “normal people” who get rich
through oil spend their newfound wealth?
11.According to the author, why do they spend it this way and not in other ways?
12.Explain three ways E.W. Marland used his wealth for the good of the community, according
to this article.
13.How does the author explain why Marland spent his money so much differently than either
the Kaw or the Midwestern farmers?
14.What seems to be the main point of this article?
15.Do you agree or disagree with this main point? Explain your answer.
For further discussion:
Many philanthropists seem to have made their fortune as entrepreneurs.
a. What characteristics of an entrepreneur might lead to the tendency to give generously to others?
b. Can you think of wealthy individuals in your own time who tend to be philanthropists? From
where does their wealth come?
c. Can you think of wealthy individuals in your own time who are not known for being
particularly philanthropic? From where does their wealth come?
Social Studies | The More Things Change
Student
Social Studies | The More Things Change
Native Americans
Farmers
Graphic Organizer
Entrepreneurs
Student
The More Things Change
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Most Native Americans who became suddenly wealthy due to oil being found on
their land…
A. Became oilmen themselves and soon adopted “white” lifestyles and ways
of thinking
B.Spent their money freely on homes, cars, or other items, but maintained
most of their traditional lifestyles and preferences
C. Ignored their wealth altogether and were largely indistinguishable from
members of the poor tribes
D. Used their wealth to purchase larger reservations and rights to more
potential drilling areas
2. The typical Oklahoma farmer who came into money in the first part of the 20th
Century would be MOST likely to...
A. Buy a slightly nicer home
B. Invest in more farms
C. Give some money to the local church
D. All of the above
3. Which of the following would have been MOST likely to give directly and
extensively to their community?
A. The tribal council on whose land oil is discovered
B. The struggling farmer on whose land oil is discovered
C. The entrepreneur whose efforts to locate oil have finally paid off in a big way
D. The local businessman who trades leases and sells goods to the multitudes
of people pouring into the town as a result of an oil strike
4. In the early 20th Century, Native Americans were generally portrayed as…
A. Childlike and a bit ignorant
B. Savage, wild and dangerous
C. Adapting readily to white lifestyles and values
D. All of the above
5. As a general rule, people who came into wealth as a result of an oil strike tended to…
A. Continue in what they knew, just with more resources
B. Fundamentally change their personalities and priorities for the better
C. Fundamentally change their personalities and priorities for the worse
D. Begin speaking with British accents and call each other “Muffin”
Social Studies | The More Things Change
Student
Running on Empty
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. By the 1970’s the United States had become heavily dependent on:
A. Imported Oil
B. Steadily increasing population
C. Steadily decreasing population
D. Government regulations
2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil:
A. Embargo
B. Permit
C. Deregulation plan
D. Tariff
3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and
A. A price gouging by the oil industry
B. Government regulation of the oil industry
C. Increased demand for oil
D. Shortage of alternative fuel
4. One part of President Carter’s proposed energy program was designed to
A. Deregulate the oil industry
B. Regulate consumer use of energy
C. Reduce oil consumption
D. Tax imported oil
5. One industry to undergo major change as a result of the 1970’s energy crisis
A. Service industry
B. Manufactoring industry
C. Coal industry
D. Auto industry
Social Studies | Running on Empty
Student
Document Based Question Handout
After the 1973 oil embargo, a major issue faced by the United States was the energy crisis
that the embargo created. The government proposed regulations, while the auto and petroleum
industries attempted other means to deal with the crisis. Discuss the effectiveness of the
responses of each group and explain why petroleum is still the best choice for our energy source
today. Be sure to cite evidence from the documents in your answer.
Social Studies | Running on Empty
Student
Document A
Timeline of Yom Kippur War
Source: http://www.jta.org/news/article/2008/05/22/108710/IsraelSyria05222008
*Sep 14, 1960 - Iraq, Iran, Kuwait, Saudi Arabia and Venezuela formed OPEC. Fuad
Rouhani (1907-2004) of Iran served as its 1st secretary-general. In 1964 he was succeeded
by Abdul Rahman Bazzaz of Iraq.
*June 5, 1967- The Six Day War broke out following three weeks of tension which began
on May 15, 1967 when it became known that Egypt had concentrated large-scale forces in
the Sinai peninsula.
*Oct. 6, 1973 – Egypt and Syria launch a coordinated attack on Israeli positions along the
Suez Canal and in the Golan Heights. Egyptian troops cross the canal, secure a beachhead
in the eastern portion of the Sinai Desert, breaching Israel’s Bar-Lev line. Syrian troops
defeat Israeli forces on Mt. Hermon in northern Israel.
* Oct. 8, 1973 – Israel launches its first counterattack against Egypt, which is unsuccessful.
The Soviet Union supplies additional arms to Syria and Egypt.
* Oct. 9, 1973 – U.S. Jewish leader Max Fisher urges President Richard Nixon in a meeting
at the White House to “please send the Israelis what they need.” That night, Nixon tells
Israeli Prime Minister Golda Meir that “all your aircraft and tank losses will be replaced.”
* Oct. 10, 1973 – Washington authorizes an airlift of military supplies to Israel after the
Soviet Union sends additional arms to Egypt. Israel successfully attacks Egyptian troops
that had moved out of range of their protective surface- to-air-missile umbrella. Israel has
recaptured most of the territory in the southern Golan.
* Oct. 11, 1973 – Israel attacks Syria from its positions on the Golan Heights. The Soviet
Union’s ambassador to the United States tells U.S. Secretary of State Henry Kissinger that
Soviet airborne forces are on the alert to defend Damascus. Kissinger warns the ambassador
that if the Soviet forces sent troops to the Middle East, the United States would as well.
* Oct. 12-13, 1973 – The United States sends additional arms shipments to Israel.
* Oct. 17, 1973 – Ten Arab member-nations of the Organization of Petroleum Exporting
Countries (OPEC) announce they will cut oil production until Israel withdraws from Arab
territory captured during the 1967 Six-Day War and the rights of the Palestinian people
were “restored.” The embargo was not completely lifted until March 1974.
* Oct. 23, 1973 –Fighting continues despite the cease-fire. The United Nations Security
Council passes Resolution 339, which restated the groups call of an immediate cease-fire
and called for the dispatch of U.N. observers to the area.
* Oct. 24, 1973– A second cease-fire is put into effect, but fighting continues between
Egypt and Israel. As a result, the Soviet Union threatens the United States that it will send
troops to support the Egyptians. The United States puts its nuclear forces on a higher alert.
The Soviet Union withdraws its threat the following day.
1. Why did OPEC place an oil embargo on the United States?
2. What impact could this embargo have on the United States?
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Document B
Source: Time Magazine (February 10, 1973 & December 31, 1973)
1. Explain the car industry’s response to the embargo as shown in these two magazine covers.
2. How effective will this decision be? Explain your answer.
3. Do you think the American public impacted this decision? Explain.
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Document C
April 20, 1977
Source: National Energy Program Fact Sheet on the President’s Program
(www.presidency.ucsb.edu/ws/?pid=7373)
Transportation
a. Gas-guzzler tax and rebate (legislative): Because present law and regulations are
insufficient to assure that needed conservation will take place in this sector, a graduated
excise tax would be imposed on new automobiles and light duty trucks whose fuel economy
fails to meet the applicable fuel economy standard under existing law. Graduated rebates
would be given for automobiles and light duty trucks whose fuel economy is better than the
standard.
b. Auto efficiency standards (administrative): In order to continue the progress made to
date on automobile fuel efficiency, the Secretary of Transportation will begin the analysis
necessary to exercise his authority to raise mileage standards above 27.5 mpg after 1985.
c. 55-mph speed limit (administrative): The President has requested that the national 55mph speed limit be vigorously enforced by States and municipalities. The Secretary of
Transportation may, if he finds it necessary, withhold highway trust fund revenues from
States not enforcing the limit.
1. How will Carter’s energy program affect the car industry? Consumers?
2. What impact would lowering the speed limit have on fuel consumption?
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Document D
FACT SHEET
What is Hydraulic Fracturing?
• Hydraulic fracturing is not a “drilling
process.” It is used after the drilled hole is
completed.
• Itistheprocessofpumpingfluidanda
proppant material, usually sand, into a
targeted rock formation to create or restore
small, millimeter-thick cracks in a rock
formation to stimulate production from new
and existing oil and natural gas wells.
• “Fracking” creates paths that increase the
rateatwhichfluidscanbeproducedfrom
the rock formations.
• Hydraulic fracturing occurs at great depths,
generally a mile or more underground,
thousandsoffeetbelowfreshwatersupplies.
• A safety system of steel casing and cement
is put in place during the drilling process.
Only once this safety measure is complete
do operators drill vertically thousand of feet
down, then drill horizontally into the targeted
rock formation.
• Oncedrillingiscomplete,frackingbegins.
• Thefrackingfluidusedinthisoperationis
typicallyabout99.5%waterandsand,and
.05%chemicals-basedadditives.
• Fracking typically has three stages. The
sequenceofthestagesmayvarybasedon
the formation’s needs.
• One,anacidstage,ismeanttocleardebris
inthewellboreandprovideanopenconduit
forotherfracfluids.
• Apadstagefillsthewellborewitha
slickwater solution that opens the formation
andhlepsfacilitatetheflowoftheproppant
material.
• Apropsequencestagemaybeperformed
multiple times as water and sand are
bothpumpedintocracksinsidetherock
formation.
• Finally,aflushingstageisusedtoremove
excessproppantfromthewellbore.
• Now,withthefrackcomplete,thefissures,
orfractures,areproppedopenbythesand,
allowingtheoilornaturalgastoflowfreely
intothewellbore.
1. List the steps in fracking from the info-graphic above.
2. How is shale gas extraction (i.e. fracking) important to oil and natural gas supply?
Social Studies | Running on Empty
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Document E
FACT SHEET
Why is Hydraulic
Fracturing Used?
• Experts believe 60 to 80 percent of all wells
drilled in the United States in the next ten
years will require hydraulic fracturing to
continue operating.
• Hydarulic fracturing makes existing wells
that were depleted years ago or wells that
have never been
commercially
productive viable.
• “Fracking” makes it
possible to recover
crude oil and
natural gas from
unconventional
resources like
coalbed methane,
shale gas and tight
sands.
• Fracturing is
estimated to
account for as
much as 50% of
U.S. recoverable
oil and natural gas
reserves.
• It has been
responsible for the addition of more thn 7
billion barrels of oil and 600 trillion cubic
feet of natural gas to meet U.S. energy
needs.
• Even more, the U.S. Energy Information
Administration reports there is more
than 750 trillion cubic feet of technically
recoverable shale gas and 24 billion
barrels of technically recoverable shale oil
resources in discovered shale plays.
• Oil and
natural gas is
not found in
enormous void
or hollows in the
Earth. Instead,
thefuelfills
gaps, cracks and
pores in rock
formations.
• While the
rock is porous
enough to hold
fossil fuels, the
holes are not
large enough
to allow oil and
natural gas
toeasilyflow
through the rock
and into the
wellbore.
• Creating cracks through the process of
hydraulicfracturingopensupfissures,or
cracks, that free up the resources, allowing
themtoflowfreely.
1. Explain how “fracking” could help with America’s dependence on OPEC?
2. Why have some of these wells been overlooked or depleted in the past?
Social Studies | Running on Empty
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Document F
Products Refined from Petroleum
Tower of Power
Process
Oil Refining Tower
Product
Less than 40° C
(104° F)
Gases
By-Products
..
.
gas for gas stoves
propane
butane
..
.
40° C − 200° C
(104° F − 392° F)
Gasoline
Fractionating Tower
oil vapor
200° C − 300° C
(392° F − 572° F)
Kerosene
..
..
fuel for camping lanterns
250° C − 350° C
(482° F − 662° F)
Gas Oil
..
.
300° C − 370° C
(572° F − 698° F)
Greater than 370° C
(698° F)
Fuel Oil
Crude Oil
Greater than 660° C
(1220° F)
Bitumen
plastics
fuel for planes
Lubricants
Furnace
gasoline
chemicals
..
.
diesel fuel
heating oil
wax
motor oil
lubricating oil
fuel for factories
fuel for utilities
ship fuel
....
surfacing for roads
surfacing for roofs
1. Which of the above uses of petroleum was most surprising to you?
2. Why do most people just focus on gasoline when thinking of the petroleum industry?
Social Studies | Running on Empty
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Document G
The Most Important Resource for Our Future: Inexpensive Oil
By: Gail Tverberg
Theoretically, if world oil supply is inadequate, we should be able to make substitutions that
would work—either find a different liquid fuel to substitute for oil, or create new vehicles or
machines that use a different source of energy than petroleum products. The problem is that
making these substitutions is a slow, expensive process.
We are currently using millions of cars, trucks, trains, airplanes, boats, and machines that require
petroleum products to operate. Most of them are nowhere near the ends of their normal lives, so
replacing them would be expensive.
Liquid biofuels we have developed are expensive. To solve our problem, they really need to cost
$20 or $30 dollars a barrel to make.
1. Cite a criticism of alternative fuel as replacement for fossil fuels.
2. Why is petroleum still the best choice for energy?
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Graphic Organizer: Option 1
Use the chart below to organize and record notes from the documents you read. Be sure to
reference each document by letter in your notes.
Government Response
Oil Industry’s Response
Auto Industry’s Response
Thesis Statement:
Social Studies | Running on Empty
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Writing Assignment: Option 2
After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that
the embargo created. The government proposed regulations, while the auto and petroleum
industries attempted other means to deal with the crisis. Discuss the effectiveness of the
responses of each group and explain why petroleum is still the best choice for our energy
source today.
Please use the lines below to respond to the given prompt in one paragraph:
1.
2.
3.
4.
5.
Main idea (effectiveness of government, auto and oil industry responses)
Support sentence-cite evidence on government actions (from the documents)
Support sentence-cite evidence on auto industry
Support sentence-cite evidence on petroleum industry
Explain how the evidence used supports your answer (use the documents to show your
opinion the effectiveness of each.)
Social Studies | Running on Empty
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Running on Empty
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. By the 1970’s the United States had become heavily dependent on:
A. Imported Oil
B. Steadily increasing population
C. Steadily decreasing population
D. Government regulations
2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an
oil:
A. Embargo
B. Permit
C. Deregulation plan
D. Tariff
3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and
A. A price gouging by the oil industry
B. Government regulation of the oil industry
C. Increased demand for oil
D. Shortage of alternative fuel
4. One part of President Carter’s proposed energy program was designed to
A. Deregulate the oil industry
B. Regulate consumer use of energy
C. Reduce oil consumption
D. Tax imported oil
5. One industry to undergo major change as a result of the 1970’s energy crisis
A. Service industry
B. Manufactoring industry
C. Coal industry
D. Auto industry
Social Studies | Running on Empty
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That Was When? This is Now
Pretest
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Approximately how many oil and natural gas wells were drilled in Oklahoma
between 1900 – 2000?
A. 20,000
B. 176,000
C. 450,000
D. 1,200,000
2. Approximately how many drilling sites in Oklahoma have been cleaned up
voluntarily by the oil and natural gas industry?
A. Around 600
B. Around 1,200
C. Around 6,000
D. Around 12,000
3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)?
A. To work against waste in the oil industry
B. To work against foreign oil imports to keep American oil industries secure
C. To coordinate voluntary controls of oil prices and oil production in the U.S.
without resorting to excessive government interference.
D. All of the above
4. What are the two primary functions of the OERB (Oklahoma Energy
Resources Board)?
A. To restore abandoned or orphaned oil sites and to promote alternative
sources of energy for the future
B. To restore abandoned or orphaned oil sites and to educated the community
on the contributions of the oil and natural gas industry to Oklahoma, historically
and today
C. To promote alternative sources of energy for the future and to educate
the community on the contributions of the oil and natural gas industry to
Oklahoma, historically and today
D. To regulate public utilities and to supervise the activities associated with
the exploration and production of oil and gas in Oklahoma
5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle,
what has become a very successful source of energy there in the last 25 years?
A. Natural Gas
B. Coal
C. Wood
D. Nuclear Power
Social Studies | That Was Then
Student
£
™
♥
1950-1975
1975-2000
2000-Present
Social Studies | That Was When
▲
1925-1950
Student
Map Symbol
✩
Clean Up?
(many, few, some)
1900-1925
Location
(general description)
●
Major Oil Find(s)
1875-1900
Time Frame
Oil and Natural Gas Wells Drilled By Time Period
Student Handout
Comparing North Dakota and Oklahoma’s Oil/ Natural Gas Boom
Student Handout
Issue
North Dakota
Oklahoma
Population Growth
Housing
Crime
Employment
Business
Infrastructure
(roads, utilities,
schools)
Health Care
Quality of Life
Environmental
Effects
Social Studies | That Was Then
Student
Preparing For Your Presentation
Student Handout
Your Assignment
Your group has been called upon to appear before the North Dakota Energy Resources Task
Force. Your assignment is to persuade the committee members that your proposal should be
adopted as policy. You will be judged on how well you present your option.
Organizing Your Group
Each member of your group will take a specific role. Below is a brief explanation of the
responsibilities for each role. Before preparing your section of the presentation, work together to
review information previously learned in the lesson on “Wildcatters, Roughnecks, and Good Ol’
Boys”. What core democratic values support your argument of your topic?
1. Group Organizer: Your job is to organize your group’s three to five minute presentation to
North Dakota Energy Resources Task Force. In organizing your presentation, you will receive
help from the other members of your group. Keep in mind that although you are expected to
take the lead in organizing your group, your group will be expected to make the presentation
together.
2. Community Activist: Your job is to explain how your proposal would improve life in North
Dakota due to the energy boom. Gather research on how families, existing small businesses,
local governments, and individuals are affected by your topic. Make sure that your area of
expertise is reflected in the presentation of the group.
3. Reporter: Your job is to explain how your proposal would address the state’s interests. You
should do research that contains statistics and measurements that support your proposal. Make
sure your area of expertise is reflected in the presentation of your group.
4. Historian: Your job is to show how the lessons of history support your proposal. Look over
the Boomtown Checklist and biographies of the oil barons in Oklahoma. Make sure that your
area of expertise is reflected in the presentation of your group.
5. Illustrator: Your job is to design a poster or political cartoon illustrating your proposal. Be
sure to use large graphics that are easy to see, include a catchy slogan, and color. Make sure that
your illustration supports the one or more of the perspectives of other group members.
Making Your Case
After your preparations are completed, your group will deliver a three-to-five minute
presentation to the North Dakota Energy Resources Task Force. Notes may be used, but you
should speak clearly and convincingly. After your presentation, committee members will ask
you clarifying questions. Any member of your group may respond during the cross-examination
period. Social Studies | That Was Then
Student
How to Create a Poster Using PowerPoint
Student Handout
1. Gather your contents in the form of text, graphs and photos. If you need to scan slides or
photos, locate where there is a scanner available for use in the (often in the library or a
computer lab.
2. Open PowerPoint, choose Blank Presentation and click OK.
3. Choose the Blank slide layout and click OK.
4. Go to File in the toolbar and click Page Setup.
5. Enter the Height and Width of your poster. Please be aware that PowerPoint’s maximum
size is 52”; therefore to produce a PowerPoint poster with dimensions larger than 52”,
both dimensions are entered at half the desired size. For example, for a 44” x 66” poster,
you would enter 22” in the box for height and 33” in the box for width, and click OK. The
poster’s size will be doubled during the printing phase to bring it up to 44x66 inches as
desired. Important: Many schools may not have a poster printer, so you may have to use a
private printing company. The bigger your poster, the more expensive it is to print. The
printer’s maximum size paper roll is 44”, meaning that one of your dimensions, width or
height, may not exceed 44”. Also, other roll sizes are 24”, 36” and 42”, so it is best to set
either the height or width of your poster to one of these measurements.
6. Click Insert on the toolbar, choose Text Box. A text box drawing tool will appear on your
PowerPoint slide. Click and drag to create the box. This is where you will place your
prepared text. Simply cut and paste from Word or type directly into the text box. The box
will expand to fit the information entered. Remember to consider your font size and make
it suitable for poster use. Font sizes of approximately 36 to 54 are recommended for titles,
approximately 18 for text. Use your judgment for your specific poster needs. PowerPoint
does not recognize all fonts; Arial and Times New Roman are recommended for use. Symbol
is the font recommended for scientific symbols. To choose the characteristics of the text box
such as line, color or size, go to Format in the toolbar or right click on the text box and select
Format Text Box. You can copy and paste directly from Word documents into PowerPoint
text boxes. We would suggest using black on a white background in text boxes for easy
reading.
7. To add logos, charts or photos, go to Insert in the menu bar and select Picture, and then From
File and browse to your file containing your charts or scanned and saved pictures. Select it
and click the Insert button.
8. Once you have inserted your pictures, you can move or resize them to suit your needs. The
dotted guide lines on the templates are there to tell you where on the sheet your boxes are
and can help in getting things properly aligned. If you click and hold them, a box will appear
giving the lines’ locations on the sheet. You can then move them into position. They will not
appear when the poster is printed. If the Guide lines are not visible on your screen, select
View, then Guides.
9. Once your text and pictures are in place, you may decide to add some color or texture effects.
The color options and background effects are found under Format on the toolbar, or you may
double click the border of any text box to view Format Text Box with color and line options.
Please check with your printing sources for any additional fees in printing in color.
10.Carefully review your poster. When you are completely satisfied with it, save the file and
make the necessary phone call to set up an appointment for printing.
Social Studies | That Was Then
Student
That Was When? This is Now
Post Test
Name: ______________________________ Class: _______________
Place the letter of the best answer in the blank to the left.
1. Approximately how many oil and natural gas wells were drilled in Oklahoma
between 1900 – 2000?
A. 20,000
B. 176,000
C. 450,000
D. 1,200,000
2. Approximately how many drilling sites in Oklahoma have been cleaned up
voluntarily by the oil and natural gas industry?
A. Around 600
B. Around 1,200
C. Around 6,000
D. Around 12,000
3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)?
A. To work against waste in the oil industry
B. To work against foreign oil imports to keep American oil industries secure
C. To coordinate voluntary controls of oil prices and oil production in the U.S.
without resorting to excessive government interference.
D. All of the above
4. What are the two primary functions of the OERB (Oklahoma Energy
Resources Board)?
A. To restore abandoned or orphaned oil sites and to promote alternative
sources of energy for the future
B. To restore abandoned or orphaned oil sites and to educated the community
on the contributions of the oil and natural gas industry to Oklahoma, historically
and today
C. To promote alternative sources of energy for the future and to educate
the community on the contributions of the oil and natural gas industry to
Oklahoma, historically and today
D. To regulate public utilities and to supervise the activities associated with
the exploration and production of oil and gas in Oklahoma
5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle,
what has become a very successful source of energy there in the last 25 years?
A. Natural Gas
B. Coal
C. Wood
D. Nuclear Power
Social Studies | That Was Then
Student