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, nearTitusville, 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 non- examples/antonyms/what is not in the bottom right corner. Finally, have the class help you create a definition of the term and write it in the bottom left corner. Establish expectations for student learning product using a rubric or checklist.

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

4. Distribute template worksheet for the Frayer Model, or students can create their own by taking plain, white copy paper and folding it in half lengthwise, then folding it in half again width-wise. 5. While students are working, walk around to each student and conference with them using probing questions to help students think through their reasoning.

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

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

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

Christmas Tree Valves, conduit, used to control flow

Definition (in your own words) What it is NOT! (non-example, antonym) An assembly of valves, spools and It is not a wellhead. other stuff used to control the flow of something out of a well.

Social Studies | No Uncertain Terms 5 Teacher Sample Rubic: Frayer Model Vocabulary Scoring Rubric

Criteria: 1. Term is written in the top left portion of the paper. 2. Examples/Characteristics/Synonyms are written in top right portion of the paper and are accurate. 3. Non-examples/Antonyms are written in the bottom right portion of the paper and are accurate. 4. A definition, written in the student’s words, is found in the bottom left portion of the paper and is accurate. 5. Each section is neatly written. 6. Color/Illustrations are included. (Optional)

Name: ______Class: ______

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

Social Studies Content • Word is appropriately defined • Definition is incomplete • At least 2 facts/features that • Lacks facts/features that Score: ______show understanding of what show understanding 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 • Little attention to legibility written and large enough to • Messy or wrinkled Score: ______see from several feet away • No additional information • Additional information is illustrated (optional) illustrated

Literacy Skill • Poster contains no • Grammatical errors grammatical errors Score: ______

Total Score: ______

Social Studies | No Uncertain Terms 6 Teacher Option 1: Frayer Model What it is NOT! (non-example, antonym) What it is (example, synonyms) Term Definition (in your own words) Definition (in your

Social Studies | No Uncertain Terms 7 Teacher OPEC OERB Gusher Shooter Oil field Oil Patch Wildcatter Pump jack Speculator Toolpusher Roughneck Natural Gas Philanthropist Shotgun House Oil Capitol of the World Oil Capitol of the Oklahoma Corporation Commission Vocabulary List Vocabulary Bit Baron Barrel Driller Derrick Dry Hole Blow Out Crude Oil Black Dog Boomtown Black Gold Doodlebugger Discovery Well Discovery Barrels Per Day Boarding House American Petroleum Institute

Social Studies | No Uncertain Terms 8 Teacher 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. Bit Baron Barrel Driller Derrick Dry Hole Blow Out Crude Oil Black Dog Boomtown Black Gold Doodlebugger Discovery Well Discovery Barrels Per Day Boarding House American Petroleum Institute

Social Studies | No Uncertain Terms 9 Teacher Sample Rubic: Word Wall Match Up Criteria & Rubric

Criteria: 1. Illustration is neatly drawn and colored, accurately symbolizes the term, and fills the entire space devoted to the graphic representation. 2. Term is neatly written and in large enough print to read from a distance. 3. Definition is accurate and written in the student’s own words.

Name: ______Class: ______

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

Literacy Skill • Poster contains no • Grammatical errors grammatical errors Score: ______

Total Score: ______

Social Studies | No Uncertain Terms 10 Teacher Option 2: Word Wall Match Up Template Term Symbolic Representation/Illustration Definition

Social Studies | No Uncertain Terms 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. Term is drawn using bubble letters, or some other legible graffiti font. It should be large enough to be read from across the classroom. 2. Description of term using own words is written in a complete sentence and is accurate. 3. At least 3 images representing the term are present and correspond to the term. 4. All white space must be colored in. 5. Work is neatly completed and colorful.

Name: ______Class: ______

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

Artistic Representation • The entire page has visual • Little artistic representation interest of the word Score: ______• Additional information is • No additional information illustrated illustrated

Literacy Skill • Poster contains no • Grammatical errors grammatical errors Score: ______

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 Derrick Oil Capitol of the World Baron Discovery Well OPEC Barrel Doodlebugger Oklahoma Corporation Commission Barrels Per Day Driller Philanthropist Bit Dry Hole Roughneck Black Dog Gusher Shooter Black Gold Natural Gas Shotgun House Boarding House Oil Field Speculator Boomtown Oil Patch Toolpusher Crude Oil OERB Wildcatter

1. is a slang term for petroleum. 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. 9. 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 called a .

11. is a highly compressible, highly expandable mixture of 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. 19. is a slang term for oil field.

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

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

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

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 Derrick Oil Capitol of the World Baron Discovery Well OPEC Barrel Doodlebugger Oklahoma Corporation Commission Barrels Per Day Driller Philanthropist Bit Dry Hole Roughneck Black Dog Gusher Shooter Black Gold Natural Gas Shotgun House Boarding House Oil Field Speculator Boomtown Oil Patch Toolpusher Crude Oil OERB Wildcatter

1. Black Gold is a slang term for petroleum. 2. A person who drills a well in an area where no oil or natural gas production previously existed is called a Wildcatter . 3. A Gusher 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 OPEC .

6. Barrels per day 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, Toolpusher , is the person in charge of the entire drilling rig.

8. Founded in 1920, the American Petroleum Institute sets the standards for all types of 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 called a Dry Hole .

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 12. A Baron has great power in a particular field.

13. A Philanthropist 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.

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

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

18. A Boomtown is formed by the rapid influx of people, money, or materials due to the discovery of oil or other valuable natural resource.

19. Oil patch is a slang term for oil field. 20. The Shooter 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.

22. The OERB 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 Derrick .

25. A Bit 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 Oklahoma’s C3 Standards 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.

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.

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.

United States History Content Standards

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

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 Teacher When you have listed _ 58. Map Location: _____ 59. Map Location: _____ 60. Map Location: _____ 61. Map Location: _____ 62. Map Location: ____ 36. ______37. ______38. ______39. ______40. ______48. Map Location: _____ 49. Map Location: _____ 50. Map Location: _____ 51. Map Location: _____ 52. Map Location: _____ 54. ______55. ______56. ______57. ______all five, find them on the provided U.S. Map and indicate by letter where each one is located. 53. ______List 10 of the 12 current members OPEC: 31. ______32. ______33. ______34. ______35. ______12 members currently supply about ______percent of the world’s 41. OPEC’s oil output. total 12 members possess about ______percent of the world’s 42. OPEC’s proven oil reserves. What are the top five natural gas-producing countries in world right What about natural gas? World Maps and indicate by letter When you have listed all five, find them on the provided now? where each one is located. 43. ______44. ______45. ______46. ______47. ______What are the top five natural gas-producing states in U.S. right now? 28 When you have listed When you have listed all When you have listed all five, 6. Map Location: _____ 7. Map Location: _____ 8. Map Location: _____ 9. Map Location: _____ 16. Map Location: _____ 17. Map Location: _____ 18. Map Location: _____ 19. Map Location: _____ 20. Map Location: _____ Scavenger Hunt

28 Social Studies | Core Energy Scavenger Hunt Energy Scavenger Core Names: ______Period: ____ Hunt Oil & Natural Gas Scavenger What are the top five oil-producing countries in world right now? World Maps and indicate by letter where each one is located. five, find them on the provided 1. ______2. ______3. ______4. ______5. ______10. Map Location: _____ What are the top five oil-producing states in U.S. right now? World Maps and indicate by letter where each one is located. all three, find them on the provided Then list the approximate percentage each one uses of world oil supplies. 21. ______24. Map: _____ 27. Percentage: 22. ______25. Map: _____ 28. Percentage: 23. ______26. Map: _____ 29. Percentage: What is the main goal / purpose of OPEC? ______30. ______Social Studies | Scavenger Hunt find them on the provided U.S. Map and indicate by letter where each one is located. ______11. 12. ______13. ______14. ______15. ______What are the top three oil-consuming countries in world right now? Teacher Teacher (C) The 101 Ranch (C) The Kiefer Dugout (D) (C) Oklahoma City (D) Guthrie (C) Pawhuska (D) Ponca City The Osage (C) The Seminole (D) Tulsa (C) (D) Ponca City Slick Tom (C) (D) Frank Phillips TNT (C) The first hand-held Kodak camera (D) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D)

of oil production was the...? (A) Oklahoma City Field The Glenn Pool (B) Tulsa (A) (B) Bartlesville (A) Kiefer (B) Glenpool The Kaw (A) The Cherokee (B) (A) Bartlesville (B) Oklahoma City Marland (A) E.W. Woolsworth (B) G.B. (A) Gunpowder (B) Nitroglycerin The Sue Bland No. 1 (A) Suddick Mary Wild The (B) Texas (A) Bring oil equipment into Oklahoma from Tulsa (B) Bring illegal liquor into (C) Follow known oil pools into un-drilled areas those with cash so they could be robbed Trap (D) ____ 83. The find that launched Oklahoma to the top of world in terms ____ 83. World? Which Oklahoma town was known as the Oil Capitol of ____ 84. The “Million Dollar Elm” is located in...? ____ 85. Which tribe in Oklahoma became the richest people world ____ 86. (per capita) during the oil boom of 1920s? Preserve is located near...? Wildlife Ranch, Museum, and Woolaroc ____ 87. is the contribution of oil industry giant...? Woolaroc ____ 88. What was used to “shoot” the Uncle Bill No. 1, “discovery well” of ____ 89. the Cleveland pool? This was the “discovery well” of Red Fork pool. ____ 90. was primarily used to...? Trail” The “Keystone ____ 91. 29 When you have (C) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D) (C) Oklahoma City (D) Guthrie Scavenger Hunt (A) The Sue Bland No. 1 (A) Mary Suddick Wild The (B) Tulsa (A) (B) Bartlesville

What are the top three natural gas-consuming countries in world right now? World Maps and indicate by letter where each one is listed all three, find them on the provided Then list the approximate percentage each one uses of world natural gas supplies. located. 63. ______66. Map: _____ 69. Percentage: 64. ______67. Map: _____ 70. Percentage: 65. ______68. Map: _____ 71. Percentage: What are the four mission statement. The Oklahoma Corporation Commission has a four-fold purposes of the OCC, according to its own mission statement? 72. ______7 3. ______74. ______75. ______2976. In what year was the OCC formed? ______The Oklahoma Corporation Commission says in its mission statement that it will do four specific What are those four things? things “in the interests of public.” 77. ______78. ______79. ______80. ______What was the first commercially viable oil well in Oklahoma? ____ 81. This well (referring to previous question) was located in...? ____ 82. Social Studies | Scavenger Hunt TeacherSocial Studies | Teacher (C) Lloyd Noble (D) J.A. LaFortune Show Today The (C) America (D) Good Morning The 1970s (C) The 1980s (D) (C) Penn Square Bank (D) First United Bank Turner (A) Roy J. Ace Gutowsky (B) No. 1» every morning on what television program? (A) FOX News (B) CNN The 1950s (A) The 1960s (B) shock to the financial market? (A) Bank of Oklahoma (B) First National Bank ____ 99. The West Edmond Field was discovered in 1943 by: West The ____ 99. ____ 100. In 1959, the nation followed drilling progress of «The Big Dave ____ 101. Lead Free gasoline was introduced to consumers in which decade? 1982, what Oklahoma City bank went «bust» causing a ____ 102. In July, What does OERB stand for? ______103. two main goals / functions? What are the OERB’s 104. ______105. ______30 . (D) ‘The Grand Canyon’ (C) Harry Sinclair Thomas Gilcrease (D) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D) (C) Frank Phillips (D) Harry Sinclair KS Wichita, (C) OK Tulsa, (D) union An employees’ (C) of gasoline for life Winners (D) Hunt’ (C) ‘The Buffalo

Scavenger Hunt (A) Tom Slick Tom (A) Phillips Waite (B) The Sue Bland No. 1 (A) Suddick Mary Wild The (B) Oklahoma) strictly for the oil industry? Marland W. (A) E. Slick Tom (B) (A) Bartlesville, OK TX (B) Rowling, basketball team A (A) charity organization A (B) (A) “The Uncrowned King of the Senate” Wildcatters” (B) “King of the Tulsa” (C) “Mr. (D) “Dry-Hole Skelly” (A) ‘Rural Courtship’ (B) ‘Zuni Mother’

30 Social Studies | ____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not When this oilman struck oil on the ____ 97. only did not shout about it, but covered it up with dirt, rented every horse and every buggy in town, hired out notary public, surrounded his field with armed guards until he could secure leases on all of the surrounding land. This well near Oklahoma City blew out of control so high and long ____ 98. measures to prevent people that officials had to take emergency from lighting anything—even to cook—for miles away SocialWho helped to open the Exchange National Bank (which later became of ____ 92. Studies | Scavenger____ 93. Phillips 66 opened its very first gas station in...? HuntThe Phillips 66ers were...? ____ 94. G. Skelly earned the nickname...? William ____ 95. first purchase (which is still on display at the Thomas Gilcrease’s ____ 96. Gilcrease Museum) was...? Teacher Teacher speakers dentures fishing boots ballpoint pens candles PVC pipes shower curtains caulking vitamin capsules glue insecticides perfumes contact lenses flooring trash bags vinyl dish detergent artifical turf bandages movie films maps nail polish artifical limbs aspirin golf balls skis sunglasses fishing rods fishing lures antihistamines oil filters dice cortisone food preservatives parachutes salad bowls purses fan belts umbrellas epoxy paint paint hearing aids toothpaste model cars sweaters sports cars house paint life jacket ice coolers insect anesthetics 31

crayons shaving cream antiseptics nylon rope panty hose antifreeze football American flags combs shoes motorcycle helmets tennis rackets drinking cups toothbrushes eyeglasses fertilizer toilet seats .

(D) ‘The Grand Canyon’ (C) Harry Sinclair Thomas Gilcrease (D) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D) (C) Frank Phillips (D) Harry Sinclair KS Wichita, (C) OK Tulsa, (D) union An employees’ (C) of gasoline for life Winners (D) Hunt’ (C) ‘The Buffalo heart valves 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

ONLY the items that are made with/from petroleum: ONLY Scavenger Hunt (A) Tom Slick Tom (A) Phillips Waite (B) The Sue Bland No. 1 (A) Suddick Mary Wild The (B) Oklahoma) strictly for the oil industry? Marland W. (A) E. Slick Tom (B) (A) Bartlesville, OK TX (B) Rowling, basketball team A (A) charity organization A (B) (A) “The Uncrowned King of the Senate” Wildcatters” (B) “King of the Tulsa” (C) “Mr. (D) “Dry-Hole Skelly” (A) ‘Rural Courtship’ (B) ‘Zuni Mother’ hand lotion telephones cold cream deodorant paint rollers pajamas brushes pillows tents floor wax electrical tape tires guitar strings cabinets TV compact discs repellant ink CORE Energy Social Studies Hunt Scavenger Circle

31 Social Studies | ____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not When this oilman struck oil on the ____ 97. only did not shout about it, but covered it up with dirt, rented every horse and every buggy in town, hired out notary public, surrounded his field with armed guards until he could secure leases on all of the surrounding land. This well near Oklahoma City blew out of control so high and long ____ 98. measures to prevent people that officials had to take emergency from lighting anything—even to cook—for miles away ____ 92. Who helped to open the Exchange National Bank (which later became of ____ 92. ____ 93. Phillips 66 opened its very first gas station in...? The Phillips 66ers were...? ____ 94. G. Skelly earned the nickname...? William ____ 95. first purchase (which is still on display at the Thomas Gilcrease’s ____ 96. Gilcrease Museum) was...? Social Studies | Scavenger Hunt Teacher Teacher When you have listed _ I L F K R H Q M BB AA Libya Qatar Nigeria Saudi Arabia 40% United Arab Emirates (*Kuwait and Venezuela) 81% 58. Map Location: _____ 59. Map Location: _____ 60. Map Location: _____ 61. Map Location: _____ 62. Map Location: ____ 36. ______37. ______38. ______39. ______40. ______48. Map Location: _____ 49. Map Location: _____ 50. Map Location: _____ 51. Map Location: _____ 52. Map Location: _____ Iran Iraq Iran Texas Qatar Russia Canada Angola Algeria Colorado Wyoming Ecuador Louisiana Oklahoma United States 54. ______55. ______56. ______57. ______all five, find them on the provided U.S. Map and indicate by letter where each one is located. 53. ______List 10 of the 12 current members OPEC: 31. ______32. ______33. ______34. ______35. ______12 members currently supply about ______percent of the world’s 41. OPEC’s oil output. total 12 members possess about ______percent of the world’s 42. OPEC’s proven oil reserves. What are the top five natural gas-producing countries in world right What about natural gas? World Maps and indicate by letter When you have listed all five, find them on the provided now? where each one is located. 43. ______44. ______45. ______46. ______47. ______What are the top five natural gas-producing states in U.S. right now? 32 When you have listed When you have listed all 5% 11% 22% When you have listed all five, A L Z D K P I D M AA To adjust supply/demand in To P R AA 6. Map Location: _____ 7. Map Location: _____ 8. Map Location: _____ 9. Map Location: _____ 16. Map Location: _____ 17. Map Location: _____ 18. Map Location: _____ 19. Map Location: _____ 20. Map Location: _____ Texas Scavenger Hunt Iran Alaska China Russia Japan China California Oklahoma North Dakota United States Saudi Arabia United States the oil industry and maintain stable economy for member nations.

32 Social Studies | Core Energy Scavenger Hunt-ANSWER KEY Energy Scavenger Core Names: ______Period: ____ Hunt Sheet Oil & Natural Gas Scavenger What are the top five oil-producing countries in world right now? World Maps and indicate by letter where each one is located. five, find them on the provided 1. ______2. ______3. ______4. ______5. ______10. Map Location: _____ What are the top five oil-producing states in U.S. right now? World Maps and indicate by letter where each one is located. all three, find them on the provided Then list the approximate percentage each one uses of world oil supplies. 21. ______24. Map: _____ 27. Percentage: 22. ______25. Map: _____ 28. Percentage: 23. ______26. Map: _____ 29. Percentage: What is the main goal / purpose of OPEC? ______30. ______Social Studies | Scavenger Hunt find them on the provided U.S. Map and indicate by letter where each one is located. ______11. 12. ______13. ______14. ______15. ______What are the top three oil-consuming countries in world right now? Teacher Teacher (C) The 101 Ranch (C) The Kiefer Dugout (D) (C) Oklahoma City (D) Guthrie (C) Pawhuska (D) Ponca City (C) The Osage The Seminole (D) Tulsa (C) (D) Ponca City Slick Tom (C) (D) Frank Phillips TNT (C) The first hand-held Kodak camera (D) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D)

Tulsa (A) of oil production was the...? (A) Oklahoma City Field The Glenn Pool (B) (B) Bartlesville (A) Kiefer (B) Glenpool The Kaw (A) The Cherokee (B) (A) Bartlesville (B) Oklahoma City Marland (A) E.W. Woolsworth (B) G.B. (A) Gunpowder (B) Nitroglycerin The Sue Bland No. 1 (A) Suddick Mary Wild The (B) Texas (A) Bring oil equipment into Oklahoma from Tulsa into (B) Bring illegal liquor (C) Follow known oil pools into un-drilled areas those with cash so they could be robbed Trap (D) A A A B B B C C D ____ 83. The find that launched Oklahoma to the top of world in terms ____ 83. World? Which Oklahoma town was known as the Oil Capitol of ____ 84. The “Million Dollar Elm” is located in...? ____ 85. Which tribe in Oklahoma became the richest people world ____ 86. (per capita) during the oil boom of 1920s? Preserve is located near...? Wildlife Ranch, Museum, and Woolaroc ____ 87. is the contribution of oil industry giant...? Woolaroc ____ 88. What was used to “shoot” the Uncle Bill No. 1, “discovery well” of ____ 89. the Cleveland pool? This was the “discovery well” of Red Fork pool. ____ 90. was primarily used to...? Trail” The “Keystone ____ 91. 33 When you have listed 4% 16% 25% (C) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D) I M AA 1907 (C) Oklahoma City (D) Guthrie

Scavenger Hunt Iran Russia United States (A) The Sue Bland No. 1 (A) Mary Suddick Wild The (B) Tulsa (A) (B) Bartlesville Oversee conservation of natural resouces Balance rights and needs of the public with those business To regulate/enforce laws concerning oil and natural gas To Intrastate commerce Avoid waste Avoid Abate pollution of the environment Storage and dispensing of petroleum fuels Rates and services-public utilities

33 C B Social Studies | SocialWhat are the top three gas-consuming countries in world right now? World Maps and indicate by letter where each one is located. all three, find them on the provided StudiesThen list the approximate percentage each one uses of world natural gas supplies. | 63. ______66. Map: _____ 69. Percentage: Scavenger64. ______67. Map: _____ 70. Percentage: 65. ______68. Map: _____ 71. Percentage: HuntWhat are the four mission statement. The Oklahoma Corporation Commission has a four-fold purposes of the OCC, according to its own mission statement? 72. ______7 3. ______74. ______75. ______76. In what year was the OCC formed? ______The Oklahoma Corporation Commission says in its mission statement that it will do four specific What are those four things? things “in the interests of public.” 77. ______78. ______79. ______80. ______What was the first commercially viable oil well in Oklahoma? ____ 81. This well (referring to previous question) was located in...? ____ 82. Teacher Teacher (C) Lloyd Noble (D) J.A. LaFortune Show (C) The Today America (D) Good Morning (C) The 1970s The 1980s (D) Bank (C) Penn Square (D) First United Bank Oklahoma Energy Resources Board Turner (A) Roy J. (B) Ace Gutowsky No. 1” every morning on what television program? (A) FOX News (B) CNN The 1950s (A) The 1960s (B) shock to the financial market? (A) Bank of Oklahoma (B) First National Bank Clean up abandoned well sites oil and natural gas industry. Educate the pubic about Oklahoma’s B C C C ____ 99. The West Edmond Field was discovered in 1943 by: West The ____ 99. ____ 100. In 1959, the nation followed drilling progress of “The Big Dave ____ 101. Lead Free gasoline was introduced to consumers in which decade? 1982, what Oklahoma City bank went “bust” causing a ____ 102. In July, What does OERB stand for? ______103. two main goals / functions? What are the OERB’s 104. ______105. ______34 . (D) ‘The Grand Canyon’ (C) Harry Sinclair Thomas Gilcrease (D) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D) (C) Frank Phillips (D) Harry Sinclair KS (C) Wichita, OK Tulsa, (D) union An employees’ (C) of gasoline for life Winners (D) Hunt’ (C) ‘The Buffalo

Scavenger Hunt (A) Tom Slick (A) Tom Phillips Waite (B) The Sue Bland No. 1 (A) (B) Mary Suddick Wild The Oklahoma) strictly for the oil industry? Marland W. (A) E. Slick (B) Tom (A) Bartlesville, OK TX (B) Rowling, basketball team A (A) charity organization A (B) (A) “The Uncrowned King of the Senate” Wildcatters” (B) “King of the Tulsa” (C) “Mr. (D) “Dry-Hole Skelly” (A) ‘Rural Courtship’ (B) ‘Zuni Mother’ A A A B C C 34 B Social Studies | ____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not When this oilman struck oil on the ____ 97. only did not shout about it, but covered it up with dirt, rented every horse and every buggy in town, hired out notary public, surrounded his field with armed guards until he could secure leases on all of the surrounding land. This well near Oklahoma City blew out of control so high and long ____ 98. measures to prevent people that officials had to take emergency from lighting anything—even to cook—for miles away SocialWho helped to open the Exchange National Bank (which later became of ____ 92. Studies | Scavenger____ 93. Phillips 66 opened its very first gas station in...? HuntThe Phillips 66ers were...? ____ 94. G. Skelly earned the nickname...? William ____ 95. first purchase (which is still on display at the Thomas Gilcrease’s ____ 96. Gilcrease Museum) was...? Teacher Teacher speakers dentures fishing boots ballpoint pens candles PVC pipes shower curtains caulking vitamin capsules glue insecticides perfumes contact lenses flooring trash bags vinyl dish detergent artifical turf bandages movie films maps nail polish artifical limbs aspirin golf balls skis sunglasses fishing rods fishing lures antihistamines oil filters dice cortisone food preservatives parachutes salad bowls purses fan belts umbrellas epoxy paint paint hearing aids toothpaste model cars sweaters sports cars house paint life jacket ice coolers insect anesthetics 35 ALL ITEMS SHOULD BE CIRCLED ALL

(D) ‘The Grand Canyon’ (C) Harry Sinclair Thomas Gilcrease (D) The Nellie Johnstone No. 1 (C) The Ida Glenn No. 1 (D) (C) Frank Phillips (D) Harry Sinclair KS (C) Wichita, OK Tulsa, (D) union An employees’ (C) of gasoline for life Winners (D) Hunt’ (C) ‘The Buffalo 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 heart valves

ONLY the items that are made with/from petroleum: ONLY Scavenger Hunt (A) Tom Slick (A) Tom Phillips Waite (B) The Sue Bland No. 1 (A) (B) Mary Suddick Wild The Oklahoma) strictly for the oil industry? Marland W. (A) E. Slick (B) Tom (A) Bartlesville, OK TX (B) Rowling, basketball team A (A) charity organization A (B) (A) “The Uncrowned King of the Senate” Wildcatters” (B) “King of the Tulsa” (C) “Mr. (D) “Dry-Hole Skelly” (A) ‘Rural Courtship’ (B) ‘Zuni Mother’ hand lotion telephones cold cream deodorant paint rollers pajamas brushes pillows tents floor wax electrical tape tires guitar strings cabinets TV compact discs repellant ink CORE Energy Social Studies Hunt-ANSWER KEY Scavenger Circle

35 ____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not When this oilman struck oil on the ____ 97. only did not shout about it, but covered it up with dirt, rented every horse and every buggy in town, hired out notary public, surrounded his field with armed guards until he could secure leases on all of the surrounding land. This well near Oklahoma City blew out of control so high and long ____ 98. measures to prevent people that officials had to take emergency from lighting anything—even to cook—for miles away ____ 92. Who helped to open the Exchange National Bank (which later became of ____ 92. ____ 93. Phillips 66 opened its very first gas station in...? The Phillips 66ers were...? ____ 94. G. Skelly earned the nickname...? William ____ 95. first purchase (which is still on display at the Thomas Gilcrease’s ____ 96. Gilcrease Museum) was...? Social Studies | Scavenger Hunt Teacher Social Studies | 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.

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.

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 inAmerican 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”

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 Teacher Analyze the impact of economic growth in various sectors including Analyze the impact of economic growth in various sectors including fected major sectors of employment, mining, and the subsequent fected major sectors of employment, mining, and the subsequent 45 Viewing Guide The Glenn Pool Story Viewing

OC3: 4.4. Examine how the economic cycles of boom oil industry af development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s the discovery of new fossil fuel resources and 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 Tulsa’s Analyze the impact of economic growth in various sectors including discovery new fossil fuel resources and OC3: 5.2.D. World. as Oil Capital of the OC3: 4.4. Examine how the economic cycles of boom oil industry af development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s the discovery of new fossil fuel resources and Directions: While viewing the DVD, take notes on subjects listed below during times/parts indicated. Directions: The Glenn Pool Story Labor (1:49-8:20) (8:21-11:15) (11:16-17:08) Oil Creates Jobs Oil Creates National Economy National Economy Oil in Indian Land Oklahoma Economy Oklahoma Economy Oklahoma Economy Glenn Pool Fuels America Glenn Pool Fuels

Social Studies | The Glenn Pool Story 45 TeacherSocial Studies | Teacher Analyze the impact of economic growth in various sectors including fected major sectors of employment, mining, and the subsequent 46

OC3: 4.4. Examine how the economic cycles of boom oil industry af development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s the discovery of new fossil fuel resources and The Glenn Pool Story Tulsa Labor Labor Boomtowns (17:09-22:24) Oklahoma Towns Oklahoma National Economy

46 Entrepreneurs/Philanthropists

Social Studies | The Glenn Pool Story TeacherSocial Studies | Teacher Analyze the impact of economic growth in various sectors including fected major sectors of employment, mining, and the subsequent 47

OC3: 4.4. Examine how the economic cycles of boom oil industry af development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s the discovery of new fossil fuel resources and The Glenn Pool Story (22:24-27:00) Oklahoma Economy Oil and Natural Gas Glenn Pool Legacy Legacy of Glenn Pool 47 Social Studies | The Glenn Pool Story TeacherSocial Studies | Teacher Analyze the impact of economic growth in various sectors Analyze the impact of economic growth in various sectors fected major sectors of employment, mining, and the subsequent fected major sectors of employment, mining, and the subsequent 48 Viewing Guide-ANSWER KEY The Glenn Pool Story Viewing

People settled in Tulsa, close to oil patch but clean People settled in Tulsa, Finest hotels and good RR service with trains running both to oil patch back East (banks and drillers) Companies HQed in Tulsa second big oil field Slick hit a gusher in Cushing, OK’s Tom 1/3 US oil by late 1920s OC3: 4.4. Examine how the economic cycles of boom oil industry af development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s including the discovery of new fossil fuel resources and Used water drilling rigs looking for oil and brought new people 1901 Red Fork discovery near Tulsa farm and becomes wealthy from multiple wells 1905 Robert Galbraith drilled Ida Glenn #1 on the Glenn’s Glenpool attracted men seeking fortunes Larger production at Glenpool than anywhere previously in Oklahoma transport it out of Glenpool fast enough so damned up crude oil in lakes Couldn’t Texas oil rich in kerosene and gasoline so easier to refine than lighter, Glenpool oil was lower in sulfur, Red Fork discovery spread the news quickly More crude out of Glenpool than any place in the world men with ties/dirty/clean PHOTO sleep 3-4 hours a day come down the rig to urinate, worked 16-18 hours a day, Rig builders couldn’t was money so drilled as much you could Time Pipelines brought big money to the Glennpool More oil in US than anywhere the world, “oil capital of world” “First giant oil field in Oklahoma” Automobile replacing horse and buggy as oil was being discovered Demand for gas and oil cars planes Oil was the “lifeblood of nation” Gulf Coast, longest pipelines in the US built pipelines to take oil from Oklahoma the Texas Gulf and Texaco $1/barrel by rail versus 10.c/pipeline 1907 largest single source of oil for US Focused national attention on Oklahoma oil 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 Tulsa’s Analyze the impact of economic growth in various sectors including discovery new fossil fuel resources and OC3: 5.2.D. World. as Oil Capital of the OC3: 4.4. Examine how the economic cycles of boom oil industry af development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s including the discovery of new fossil fuel resources and Directions: While viewing the DVD, take notes on subjects listed below during times/parts indicated. Directions: The Glenn Pool Story Labor (1:49-8:20) (8:21-11:15) (11:16-17:08) Oil Creates Jobs Oil Creates National Economy National Economy Oil in Indian Land Oklahoma Economy Oklahoma Economy Oklahoma Economy Glenn Pool Fuels America Glenn Pool Fuels

Social Studies | The Glenn Pool Story 48 TeacherSocial Studies | Analyze the impact of economic growth in various sectors including fected major sectors of employment, mining, and the subsequent 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 men with ties/dirty/clean PHOTO Mayor and son of Gov BARTLETT Tulsa Oilton, Cromwell know these towns today? Kiefer, 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 drilling not permitted Calmer, Business and financial center 1920s one of the most prosperous US cities and growing fast World” Oil “Capital of the noticed architecture, expensive shopping, art deco millionaire, NYC of the Prairie Visitors 750 HQ by 1950s International Petroleum Exposition TU School of Geology FORUTUNE LA MAYOR People moved to OK for jobs arrived with workers on trains from KC and St Louis Trains Came here to strike it rich came for years Trains WWI brought demand for fuel factories and vehicles Cushing produced 1/5 of US oil Side business – whiskey, hot meals, lodging, real estate, roughnecks, roustabouts Side business – whiskey, Dirty hard work worth decent pay OC3: 4.4. Examine how the economic cycles of boom oil industry af development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s the discovery of new fossil fuel resources and Thomas Gilcrease, Waite Phillips, Bill Skelly, James Chapman, Robert McFarlane Phillips, Bill Skelly, Waite Thomas Gilcrease, Museums, arts, schools, hospitals Tulsa Labor Labor Boomtowns (17:09-22:24) Oklahoma Towns Oklahoma National Economy

Social Studies | The Glenn Pool Story 49 Entrepreneurs/Philanthropists Teacher Teacher Analyze the impact of economic growth in various sectors fected major sectors of employment, mining, and the subsequent 50

OC3: 4.4. Examine how the economic cycles of boom oil industry af too Crude still vital but natural gas now, 3x wealth from natural gas than oil today 2nd producer of natural gas as film 70% natural gas exported development of communities, as well the role entrepreneurs. OC3: 5.2.D. World. designation as Oil Capital of the Tulsa’s including the discovery of new fossil fuel resources and Galbraith lost his fortune from the Glennpool Galbraith lost his fortune from time NOTICE change in landscape Glenpool faded over discoveries the future or Not biggest but most important because it got people ready became oil capital of the world because Tulsa the legacy of Glenpool as they learned on job, training ground, People were Glennpool Attracted people and built cities “Don’t forget who brung you to the dance” 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” The Glenn Pool Story (22:24-27:00) Oklahoma Economy Oil and Natural Gas Glenn Pool Legacy Legacy of Glenn Pool 50 Teacher

Social Studies | The Glenn Pool Story Social Studies | Teacher 1920+ growth. 1920s: Harding, Coolidge and Hoover adminstrations promote American business American promote 1915+ 1917-1918: US involvement in WWI involvement in 51 1910+ assembly line. 1913: Ford Motor Company implements Oklahoma History United States History Oklahoma Timeline Oil 1905+ Model T Model 1908: Ford Motor Union as the 46th state. Company introduces the 1907: Oklahoma joins the

The Glenn Pool Story 1900+ the US after William William the US after becomes President of McKinley is assassinated. 51 Theodore Roosevelt 1901: Directions: After viewing the Glenn Pool Story DVD, fill in timeline with Oklahoma oil history that goes along time period indicated. Directions: Teacher Social Studies | The Glenn Pool Story Social Studies | Teacher 1920+ growth. 1920s: Harding, Coolidge and Hoover adminstrations Oklahoma produced 1/3 of all US oil promote American business American promote 1915+ 1917-1918: US involvement in WWI involvement in 52 1910+ assembly line. 1913: Ford Motor Company implements Oklahoma History United States History 1912: Cushing is the largest and richest field Oklahoma Oil Timeline-ANSWER KEY Timeline-ANSWER Oklahoma Oil 1905+ Model T Model 1908: Ford Motor Union as the 46th state. Company introduces the 1907: Oklahoma joins the 1905: Glenn Pool 1907: Oklahoma is the largest source of oil in the world

The Glenn Pool Story 1900+ the US after William William the US after becomes President of McKinley is assassinated. 1901: Theodore Roosevelt 1901: 1901: Red Fork “Oil Capital 1910: Tulsa of the World” 52 SocialAfter viewing the Glenn Pool Story DVD, fill in timeline with Oklahoma oil history that goes along time period indicated. Directions: Studies | The Glenn Pool Story Teacher Social Studies | 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 Teacher 54 Class: ______The Glenn Pool Story Venn Diagram Venn The Glenn Pool Story

The Glenn Pool Story Name: ______

Social Studies | The Glenn Pool Story 54 TeacherSocial Studies | Teacher 1897 Cannon used to fight fire 1st Commercial oil well Bartlesville wildcatters No market until 1899 Fracking with nitro and go-devil Nellie Johnstone George Keeler and William Johnstone, William George Keeler and 55 hours Shared Successful wells Similar cable tool rigs Dirty, dangerous, long Dirty, Class: ______1905 Ida Glenn No. 1 oil capital of the world across the country Developed Tulsa as the Developed Tulsa The Glenn Pool Story Venn Diagram-ANSWER KEY Venn The Glenn Pool Story Highly successful well that brought people from

Robert Galbraith, wildcatter Most important well in transport the oil the country at that time pipelines built to The Glenn Pool Story Storage tanks and Name: ______

Social Studies | The Glenn Pool Story 55 TeacherSocial Studies | 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 Create a title for the top line and write in all capital letters /80 Use at least four pieces of evidence in four different sentences (20/evidence) /10 Use standard English grammar and spelling

/100

Social Studies | The Glenn Pool Story 57 Teacher Social Studies | The Glenn Pool Story 58 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

Social Studies | The Glenn Pool Story 59 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.

Social Studies | The Glenn Pool Story 60 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.

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.

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

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.

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 62 Teacher 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 | Wildcatters, Roughnecks, & Good Ol’ Boys 63 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

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 64 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.

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 65 Teacher Activity 2 Procedure: 1. Show the first 15-17 minutes of the movieBoomtown.

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!

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 66 Teacher Student Handout Map of Oklahoma

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 67 Teacher Boomtown Checklist Student Handout

Place a checkmark in the Keifer Cushing Seminole Wewoka appropriate column for the following boomtowns 1906 1912 1924 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 | Wildcatters, Roughnecks, & Good Ol’ Boys 68 Teacher Boomtown Checklist Student Handout-ANSWER KEY

Place a checkmark in the Keifer Cushing Seminole Wewoka appropriate column for the following boomtowns 1906 1912 1924 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 | Wildcatters, Roughnecks, & Good Ol’ Boys 69 Teacher 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.

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 70 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.

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 71 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.

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 72 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. Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 73 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.

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 74 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 bygiving 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.

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 75 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/

Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 76 Teacher Wildcatters, Roughnecks, & Good Ol’ Boys Post Test

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 | Wildcatters, Roughnecks, & Good Ol’ Boys 77 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 Social Studies | Wildcatters, Roughnecks, & Good Ol’ Boys 78 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.

Social Studies | Baron Fruit 79 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.

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.

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.

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.

Social Studies | Baron Fruit 80 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 Social Studies | Baron Fruit 81 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. Social Studies | Baron Fruit 82 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.

Social Studies | Baron Fruit 83 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.

Social Studies | Baron Fruit 84 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?

Social Studies | Baron Fruit 85 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.

Social Studies | Baron Fruit 86 Teacher Baron Fruit Baron Map Answer Map Answer Key

Social Studies | Baron Fruit 87 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.

Social Studies | Baron Fruit 88 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.

Social Studies | Baron Fruit 89 Teacher

(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.

Social Studies | Baron Fruit 90 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.

Social Studies | Baron Fruit 91 Teacher (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.

Social Studies | Baron Fruit 92 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

Social Studies | Baron Fruit 93 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.

Social Studies | Baron Fruit 94 Teacher Teacher 1948 1934 1930 Marland Oil is taken away from in a hostile takeover The Ida Glenn No. 1 is brought in Aeronautics is founded Spartan School of statue is unveiled in Ponca City Woman Pioneer I War World The US enters • • • • • 1929 95 1928 Baron Fruit Timeline Handout Timeline Fruit Baron 1925 Insert the important event on year it corresponds to timeline. 1917 Baron Fruit The Nellie Johnstone No. 1 comes in Woolaroc Frank Phillips builds his lodge at Harry Sinclair goes to the USSR Robert S. Kerr becomes the US Senator from Oklahoma Marland becomes governor of Oklahoma E.W. 1905 • • • • • 1897

Social Studies | Baron Fruit 95 TeacherSocial Studies | Teacher Robert S. Kerr becomes the US Senator from Oklahoma 1948 E.W. Marland becomes E.W. governor of Oklahoma 1934 Pioneer Woman statue is Woman Pioneer unveiled in Ponca City 1930 KEY Marland Oil is taken away from in a hostile takeover The Ida Glenn No. 1 is brought in Aeronautics is founded Spartan School of statue is unveiled in Ponca City Woman Pioneer I War World The US enters • • • • • Spartan School of Aeronautics is founded 1929 96 Marland Oil is taken away from Marland in takeover 1928 Baron Fruit Timeline- Baron Frank Phillips builds his lodge at Woolaroc 1925 Insert the important event on year it corresponds to timeline. Harry Sinclair goes to the USSR I War World The US enters 1917 Baron Fruit The Nellie Johnstone No. 1 comes in Woolaroc Frank Phillips builds his lodge at Harry Sinclair goes to the USSR Robert S. Kerr becomes the US Senator from Oklahoma Marland becomes governor of Oklahoma E.W. The Ida Glenn No. 1 is brought in 1905 • • • • • The Nellie Johnstone No. 1 comes in 1897 Social Studies | Baron Fruit 96 TeacherSocial Studies | 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. Robert S. Kerr B. Harry Sinclair C. E.W. Marland D. J. Paul Getty

A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble

Social Studies | Baron Fruit 97 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

Social Studies | Baron Fruit 98 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.

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.

Social Studies | The More Things Change 99 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.

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

2. Integrate specific textual and visual evidence to analyze the impact ofWestward 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.

Social Studies | The More Things Change 100 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.

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 More Things Change 101 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”

Social Studies | The More Things Change 102 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”

Social Studies | The More Things Change 103 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.

Social Studies | The More Things Change 104 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.

Social Studies | The More Things Change 105 Teacher 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 106 Teacher 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.

Social Studies | The More Things Change 107 Teacher 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.

Social Studies | The More Things Change 108 Teacher Teacher ... he , eighth or sixteenth . Every “pool,” as a petroleum 1 , however, and at night when all was , however, 5 . There were two-gun men, cowboys There were two-gun . 3 . Whizbang, in the Kaw reservation, was Whizbang, in the Kaw . 2 , and over it, night and day, hung the characteristic , and over it, night day, 4 “You seldom find the Indians in their homes,” said a Ponca City man. “They “You through the Osage country it is a common thing to find circle of Traveling It is related that when [one Osage] Indian received his first money The Kaw tribe has come into a strange heritage after wandering nearly two Because of these conditions and also because the newness rich oil One of the richest all Indians built a beautiful home and was married to After them came the inevitable camp followers–gamblers, prostitutes, purchased a glittering hearse that had taken his fancy, loaded himself and family into it purchased a glittering hearse that had taken his fancy, and disappeared into the hills. quiet he would take his blankets down to the living room and sleep on hard floor before the fireplace… leave them and spend their time in town, squatting along the business streets just looking on. Sometimes they will abandon their expensive homes and live in tents the yard.” expensive automobiles surrounding an open camp-fire, where the bronzed and brightly They stay in the open, days blanketed owners are cooking meat in the primitive style. for any reason, fails to run, they are likely leave it at the and weeks at a time. If car, side of the road, go to town and buy a new one with their easy-flowing cash. area is called, has its mushroom oil village from nearby ranges, Indians in brilliant finery, painted women and drunken “toolies.” from nearby ranges, Indians in brilliant finery, Whizbang was Godless and truculent fumes of the crude–somewhat like natural gas, somewhat gasoline, kerosene, much like Sulphur... The Same They Stay The More Things Change, The More centuries in the wilderness. But it is a divided one, for many of Indians have sold their lands outright to white settlers. Many others are half, quarter Many members have achieved The tribe is scattered far. blood of the original stock. wealth and distinction... on the Kaw if we look first at] strike there, [it may help to understand the effect of similar deluges among the Osage and other previous beneficiaries. effect The wild instinct still prevailed a white woman. confidence men, hold-up artists, pickpockets and fakirs typical. It was built of flimsy one-story frame shacks, with one main street. contained grocery stores, restaurants, a dance hall or two, automobile establishments and other miscellaneous stores, with dives running as brazenly and blatantly ever they did in Cripple Creek or the wildest Nevada camps 109 . . It fect the individual? –April 26, 1924): in the Spring and Summer of

The Independent While some of the language may be dated, by Elmer T. Peterson ( The Independent T. by Elmer The More Things Change The More From “The Miracle of Oil: Chapters on the Human Consequences To the Kaw Indian Reservation, came geologist. He knew oil. quietly To In an untried territory the first well is called a wildcat–which does not by Thompson wildcat was drilled. The Emmett Early one morning the well “came in,” and flowed two thousand barrels a day By this time the district was well-filled with scouts and geologists “lease- The bringing in of the gusher sent whole reservation into a frenzy Leases went from ten cents to one hundred, two three hundred dollars The nearby railroad was glutted with incoming drilling machinery from 1924 [Subheadings have been added]. underlying question being asked is not: how does sudden wealth af 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 These articles first appeared in personal. The Eruption Begins refining company came and took A secured leases on a great tract down Burbank way. more leases in the reservation. There never would be any new oil fields if it were not for the any means imply fakery. wildcatters. Thompson of which At the current price of crude petroleum that meant $4,000 a day, And there was plenty of room for more wells on the place. received one-eighth. Thompson wildcat test. hounds,” waiting for the outcome of resembled a gigantic ant-hill suddenly prodded into life with stick. an acre. Royalties on purely conjectural oil were bought and sold by brokers, mounting higher and even before other wells were drilled. Great trucks clanked and rumbled over the raw prairies hills Tulsa. and Wichita with pipe and bits crude oil engines timber for derricks, cutting gashes which “toolies,” drillers, were filled alternately with mud and choking dust. “Tankies,” dynamite men, enginemen, lease traders, swarmed there from the older fields, always on the lookout for big pay. “Gusher”--I. The Indian” The More Things Change... The More Wealth The Impact of Sudden Part One: Social Studies | The More Things Change 109 TeacherSocial Studies | Teacher and its 1 –June 21, From “The Miracle of Oil: Chapters on the Human Consequences To the west is old Tonkawa, suddenly rejuvenated by an oil boom, and Tonkawa, the west is old To The settlers here came just thirty years ago when the Cherokee Strip was On the Kansas boundary in 1893 land-hungry people lined up for For thirty years they have toiled. Patches of wheat, and finally corn hands are roughened and broken in their wrestling with the [The] men’s Crossing over to the fertile slope of the Arkansas River near the mouth of Crossing over to the fertile slope of with its grotesque cyclopean “tank farm” the north is Ponca City, To refineries where the smell of “crude” hangs heavy. Here are more forests of dingy Three Sands, which sprang up in a day. Smackover and sod incongruous in their settings of buffalo spires which can be seen five miles away, and alfalfa. opened for the taking of homesteads. gun, in prairie schooners, on horseback, old-fashioned high-wheeled starter’s The line stretched for miles and miles, the race began when bicycles and on foot. soldiers, stationed at intervals, all fired guns precisely the same moment. It was a thrilling race and the winners took best homesteads. sod and bluestem the yucca cactus. alfalfa, fought back the enveloping buffalo says a get away,” “Most of them stayed with their homesteads because they couldn’t commercial club secretary of the district, with engaging frankness. wilderness, and the wind sun dust beat upon them, it is hard even to have wheat bread upon the tables at times... by Elmer T. Peterson ( The Independent T. the “Gusher”--II. The White Man” by Elmer 1924): Farmer The Struggling Pioneer Salt Fork, one comes to the famous 101 Ranch of Miller Brothers–100,000 acres or more, where each year is held a great rodeo, another emblem of the fast fading Old Here the cowboys still ride range and know how to “bulldog” a steer. West. Part Two: Part Two: 110 There . Now the Osage tribe is 6 century th century, they were eventually forced onto undesirable land in eventually forced they were century, th The More Things Change The More On the whole, influence of sudden riches has been very bad. queer turn of fate [has] occurred since the fathers present tribesmen A “beggars” to today as “boomtowns” commonly referred More Sites of gold / silver rushes in the latter half 19 “fierce” or “savage” “fierce” may note language and attitudes which would be and in subsequent passages the reader Here and that the Cherokee of Tears” Although the Osage did not experience same sort of “Trail Notes, Part One: 1. 2. 3. 4. 5. In the context of article, standards. Americans by today’s Native demeaning towards considered is reflecting while mildly patronizing, no insult seems to have been intended. The writer, however, is encouraged to note the malice. The reader and assumptions of the times without apparent stereotypes but to of then and now, between the attitudes and cultural understanding (or lack thereof) differences point of the article. avoid being so distracted by them as to miss the larger 6. other tribes did in the first half of 19 Indian Territory (later to become Oklahoma) along with numerous other tribes. (later to become Oklahoma) along with numerous Indian Territory Social Studies | Summary of the Impact On Native Americans Summary of the Impact On Native 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, The child-like credulity and almost total lack of economic highjackers and gangsters. concepts produces a reaction which might be likened to that takes place when That phosphorous is suddenly uncovered and exposed to a breath of oxygen. submerged which normally is a bland means of sustenance and life becomes withering blast... were driven far along the trail into dry and stony pastures Social Studies | The More Things Changethe richest nation, clan or social group of any race on earth, including whites, man for man. 110 Teacher Teacher ... , there are I asked [a local banker] if oil improved or harmed the moral tone of except as it brings in a lot of camp followers either way, “It has no effect The substantial citizens of the staying sort take advantage boom one sees in the distance what might be a Tonkawa Coming to Ponca City from Marland was penniless. He came to Kay county W. About 12 years ago Ernest There is a 200-acre He has recently given to the city a 40-acre golf course... 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 community. There were some pretty who make secondary profits out of the general business boom. can still see some of You tough citizens here for a while and the town was wide open. the painted women on streets. But state authorities stepped in and things are better shape now.” conditions by trying to bring in valuable and permanent civic projects such as paving, better school buildings, new hotels, community houses, playgrounds, parks, swimming Not many of the Tonkawa. pools and churches. Such is the case at both Ponca City business men profit directly from the oil, as land is mostly in hands of farmers Their prosperity is of a secondary nature. In and is leased by brokers or big companies. most cases it is the secondary wealth that back of public works. However notable exceptions to this rule. The Philanthropist The Entrepreneur, They turn out to be 80,000 barrel tanks–rows and squads herd of prehistoric monsters. These tanks hold the reserve and platoons of them, covering an entire quarter section. Joining at this place are pipe lines from many of the supply for the Marland refinery. pools which pump and pulsate like arteries. Here the “crude” is refined into far-flung gasoline, kerosene and other petroleum products. Pa., with resources consisting of a law education and knowledge from Pittsburgh, He engaged in the gas promotion game, but until six years ago had gained oil geology. practically no ground... Now he is said to be worth from twenty-five thirty millions and is president of the Marland oil companies, whose assets are $71,000,000. Of 7000 inhabitants of Ponca City nearly one half are Marland employees and members The biggest institution in the town, of course, is Marland families. the employees’ refinery... There is another tract of 300 acres for game preserve, stocked with fish and birds. all ground, football and baseball municipal large a and field polo 40-acre a playgrounds, within a mile of the town... 111 They do not As the 2 The More Things Change The More Today the farm is yielding 8000 barrels of crude oil daily, and one eighth of it the farm is yielding 8000 barrels of crude oil daily, Today The older people are galvanized into conservatism when These are typical. A little more than a year ago [struggling farmer Jimmy Barclay] was down to A rushing sound and out on There was a gurgling, The drill bit into the oil sand. Jimmy fell on his knees. He scooped up the “crude” in hands and splashed old oil,” he cried, and tears ran down his wind-beaten face, mingling “You He is now worth well over half a million, and has invested his money in he wears the same old woolen shirt wore before Tonkawa On the streets of Sam McKee has nine children. For a number of years he tried to supplement producing wells closed he was offered more. Another man offered $10,000 for the half Another man offered more. producing wells closed he was offered interest... When the first well He has refused $2,000,000 for his one-eighth royalty. is McKee’s... 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. Million Dollars... A If I Had Their They know how to buy farms. They know how to farm. they strike the bonanza. They have not given much to philanthropies, for ideas of home comforts are simple. the good and sufficient reason that they have never had anything to give... endow hospitals or community houses, because such things have been quite outside They give, sparingly but cheerfully enough, their field of experience and observation. When It Rains, Pours nothing. He staked his last dollars on the first well that was being drilled in district. The neighbors all gathered Nobody knew whether there was even a good prospect. Most of them had an interest in it. around to see whether it would be oil or salt water. green fluid. the floor of iron tank there ran a slimy, it over his face and hands. with greasy liquid. but his twenty-year old son has a more expensive farms. He has bought a Ford car, automobile. said the is that he wears his Sunday pants every day,” the strike. “The only difference “His daughter said the other day she wished somebody editor of the local newspaper. clothes so he would get some new ones. would steal her father’s Ten years ago, when they first talked his living on the bleak hills with a threshing outfit. oil in that district, he gave a mineral-right lease on his 160 acres to stranger for ten years ago, when the first producing well was drilled in district, Two cents an acre. him a Ford car for half interest in the one-eighth royalty. a man offered Social Studies | The More Things Change 111 TeacherSocial Studies | Teacher Large oil storage tanks. The sudden omnipresence of oil machinery and related structures in a structures of oil machinery and related oil storage tanks. The sudden omnipresence Large upon for rights to drill on was agreed typically paid whatever amount per acre Land owners were often as in the first part of article, Occidental assumption that a culture Note that here, etc., on the shoulder. used for carrying bricks, mortar, long-handled wooden trough A Notes, Part Two: 1. never accused of or not, they were Profitable there. often overwhelmed everything previously boom area being aesthetically pleasing. 2. speculator might offer A there. their land, plus guaranteed an eighth of whatever oil might be discovered The land owner then in exchange for part or all of this royalty. them cash or other incentives up front immediately or the uncertainty of possible riches in future. faced the choice of guaranteed profits 3. as their own must be unable to do so–like a child culture unwilling to completely adopt white, Western the biases of his shares who has not yet learned the skills of adulthood. While author apparently he views the Natives with sympathy rather than disdain. day, 4. sensibly, and are not making any great splurge with their newly acquired wealth. Most and are not making any great splurge sensibly, of them are looking after their immediate relatives who have not been so fortunate Some are showing their faith in the soil of this section by investing farms. as they. They are building homes and business houses, sharing in the stock of hotels other business enterprises. Not one has done anything that any other sensible and well- but are few have left the community, Very balanced man or woman would not do. They have been besieged with begging spending their money here where it was created. want to We of marriage that have been disgusting in the extreme. letters and even offers millionaires are safe and sane.” Tonkawa’s say right here and now that 112 , 3 , and Although for the At his home in the ,” he said... 4 The More Things Change The More He has given a site and $100,000 for building the local Masonic lodge, Perhaps there is no more forceful example of the influence oil wealth upon the civic infancy of illiterate Indian There are three distinct effects–upon Perhaps one could not better illustrate the actual mental attitude of district “Among other things that the oil has brought us is a flock of newspaper There is one common characteristic of these three effects, however. The however. There is one common characteristic of these three effects, In leaving Ponca City after a trip over the oil fields, I thought of cowboy on “I would by a mahogany hod

stipulating that it must also be headquarters for the local American Legion post as long stipulating that it must also be headquarters for the local club like that of He has also established a young men’s as there is such an organization. He gift. $10,000 a with fund citadel Army Salvation a started recently and Y.M.C.A. the is president of the Ponca City Chamber Commerce. He an enthusiastic supporter hospital and religious activities, benevolences of various kinds... outskirts of the town he has a formal garden 1600 feet long by 400 wide. his altruistic projects could not fail to attract considerable attention, there has been nothing spectacular about his methods. emphasis Marland’s] [Mr. community life than that which is seen at Ponca City... upon the aesthetic and moral seems to have come with him from earlier training observation... Drawing Conclusions than by quoting a country editor who has lived through the phenomenon. He says: stories about our newly made millionaires. correspondents looking for ‘human interest’ 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 readers metropolitan press, that they should make monkeys of themselves to good ‘copy’ millionaires are behaving very Tonkawa’s The truth of the matter is that space writers. upon the civic adolescence of struggling farmers, and maturity world-wise philanthropist. social animal by the deluge of individual is not usually made over into a different He simply intensifies and amplifies his existing concepts, gives freer play to money. his existing desires without conceiving new ones. the 101 Ranch who had used a goodly portion of his oil money to purchase dazzling saddle, made to order for $20,000. It was trimmed with solid gold and fine silver And then there came to mind the old story was studded with diamonds and sapphires. helper who was asked what he would do if should suddenly inherit a of the mason’s million. Social Studies | The More Things Change 112 TeacherSocial Studies | Teacher Entrepreneurs 113 Farmers Graphic Organizer Native Americans The More Things Change The More

Social Studies | The More Things Change 113 TeacherSocial Studies | Teacher Entrepreneurs -golf course -play ground -polo field -baseball/football field -Masonic Lodge/American Legion Hall comes from out of state educated biggest employer in town supports hospital supports religious activities gives city • • • • • • 114 Farmers many got land in 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 Graphic Organizer-ANSWER KEY Graphic Organizer-ANSWER • • • • • • • • Native Americans The More Things Change The More many sold land outright many are of mixed heritage is scattered Tribe build fancy homes marry white women sleep on floors live in yard tents circle cars and cook on open fires in center if car fails to run they buy a new one • • • • • • • • •

Social Studies | The More Things Change 114 TeacherSocial Studies | 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.

Social Studies | The More Things Change 115 Teacher Teacher . There 3 , and over it, , and over 4 however, and at night , however, 5 . Every “pool,” as a 1 . Whizbang, in the Kaw . 2 But it is a divided one, for many of the Indians have But it is a divided one, for After them came the inevitable camp followers–gamblers, prostitutes, them came the inevitable camp followers–gamblers, prostitutes, After “You seldom find the Indians in their homes,” said a Ponca City man. seldom find the Indians in their “You the Osage country it is a common thing to find circle through Traveling he his first money... that when [one Osage] Indian received It is related The Kaw tribe has come into a strange heritage after wandering nearly two Because of these conditions and also because the newness rich oil One of the richest all Indians built a beautiful home and was confidence men, hold-up artists, pickpockets and fakirs were two-gun men, cowboys from nearby ranges, Indians in brilliant finery, painted nearby ranges, Indians in brilliant finery, two-gun men, cowboys from were Whizbang was Godless and truculent women and drunken “toolies.” when all was quiet he would take his blankets down to the living room and sleep on when all was quiet he would take his blankets down to the living room the fireplace… before the hard floor time in town, squatting along the business “They leave them and spend their expensive homes and just looking on. Sometimes they will abandon their streets and live in tents the yard.” and the bronzed where an open camp-fire, of expensive automobiles surrounding They stay in the cooking meat in the primitive style. brightly blanketed owners are likely fails to run, they are any reason, for open, days and weeks at a time. If car, easy- go to town and buy a new one with their to leave it at the side of road, flowing cash. loaded himself and family a glittering hearse that had taken his fancy, purchased into the hills. into it and disappeared reservation, was typical. It built of flimsy one-story frame shacks, with one reservation, two, automobile a dance hall or restaurants, stores, It contained grocery main street. with dives running as brazenly and miscellaneous stores, establishments and other the wildest Nevada camps or they did in Cripple Creek blatantly as ever night and day, hung the characteristic fumes of crude–somewhat like natural gas, night and day, much like Sulphur... somewhat like gasoline, kerosene, The Same They Stay The More Things Change, The More centuries in the wilderness. eighth half, quarter, lands outright to white settlers. Many others are sold their Many members far. The tribe is scattered sixteenth blood of the original stock. or have achieved wealth and distinction... [it may help to understand the effect on Kaw if we look first at] strike there, beneficiaries. previous deluges among the Osage and other effect of similar married to a white woman. The wild instinct still prevailed petroleum area is called, has its mushroom oil village is called, has its mushroom area petroleum 116 fect the individual? –April 26, 1924): in the Spring and Summer of

The Independent While some of the language may be dated, by Elmer T. Peterson ( The Independent T. by Elmer The More Things Change The More From “The Miracle of Oil: Chapters on the Human Consequences To the Kaw Indian Reservation, came geologist. He knew oil. To In an untried territory the first well is called a wildcat–which does not by Thompson wildcat was drilled. The Emmett a day. Early one morning the well “came in,” and flowed two thousand ba rrels By this time the district was well-filled with scouts and geologists It into a frenzy. The bringing in of the gusher sent whole reservation hundred three two hundred, ten cents to one hundred, Leases went from was glutted with incoming drilling machinery from The nearby railroad ANSWER KEY: FACT vs. OPINION FACT ANSWER KEY: ITALICS = OPINION ITALICS BOLD = FACT 1924 [Subheadings have been added]. underlying question being asked is not: how does sudden wealth af 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 These articles first appeared in personal. The Eruption Begins company refining A tract down Burbank way. leases on a great quietly secured leases in the reservation. came and took more not for the never would be any new oil fields if it were There any means imply fakery. wildcatters. Thompson of which that meant $4,000 a day, price of crude petroleum At the current wells on the place. more for was plenty of room And there one-eighth. received Thompson wildcat test. the outcome of “lease-hounds,” waiting for into life with a stick. a gigantic ant-hill suddenly prodded resembled bought and sold by brokers, conjectural oil were Royalties on purely dollars an acre. drilled. wells were other even before and higher mounting higher the raw prairies and trucks clanked and rumbled over Great Tulsa. and Wichita derricks, cutting gashes for hills with pipe and bits crude oil engines timber “toolies,” filled alternately with mud and choking dust. “Tankies,” which were the older from drillers, dynamite men, enginemen, lease traders, swarmed there the big pay. fields, always on the lookout for “Gusher”--I. The Indian” The More Things Change... The More Wealth The Impact of Sudden Part One: Social Studies | The More Things Change 116 TeacherSocial Studies | It Teacher and its 1 –June 21, From “The Miracle of Oil: Chapters on the Human Consequences For thirty years they have toiled. Patches of wheat, and finally corn For with the wrestling in their and broken roughened hands are [The] men’s To the west is old Tonkawa, suddenly rejuvenated by an oil boom, and suddenly rejuvenated Tonkawa, the west is old To Strip was came just thirty years ago when the Cherokee The settlers here the On the Kansas boundary in 1893 land-hungry people lined up for Crossing over to the fertile slope of the Arkansas River near the mouth of near Arkansas River to the fertile slope of over Crossing cyclopean “tank farm” with its grotesque the north is Ponca City, To “Most of them stayed with their homesteads because they couldn’t get away,” get away,” couldn’t “Most of them stayed with their homesteads because they was a thrilling race and the winners took best homesteads. alfalfa, fought back the enveloping buffalo sod and bluestem yucca cactus. of the district, with engaging frankness. club secretary says a commercial wilderness, and the wind sun dust beat upon them, it is hard even to upon the tables at times... have wheat bread refineries where the smell of “crude” hangs heavy. where refineries of forests more are Here Sands, which sprang up in a day. Three and Smackover incongruous in their settings of buffalo which can be seen five miles away, dingy spires sod and alfalfa. the taking of homesteads. opened for gun, in prairie schooners, on horseback, old-fashioned high-wheeled starter’s miles and miles, the race began for The line stretched bicycles and on foot. the same moment. guns at precisely when soldiers, stationed at intervals, all fired by Elmer T. Peterson ( The Independent T. the “Gusher”--II. The White Man” by Elmer 1924): Farmer The Struggling Pioneer acres Brothers–100,000 Salt Fork, one comes to the famous 101 Ranch of Miller emblem of the fast fading Old another rodeo, is held a great each year where more, or the cowboys still ride range and know how to “bulldog” a steer. Here West. Part Two: Part Two: 117 e . Now 6 century th century, they were eventually forced onto undesirable land in eventually forced they were century, th The More Things Change The More A queer turn of fate [has] occurred since the fathers of the present since the fathers of present turn of fate [has] occurred queer A On the whole, influence of sudden riches has been very bad. Ther “beggars” to today as “boomtowns” commonly referred More Sites of gold / silver rushes in the latter half 19 “fierce” or “savage” “fierce” may note language and attitudes which would be and in subsequent passages the reader Here and that the Cherokee of Tears” Although the Osage did not experience same sort of “Trail Notes, Part One: 1. 2. 3. 4. 5. In the context of article, standards. Americans by today’s Native demeaning towards considered is reflecting while mildly patronizing, no insult seems to have been intended. The writer, however, is encouraged to note the malice. The reader and assumptions of the times without apparent stereotypes but to of then and now, between the attitudes and cultural understanding (or lack thereof) differences point of the article. avoid being so distracted by them as to miss the larger 6. other tribes did in the first half of 19 Indian Territory (later to become Oklahoma) along with numerous other tribes. (later to become Oklahoma) along with numerous Indian Territory Social Studies | the Osage tribe is the richest nation, clan or social group of any race on earth, social group the Osage tribe is richest nation, clan or man. including the whites, man for are notable exceptions... [but] in most cases the easy-come money has been a curse. are The unsophisticated tribesmen have been easy victims to unscrupulous bootleggers, and almost total lack of economic highjackers and gangsters. The child-like credulity which might be likened to that takes place when a a reaction concepts produces of oxygen. That and exposed to a breath is suddenly uncovered phosphorous submerged which normally is a bland means of sustenance and life becomes withering blast... along the trail into dry and stony pastures driven far tribesmen were SocialAmericans Summary of the Impact On Native Studies | The More Things Change 117 Teacher Teacher I asked [a local banker] if oil improved or harmed the moral tone of or I asked [a local banker] if oil improved except as it brings in a lot of camp followers “It has no effect either way, The substantial citizens of the staying sort take advantage boom one sees in the distance what might Tonkawa Coming to Ponca City from Marland was penniless. He came to Kay W. About 12 years ago Ernest is a 200- There golf course... given to the city a 40-acre He has recently to churches, for they have had contact with the modest financial requirements of requirements for they have had contact with the modest financial to churches, Only a very few–usually the younger ones–spend money foolishly... churches... community. some pretty were out of the general business boom. There who make secondary profits can still see some of for a while and the town was wide open. You tough citizens here in But the state authorities stepped in and things are the painted women on streets. better shape now.” such as paving, conditions by trying to bring in valuable and permanent civic projects parks, swimming better school buildings, new hotels, community houses, playgrounds, Not many Tonkawa. Such is the case at both Ponca City and pools and churches. the oil, as land is mostly in hands from directly of the business men profit is of a prosperity Their big companies. or of farmers and is leased by brokers In most cases it is the secondary wealth that back of public secondary nature. notable exceptions to this rule. are there works. However, The Philanthropist The Entrepreneur, tanks–rows They turn out to be 80,000 barrel monsters. be a herd of prehistoric These tanks section. quarter and squads platoons of them, covering an entire pipe Joining at this place are the Marland refinery. supply for hold the reserve pools which pump and pulsate like arteries. Here many of the far-flung lines from products. petroleum and other into gasoline, kerosene the “crude” is refined consisting of a law education and Pittsburgh, Pa., with resources county from game, but until six He engaged in the gas promotion knowledge of oil geology. Now he is said to be worth from years ago had gained practically no ground... of the Marland oil companies, twenty-five to thirty millions and is president $71,000,000. Of the 7000 inhabitants of Ponca City nearly one whose assets are The biggest families. Marland employees and members of the employees’ half are institution in the town, of course, is Marland refinery... tract of 300 is another There stocked with fish and birds. game preserve, acre polo field and a large municipal baseball a 40-acre playgrounds, for acres all within a mile of the town... football ground, 118 As 2 The More Things Change The More A little more than a year ago [struggling farmer Jimmy Barclay] was down to Jimmy Barclay] ago [struggling farmer than a year little more A was a gurgling, rushing sound and out onThere The drill bit into the oil sand. Jimmy fell on his knees. He scooped up the “crude” in hands and splashed old oil,” he cried, and tears ran down his wind-beaten face, mingling “You half a million, and has invested his money inHe is now worth well over before he wears the same old woolen shirt wore Tonkawa of On the streets of years he tried to supplement a number For Sam McKee has nine children. Today the farm is yielding 8000 barrels of crude oil daily, and one eighth of it of crude oil daily, the farm is yielding 8000 barrels Today galvanized into conservatism when people are The older typical. These are nothing. He staked his last dollars on the first well that was b eing drilled in district. The neighbors all gathered was even a good prospect. there Nobody knew whether in it. Most of them had an interest salt water. it would be oil or to see whether around fluid. green ran a slimy, tank there of the iron the floor his face and hands. it over liquid. with greasy expensive old son has a more but his twenty-year farms. He has bought a Ford car, automobile. said the is that he wears his Sunday pants every day,” the strike. “The only difference day she wished somebody said the other “His daughter of the local newspaper. editor clothes so he would get some new ones. father’s would steal her Ten years ago, when they first outfit. his living on the bleak hills with a threshing to a stranger talked oil in that district, he gave a mineral-right lease on his 160 acres well was drilled in the years ago, when the first producing Two ten cents an acre. for in the one-eighth royalty. a half interest for him a Ford car district, a man offered When It Rains, Pours the producing wells closed he was offered more. Another man offered $10,000 for the $10,000 for man offered Another more. wells closed he was offered the producing half interest... When the first well his one-eighth royalty. $2,000,000 for He has refused is McKee’s... $400 (one tenth of what it was worth), bought outfit for a came in he sold his threshing in town and began to buy farms. modest home on a dirt street Million Dollars... A If I Had Their They know how to buy farms. They know how to farm. they strike the bonanza. for They have not given much to philanthropies, simple. ideas of home comforts are had anything to give... They do not reason that they have never the good and sufficient endow hospitals or community houses, because such things have been quite outside their field of experience and observation. They give, sparingly but cheerfully enough, Social Studies | The More Things Change 118 TeacherSocial Studies | Most Teacher that have been disgusting in the extreme. that have been disgusting in the extreme. Very few have left the community, but few have left the community, Very Large oil storage tanks. The sudden omnipresence of oil machinery and related structures in a structures of oil machinery and related oil storage tanks. The sudden omnipresence Large upon for rights to drill on was agreed typically paid whatever amount per acre Land owners were often as in the first part of article, Occidental assumption that a culture Note that here, etc., on the shoulder. used for carrying bricks, mortar, long-handled wooden trough A Notes, Part Two: 1. never accused of or not, they were Profitable there. often overwhelmed everything previously boom area being aesthetically pleasing. 2. speculator might offer A there. their land, plus guaranteed an eighth of whatever oil might be discovered The land owner then in exchange for part or all of this royalty. them cash or other incentives up front immediately or the uncertainty of possible riches in future. faced the choice of guaranteed profits 3. as their own must be unable to do so–like a child culture unwilling to completely adopt white, Western the biases of his shares who has not yet learned the skills of adulthood. While author apparently he views the Natives with sympathy rather than disdain. day, 4. are spending their money here where it was created. They have been besieged with it was created. where money here spending their are begging letters and even offers of marriage safe and sane.” are millionaires and now that Tonkawa’s want to say right here We sensibly, and are not making any great splurge with their newly acquired wealth. with their newly acquired splurge not making any great and are sensibly, who have not been so fortunate immediate relatives their looking after of them are faith in the soil of this section by investing showing their Some are as they. building homes and business houses, sharing in the stock of hotels They are farms. business enterprises. Not one has done anything that any other sensible and and other well-balanced man or woman would not do. 119 , 3 ,” he said... 4 The More Things Change The More He has given a site and $100,000 for a building for the local Masonic lodge, a building for He has given a site and $100,000 for example of the influence oil wealth upon forceful is no more there Perhaps distinct effects–upon the civic infancy of illiterate Indian three are There There is one common characteristic of these three effects, however. The effects, however. is one common characteristic of these three There the oil fields, I thought of a trip over In leaving Ponca City after “I would by a mahogany hod Perhaps one could not better illustrate the actual mental attitude of district Perhaps us is a flock of newspaper things that the oil has brought “Among other

stipulating that it must also be headquarters for the local American Legion post the local stipulating that it must also be headquarters for is such an organization. He has also established a young men’s as long there Army citadel fund started a Salvation and recently Y.M.C.A. club like that of the He of Commerce. of the Ponca City Chamber with a $10,000 gift. He is president activities, and benevolences of hospital and religious is an enthusiastic supporter At his home in the outskirts of town he has a formal garden of various kinds... to attract fail not could projects his altruistic wide. Although long by 400 feet 1600 feet has been nothing spectacular about his methods. considerable attention, there emphasis Marland’s] [Mr. community life than that which is seen at Ponca City... earlier training and upon the aesthetic and moral seems to have come with him from observation... Drawing Conclusions upon the civic adolescence of struggling farmers, and maturity world-wise philanthropist. social animal by the deluge of individual is not usually made over into a different freer play to He simply intensifies and amplifies his existing concepts, gives money. without conceiving new ones. his existing desires cowboy on the 101 Ranch who had used a goodly portion of his oil money to $20,000. It was trimmed with solid for a dazzling saddle, made to order purchase And then there and was studded with diamonds sapphires. gold and fine silver, who was asked what he would do helper came to mind the old story of mason’s if he should suddenly inherit a million. the phenomenon. He says: than by quoting a country editor who has lived through newly made millionaires. stories about our ‘human interest’ looking for correspondents They seem to think that those who have been made rich by the discovery of oil on their of the metropolitan the entertainment of readers land should do something for the for that they should make monkeys of themselves to good ‘copy’ press, very behaving are millionaires matter is that Tonkawa’s space writers. The truth of the Social Studies | The More Things Change 119 Teacher Social Studies | The More Things Change Post Test Name: ______Class: ______Place the letter of the best answer in the blank to the left.

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…

Social Studies | The More Things Change 120 Teacher 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…

Social Studies | The More Things Change 121 Teacher 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.

World History Content Standards

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

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.

Social Studies | Running on Empty 122 Teacher 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 123 Teacher Running on Empty 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

Social Studies | Running on Empty 124 Teacher 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 Social Studies | Running on Empty 125 Teacher 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.

Social Studies | Running on Empty 126 Teacher 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

Social Studies | Running on Empty 127 Teacher Source: http://autophiliac.files.wordpress.com/2011/03/cotta_carter_55_600.jpg

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

Social Studies | Running on Empty 128 Teacher 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.

Social Studies | Running on Empty 129 Teacher 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.

Social Studies | Running on Empty 130 Teacher 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 131 Teacher 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?

Social Studies | Running on Empty 132 Teacher 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.

Social Studies | Running on Empty 133 Teacher 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 55- mph speed limit be vigorously enforced by States and municipalities. The Secretary of Transportation may, if he finds it necessary, withhold highway trust fund revenues from States not enforcing the limit.

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

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

Social Studies | Running on Empty 134 Teacher Document D

FACT SHEET What is Hydraulic Fracturing?

• Hydraulic fracturing is not a “drilling • The fracking fluid used in this operation is process.” It is used after the drilled hole is typically about 99.5% water and sand, and completed. .05% chemicals-based additives. • It is the process of pumping fluid and a • Fracking typically has three stages. The proppant material, usually sand, into a sequence of the stages may vary based on targeted rock formation to create or restore the formation’s needs. small, millimeter-thick cracks in a rock • One, an acid stage, is meant to clear debris formation to stimulate production from new in the wellbore and provide an open conduit and existing oil and natural gas wells. for other frac fluids. • “Fracking” creates paths that increase the • A pad stage fills the wellbore with a rate at which fluids can be produced from slickwater solution that opens the formation the rock formations. and hleps facilitate the flow of the proppant • Hydraulic fracturing occurs at great depths, material. generally a mile or more underground, • A prop sequence stage may be performed thousands of feet below freshwater supplies. multiple times as water and sand are • A safety system of steel casing and cement both pumped into cracks inside the rock is put in place during the drilling process. formation. Only once this safety measure is complete • Finally, a flushing stage is used to remove do operators drill vertically thousand of feet excess proppant from the wellbore. down, then drill horizontally into the targeted • Now, with the frack complete, the fissures, rock formation. or fractures, are propped open by the sand, • Once drilling is complete, fracking begins. allowing the oil or natural gas to flow freely into the wellbore.

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 135 Teacher Document E

FACT SHEET Why is Hydraulic Fracturing Used?

• Experts believe 60 to 80 percent of all wells • Even more, the U.S. Energy Information drilled in the United States in the next ten Administration reports there is more years will require hydraulic fracturing to than 750 trillion cubic feet of technically continue operating. recoverable shale gas and 24 billion barrels of technically recoverable shale oil • Hydarulic fracturing makes existing wells resources in discovered shale plays. that were depleted years ago or wells that have never been • Oil and commercially natural gas is productive viable. not found in enormous void • “Fracking” makes it or hollows in the possible to recover Earth. Instead, crude oil and the fuel fills natural gas from gaps, cracks and unconventional pores in rock resources like formations. coalbed methane, shale gas and tight • While the sands. rock is porous enough to hold • Fracturing is fossil fuels, the estimated to holes are not account for as large enough much as 50% of to allow oil and U.S. recoverable natural gas oil and natural gas to easily flow reserves. through the rock and into the • It has been wellbore. responsible for the addition of more thn 7 billion barrels of oil and 600 trillion cubic • Creating cracks through the process of feet of natural gas to meet U.S. energy hydraulic fracturing opens up fissures, or needs. cracks, that free up the resources, allowing them to flow freely.

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 136 Teacher Document F Products Refined from Petroleum

Process Product By-Products

Less than 40° C . gas for gas stoves (104° F) . propane Gases . butane

40° C − 200° C (104° F − 392° F) . gasoline Gasoline . plastics . chemicals oil vapor

200° C − 300° C (392° F − 572° F) Kerosene . fuel for planes . fuel for camping laterns 250° C − 350° C (482° F − 662° F) .diesel fuel heating oil Gas Oil .

Fractionating Tower Fractionating 300° C − 370° C (572° F − 698° F) Lubricants . wax . motor oil . lubricating oil

Greater than 370° C (698° F) .fuel for factories Furnace .fuel for utilities Fuel Oil .ship fuel Crude Oil

Greater than 660° C (1220° F) ..surfacing for roads Bitumen ..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 137 Teacher 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?

Social Studies | Running on Empty 138 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.

Social Studies | Running on Empty 139 Teacher Document A Timeline of Yom Kippur War Source: http://www.jta.org/news/article/2008/05/22/108710/IsraelSyria05222008

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. Social Studies | Running on Empty 140 Teacher 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.

Social Studies | Running on Empty 141 Teacher Document C

April 20, 1977 Source: National Energy Program Fact Sheet on the President’s Program (www.presidency.ucsb.edu/ws/?pid=7373)

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.

Social Studies | Running on Empty 142 Teacher Document D

FACT SHEET What is Hydraulic Fracturing?

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. Social Studies | Running on Empty 143 Teacher Document E

FACT SHEET Why is Hydraulic Fracturing Used?

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.

Social Studies | Running on Empty 144 Teacher Document F Products Refined from Petroleum

Process Product By-Products

Less than 40° C . gas for gas stoves (104° F) . propane Gases . butane

40° C − 200° C (104° F − 392° F) . gasoline Gasoline . plastics . chemicals oil vapor

200° C − 300° C (392° F − 572° F) Kerosene . fuel for planes . fuel for camping laterns 250° C − 350° C (482° F − 662° F) .diesel fuel heating oil Gas Oil .

Fractionating Tower Fractionating 300° C − 370° C (572° F − 698° F) Lubricants . wax . motor oil . lubricating oil

Greater than 370° C (698° F) .fuel for factories Furnace .fuel for utilities Fuel Oil .ship fuel Crude Oil

Greater than 660° C (1220° F) ..surfacing for roads Bitumen ..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.

Social Studies | Running on Empty 145 Teacher Document G

The Most Important Resource for Our Future: Inexpensive Oil By: Gail Tverberg

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.

Social Studies | Running on Empty 146 Teacher 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 147 Teacher Writing Assignment: Option 2

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

1. Main idea (effectiveness of government, auto and oil industry responses) 2. Support sentence-cite evidence on government actions (from the documents) 3. Support sentence-cite evidence on auto industry 4. Support sentence-cite evidence on petroleum industry 5. Explain how the evidence used supports your answer (use the documents to show your opinion the effectiveness of each.)

Social Studies | Running on Empty 148 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 Responsibilities • Keep your presentation to the allotted thirty second time Producer • Keep all members actively working together • Help with any or all members who need assistance

• What key points need to be made to persuade the audience? Sales Pitch/ • How can these points be made in a clear, concise manner? Marketing • How can these points be presented in a way that consumers will remember? • Find an appropriate design (layouts, photographs, etc) that helps Design/ to convey the message of the commercial or appropriate props, Special Effects costumes if your group is performing. • Music that would enhance your presentation.

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

• Represent the group either by narration or explanation • You must have complete undertstanding of the information to be Producer presented. • Present in a confident, concide manner

Social Studies | Running on Empty 149 Teacher Graphic Organizer Rubric: Option 1

Score Performance Descriptor Criteria

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

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

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

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

• Answered all parts of the question with clear outside knowledge of the topic 4 Superior • Accurate information used from both documents and personal knowledge • Advanced understanding of concepts

Social Studies | Running on Empty 150 Teacher Teacher 0 No thesis No background Little to no evidence No organization evident No organization 1 presented No background Little or no evidence One or no documents Poor thesis or no No organization evident No organization 2 thesis documents purpose of essay Weak background Weak Does not establish Weak organization Weak Used only one or two Undeveloped or simple Contains some evidence

3 151 essay addressed. more analysis Some background Clear thesis, needs vague on each area area of prompt or be Fairly well organized Fairly well organized May only address one from a few documents Contains some evidence 4 Writing Assignment Rubric: Option 2 Writing documents the prompt general analysis Some important Strong thesis with close to half of the Simple background Well organized essay organized Well Used information from Addresses two areas of information was left out 5 documents the prompt. throughout. Superior thesis Extremely well organized essay organized Sets up essay to documents used Substantial use of evidence from the discuss the impact close to half of the Strong background of government, auto Addresses each area of Used information from industry and oil industry. industry and oil industry. Running on Empty Score Thesis Evidence Presented Background Organization After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed The government proposed created. crisis that the embargo a major issue faced by the United States was energy After the 1973 oil embargo, of industries attempted other means to deal with the crisis. Discuss effectiveness of responses while the auto and petroleum regulations, today. source is still the best choice for our energy and explain why petroleum each group

Social Studies | Running on Empty 151 Teacher Social Studies | Teacher 1 presentation Difficult to follow Message is difficult to find Off topic or does not cover Off Little relation between topic and more than one of the requirements Little transition from topic to topic. 2 presentation in a persuasive manner Little relation between topic and requirements for the commercial May cover only one or two of the Message is vague or not presented or hard to follow entire commercial Rough transitions from topic to 152 3 errors fairly persuasive for media presentation conservation and why oil? Message is somewhat clear and consistent with only a few minor Covers most aspects of methods, Commercial Rubric: Option 3 Commercial Transitions from topic to are Transitions Some props do not fit or weak choice 4 petroleum is best obtaining oil and gas. way that is persuasive Appropriate for topic covered Commercial flows with smooth Covers ways to conserve and why Message is clear and explained in a Thoroughly covers new methods of transitions from one topic to another Running on Empty action) Content Media Type (Moviemaker, (Moviemaker, Persuasiveness Photo story, or live or Photo story, background choice background Costumes, Props or or Costumes, Props Social Studies | Running on Empty 152 Teacher Social Studies | Running on Empty Post Test