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 teachers@oerb.com or 1-800-664-1301. OERBHOMEROOM.com- OERB’s Newest Teacher Resource! The OERB is excited to introduce www.OERBHOMEROOM.com to educators around the state. Homeroom is a hub for all of the OERB curricula and supplements. On Homeroom you can find curriculum resources, field trip forms, NEW video labs, NEW virtual field trips, a teachers lounge, industry information and so much more. Be sure to register for this exciting new resource! Petro Pros -Introducing students to the real world of oil and natural gas. Who better to teach students about earth science than the people who make knowing what’s underground their business? Our Petro Pros visit classrooms from kindergarten through twelfth grade and show students the science and business side of the oil and natural gas industry. Acknowledgments This curriculum represents a collaborative effort between the Oklahoma Energy Resources Board and the Oklahoma Department of Education. This material was developed by a team of high school educators, university curriculum specialists, petroleum industry representatives and OERB representatives. This teacher’s guide was illustrated by Cameron Eagle. The original Core Energy Social Studies curriculum was developed in 2003 by Larry Brown, Rhonda Johnson, Dallas Koehn, Tim Munson, Steve Slawson and Judy Rowell. Core Energy Social Studies was revised by a committee of teachers in the summer of 2013 and was aligned to the Oklahoma Academic Standards. The following teachers contributed to that committee: Deana Huff, Educational Consultant/Writer, Memorial High School, Edmond Greg Oppel, Educational Consultant/Writer, Memorial High School, Edmond Jane Purcell, Educational Consultant/Writer, Norman Public Schools, Norman Judy Rowell, Educational Consultant/Writer, Former Educator Dr. Gayla Wright, Curricula Coordinator, Oklahoma Energy Resources Board Field Test The revised Core Energy Social Studies curriculum was field tested in the fall of 2013 by a group of educators from across Oklahoma. The field test participants were: JoDee Adney, Clinton High School, Clinton Kendra Armer, Panama Public Schools, Panama Herbert Belter, Eisenhower High School, Lawton Meribeth Belter, Lawton High School, Lawton Kendra Culp, Edison Preparatory High School, Tulsa Carrie Fryar, Western Heights High School, Oklahoma City Dixie Kellogg, Yukon High School, Yukon Virginia Ann Kennedy, Southeast High School, Oklahoma City Jaime Lee, Bixby High School, Bixby Margie McElhany, Puterbaugh Middle School, McAlester Caroline Miller, McAlester High School, McAlester Julie Price, New Lima Public Schools, Wewoka Kelley Raby, Owasso Mid-High School, Owasso Joe Rohr, Noble High School, Noble Nicole Serner, Oilton High School, Oilton Rylee Whitsett, Yale High School, Yale Frequently Asked Questions WHAT IS ENERGY? The world is full of movement. Birds fly in the air, trees move in the wind, and ships sail on the sea. People, animals, and machinery move around, but not without a source of energy. Living things and machines need energy to work. For example, the energy that turns the blade of a windmill comes from the wind. The sun provides the energy needed to produce the food you eat. Food provides the energy your muscles need to ride your bike. The energy to make a car, plane or motorboat move comes from the gasoline inside the engine. FROM WHERE DOES ENERGY COME? All energy originates from the sun. Without the sun, there would be no life on earth. The energy from the sun is transformed into many other types of energy that we use every day. Important forms of energy are oil, natural gas and coal, also known as fossil fuels. HOW ARE OIL, NATURAL GAS AND COAL FORMED? Millions of years ago, the seas were filled with billions of tiny plants and animals. As these plants and animals died, their remains sank to the ocean floor and were buried in layers of sand and sediment. As more and more time passed, heat and pressure worked on the buried remains until they became fossil fuels. These fossil fuels were then trapped in underground rock formations. If rock is porous (containing holes or void spaces), it can accumulate oil, natural gas and coal. For more than 150 years, man has been exploring and extracting fossil fuels. Today, when we use the estimated 6,000 products made from fossil fuels, we are releasing the energy that first came to earth from the sun millions of years ago. HOW DO WE FIND OIL AND NATURAL GAS? Edwin L. Drake was the first person to drill specifically for oil. In 1859, near Titusville, Pennsylvania, Drake struck oil. Drake’s discovery helped make the finding of oil a big business. By 1900, prospectors had found oil fields all over the country, especially in Oklahoma and Texas. Today, prospecting for oil and natural gas is highly skilled detective work as scientists use computers, satellites, sound waves and high-tech equipment to search both underground and under the ocean floor. Long before drilling can begin, geologists and geophysicists (scientists who explore for oil and gas) gather clues to locate possible sites for drilling. These clues come in many forms . . . from maps to locating fossils to studying sound waves from deep beneath the surface. The scientists make their best predictions, locate the spot and then the exploration begins. However, this process does not proceed without concern for the environment. For many years, oil and gas companies have devoted considerable time and resources to finding ways of reducing their impact on the environment. In fact, U.S. companies are spending more dollars protecting the environment than drilling new wells. The effects that drilling, as well as any eventual production operations, will have on an offshore environment or a sensitive onshore tract must be anticipated and thoroughly spelled out. Blowout preventers used during the drilling process insure against the potential release of oil or natural gas into the atmosphere making oil “gushers” a relic of the distant past. Steel casing is set and cemented to protect the water table from contamination. Oil companies routinely take all necessary steps to prevent harmful interaction with wildlife and crop production. HOW IS OIL AND NATURAL GAS TRANSPORTED AND USED? Once oil and natural gas are produced and collected, they must be safely transported for their many uses. Oil can be transported by truck, pipeline or ships to factories called refineries. Natural gas can only be transported in large quantities through high pressure pipelines. Consequently, natural gas produced in the U.S. can only be used on this continent, or it can be shipped as compressed and liquefied natural gas. Crude oil can be shipped all over the world where it is made into the thousands of products that we use every day. You don’t need to leave home to find oil in some of its many forms. By processing fossil fuels at power stations, stored energy can be converted to electricity. The carpet on your floor and the paint on your walls probably have oil in them. You brush your teeth with a plastic tooth brush which is made from petroleum (oil is the key ingredient of plastic). It is estimated that we have found more than 500,000 uses for oil. Table of Contents No Uncertain Terms..................................................................................... 1 Scavenger Hunt............................................................................................ 21 The Glenn Pool Story.................................................................................. 34 Wildcatters, Roughnecks and Good Ol’ Boys........................................... 54 Baron Fruit................................................................................................... 70 The More Things Change........................................................................... 88 Running on Empty...................................................................................... 108 That Was When.......................................................................................... 140 Student Pages 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 1 Teacher OPTION 1: Frayer Model (Four Square) Procedure: 1. Share unit vocabulary list for CORE Energy Social Studies with students. 2. Introduce the Frayer model by modeling the strategy going through what the students are to create for each square of the model. On the board, overhead, or using a document camera, write a sample term in the top left corner. Second, brainstorm examples of the term and write those in the top right corner. Next, brainstorm examples of nonexamples/antonyms/what is not in the bottom right corner. Finally, have the class help you create a definition of the term and write it in the bottom left corner. Establish expectations for student learning product using a rubric or checklist. 3. Assign each student one term. Instruct students to use the whole group model for their term and give them 15-20 minutes to work. Allow students to use textbooks, dictionaries, or Smartphones to access definitions of terms. Students can illustrate the term if you, or they wish. Students will share their terms at the end through a vocabulary “speed dating” event. 4. Distribute template worksheet for the Frayer Model, or students can create their own by taking plain, white copy paper and folding it in half lengthwise, then folding it in half again width-wise. 5. While students are working, walk around to each student and conference with them using probing questions to help students think through their reasoning. 6. Pair students up for the “speed dating” portion of the activity. It does not matter how they are paired up because pairs will change. Inform students they will have two or three minutes to share their term. 7. Have each student in a pair identify their terms and discuss the different parts of their model with their partner. Then switch roles. They should ask questions until they understand the other person’s term. Call time and have students switch partners, repeat process until students have spoken to all of the other students in class. 8. Choose some of the best examples to display in class. Keep words in one location on a wall of the classroom. And you have an instant word wall! As you use the other CORE Energy Social Studies lessons, choose the terms that are pertinent to that lesson and post them in a prominent place in your classroom and review them with the class. Sample Frayer Model What it is (example, synonym) Term Christmas Tree Definition (in your own words) Valves, conduit, used to control flow What it is NOT! (non-example, antonym) An assembly of valves, spools and other stuff used to control the flow of something out of a well. Social Studies No Uncertain Terms It is not a wellhead. 2 Teacher Sample Rubic: Frayer Model Vocabulary Scoring Rubric Criteria: 1. 2. 3. 4. 5. 6. Term is written in the top left portion of the paper. Examples/Characteristics/Synonyms are written in top right portion of the paper and are accurate. Non-examples/Antonyms are written in the bottom right portion of the paper and are accurate. A definition, written in the student’s words, is found in the bottom left portion of the paper and is accurate. Each section is neatly written. Color/Illustrations are included. (Optional) Name: ______________________________ Class: _______________ Grading Criteria Social Studies Content Score: ________ Full Credit – 10 points • Word is appropriately defined • At least 2 facts/features that show understanding of what the term is • At least 2 facts/features that show understanding of what the term is NOT • Historcal relevance Artistic Representation • The entire page is neatly written and large enough to see from several feet away Score: ________ • Additional information is illustrated Literacy Skill Score: ________ • Poster contains no grammatical errors Half Credit – 5 points • Definition is incomplete • Lacks facts/features that show understanding • Little attention to legibility • Messy or wrinkled • No additional information illustrated (optional) • Grammatical errors Total Score: ________ Social Studies No Uncertain Terms 3 Teacher Term Definition (in your own words) What it is NOT! (non-example, antonym) What it is (example, synonyms) Option 1: Frayer Model Social Studies No Uncertain Terms 4 Teacher Social Studies No Uncertain Terms 5 Teacher American Petroleum Institute Baron Barrel Barrels Per Day Bit Black Dog Black Gold Blow Out Boarding House Boomtown Crude Oil Derrick Discovery Well Doodlebugger Driller Dry Hole Gusher Natural Gas Oil field Oil Patch OERB Oil Capitol of the World OPEC Oklahoma Corporation Commission Philanthropist Pump jack Roughneck Shooter Shotgun House Speculator Toolpusher Wildcatter Vocabulary List OPTION 2: Word Wall Match Up Procedure: 1. Share unit vocabulary list for CORE Energy Social Studies with students. 2. Introduce the strategy by modeling it using the board, white board, or document camera, etc. Write a sample term in the space allotted, then the definition for the term; finally have the student create a symbolic representation of the term (it can be a literal illustration or more symbolic). 3. Assign each student one term. Instruct students to use the whole group model for their term and give them 15-20 minutes to work. Allow students to use textbooks, dictionaries, or Smartphones to access definitions of terms. 4. Students will learn each other’s terms by putting the pieces together at the end. When students are finished have them cut the three sections of their worksheet apart and give the term section to you. Mix up the remaining (definition and symbol) portions of the worksheet. 5. Post the terms on the walls of the classroom (spread them out for flow of movement). 6. Have the students work in pairs to match the symbols and definitions to the correct term. 7. MIX IT UP! For review, post the symbol, or definition, and repeat the above process for match the three parts together. 8. Use the best examples from each class and place those in one location on a wall of the classroom. And you have an instant word wall! As you use the other CORE Energy Social Studies lessons, choose the terms that are pertinent to that lesson and post them in a prominent place in your classroom and review them with the class. Social Studies No Uncertain Terms 6 Teacher Sample Rubic: Word Wall Match Up Criteria & Rubric Criteria: 1. 2. 3. Illustration is neatly drawn and colored, accurately symbolizes the term, and fills the entire space devoted to the graphic representation. Term is neatly written and in large enough print to read from a distance. Definition is accurate and written in the student’s own words. Name: ______________________________ Class: _______________ Grading Criteria Social Studies Content Score: ________ Full Credit – 10 points • Word is appropriately defined • At least 2 facts/features that show understanding of what the term is • At least 2 facts/features that show understanding of what the term is NOT • Historcal relevance Artistic Representation • The entire page is neatly written and large enough to see from several feet away Score: ________ • Additional information is illustrated Literacy Skill Score: ________ • Poster contains no grammatical errors Half Credit – 5 points • Definition is incomplete • Lacks facts/features that show understanding • Little attention to legibility • Messy or wrinkled • No additional information illustrated (optional) • Grammatical errors Total Score: ________ Social Studies No Uncertain Terms 7 Teacher Symbolic Representation/Illustration Definition Term Option 2: Word Wall Match Up Template Social Studies No Uncertain Terms 8 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 9 Teacher Sample Rubic: Graffiti Vocabulary Criteria: 1. 2. 3. 4. 5. Term is drawn using bubble letters, or some other legible graffiti font. It should be large enough to be read from across the classroom. Description of term using own words is written in a complete sentence and is accurate. At least 3 images representing the term are present and correspond to the term. All white space must be colored in. Work is neatly completed and colorful. Name: ______________________________ Class: _______________ Grading Criteria Social Studies Content Score: ________ Full Credit – 10 points • Word is appropriately defined • At least 2 facts/features that show understanding of what the term is • At least 2 facts/features that show understanding of what the term is NOT • Historcal relevance Artistic Representation • The entire page has visual interest • Additional information is Score: ________ illustrated Literacy Skill Score: ________ • Poster contains no grammatical errors Half Credit – 5 points • Definition is incomplete • Lacks facts/features that show understanding • Little artistic representation of the word • No additional information illustrated • Grammatical errors Total Score: ________ Social Studies No Uncertain Terms 10 Teacher Sample of Graf?ti Vocabulary . -.: "vll- Social Studies No Uncertain Terms 11 Thacher 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 12 Teacher No Uncertain Terms Vocabulary Test Directions: Complete each sentence with the term that matches best from the Word Bank. WORD BANK American Petroleum Institute Baron Barrel Barrels Per Day Bit Black Dog Black Gold Boarding House Boomtown Crude Oil Derrick Discovery Well Doodlebugger Driller Dry Hole Gusher Natural Gas Oil Field Oil Patch OERB Oil Capitol of the World OPEC Oklahoma Corporation Commission Philanthropist Roughneck Shooter Shotgun House Speculator Toolpusher Wildcatter is a slang term for petroleum. 1. 2. A person who drills a well in an area where no oil or natural gas production previously existed is called a 3. A . is a well that has come in with such pressure that oil spews out of the well like a geyser. 4. Unrefined, liquid petroleum is called . 5. The acronym of the name of the organization whose purpose is to negotiate and regulate oil prices is . is a measure of the rate of flow of a well; it is the total amount of oil 6. produced per day. 7. Also called the rig foreman or superintendent, , is the person in charge of the entire drilling rig. 8. Founded in 1920, the sets the standards for all types of oilfield equipment. is the employee directly in charge of a drilling rig and crew. 9. 10. Another name for a well that does not produce oil or natural gas in commercial quantities is called a . is a highly compressible, highly expandable mixture of 11. hydrocarbons occurring natural in a gaseous form. Social Studies No Uncertain Terms 13 Teacher 12. A has great power in a particular field. 13. A promotes the happiness and social elevation of mankind by making donations to worthy causes. 14. A person who takes a financial risk in hope of a substantial gain is called a 15. . was established at statehood to regulate the exploration and production of oil and natural gas and to regulate public utilities. 16. The surface overlying an oil reservoir is called an . 17. The first well drilled, or in a new field that reveals the presence of oil or gas is called a 18. A is formed by the rapid influx of people, money, or materials due to the discovery of oil or other valuable natural resource. is a slang term for oil field. 19. 20. The is the person who shoots nitroglycerin into a well to promote the flow of oil. 21. Equivalent to 42 U.S. gallons, is the unit of measure for petroleum products. 22. The is an organization of oil and natural gas producers and royalty owners that is dedicated to restoring abandoned well sites and educating the public on the contributions of the oil and natural gas industry. Hint: It stands for the Oklahoma Energy Resources Board. 23. On the drilling rig, a is subordinate to the driller. 24. The large, load-bearing framework over the mouth of the oil well is called a 25. A . is the cutting or boring element used in drilling oil or natural gas wells. Social Studies No Uncertain Terms 14 Teacher No Uncertain Terms Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Using one’s wealth to benefit society is called: A. Wildcatting B. Philanthropy C. Social Darwinism D. Conspicuous Consumption 2. Andrew Carnegie’s “gospel of wealth” basically said that: A. People should be free to make as much money as they can, then they should give it away. B. The best educated and most capable will rise to the top and survive; the less-educated and less-capable will sink to the bottom and fail C. Wealth is a sign of God’s approval and thus grants the freedom to do as you wish D. Money is the easiest and best answer to society’s ills 3. Which of the following would a philanthropist like Carnegie NOT be likely to support with his wealth? A. Giving money to scholarship programs for higher education B. Building a new public library in an underprivileged community C. Museums, symphony orchestras, and theater groups D. Direct assistance to poor families or deserving individuals to help make their lives easier 4. Someone who risks his money and reputation trying to find oil in an unproven area is called a...? A. Roughneck B. Slick Digger C. Philanthropist D. Wildcatter 5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”? A. Tulsa B. Glenpool C. Bartlesville D. Oklahoma City Social Studies No Uncertain Terms 15 Teacher 6. A standard “barrel” of oil (as discussed on the evening news) is approximately...? A. 12 U.S. Gallons B. 42 U.S. Gallons C. 60 U.S. Gallons D. 76 U.S. Gallons 7. The term “roughneck” originally referred to...? A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gas. B. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a living C. A member of the crew on an drilling rig other than the head driller D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil 8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil. He’s now walking around holding the branch in front of him, eyes closed, waiting for it to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...? A. Black Dog B. Branch Manager C. Doodlebugger D. Oil-a-Plant 9. The towns that suddenly sprang up when oil was discovered were called...? A. Oilvilles B. Boomtowns C. T-Towns D. Gushers 10. Because it was already obvious that petroleum was going to be a critical part of Oklahoma’s economy, this organization was established at statehood to regulate oil & gas exploration and production and the actions of public utilities in general. A. The Oklahoma Corporation Commission B. The Oklahoma Energy Resources Board C. The Organization fo Petroleum Exporting Countries D. The American Petroleum Institute Social Studies No Uncertain Terms 16 Teacher No Uncertain Terms Vocabulary Test-ANSWER KEY Directions: Complete each sentence with the term that matches best from the Word Bank. WORD BANK American Petroleum Institute Baron Barrel Barrels Per Day Bit Black Dog Black Gold Boarding House Boomtown Crude Oil 1. Black Gold Derrick Discovery Well Doodlebugger Driller Dry Hole Gusher Natural Gas Oil Field Oil Patch OERB Oil Capitol of the World OPEC Oklahoma Corporation Commission Philanthropist Roughneck Shooter Shotgun House Speculator Toolpusher Wildcatter is a slang term for petroleum. 2. A person who drills a well in an area where no oil or natural gas production previously existed is called a Wildcatter Gusher 3. A . is a well that has come in with such pressure that oil spews out of the well like a geyser. 4. Unrefined, liquid petroleum is called Crude Oil . 5. The acronym of the name of the organization whose purpose is to negotiate and regulate oil prices is 6. OPEC Barrels per day . is a measure of the rate of flow of a well; it is the total amount of oil produced per day. Toolpusher 7. Also called the rig foreman or superintendent, , is the person in charge of the entire drilling rig. American Petroleum Institute sets the standards for all types of 8. Founded in 1920, the oilfield equipment. 9. Driller is the employee directly in charge of a drilling rig and crew. 10. Another name for a well that does not produce oil or natural gas in commercial quantities is Dry Hole called a 11. Natural Gas . is a highly compressible, highly expandable mixture of hydrocarbons occurring natural in a gaseous form. Social Studies No Uncertain Terms 17 Teacher Baron 12. A Philanthropist 13. A has great power in a particular field. promotes the happiness and social elevation of mankind by making donations to worthy causes. 14. A person who takes a financial risk in hope of a substantial gain is called a Speculator . 15. OK Corporation Commission was established at statehood to regulate the exploration and production of oil and gas and to regulate public utilities. Oil field 16. The surface overlying an oil reservoir is called an . 17. The first well drilled, or in a new field that reveals the presence of oil or gas is called a Discovery well Boomtown 18. A is formed by the rapid influx of people, money, or materials due to the discovery of oil or other valuable natural resource. Oil patch 19. Shooter 20. The is a slang term for oil field. is the person who shoots nitroglycerin into a well to promote the flow of oil. 21. Equivalent to 42 U.S. gallons, a Barrel is the unit of measure for petroleum products. OERB 22. The is an organization of oil and natural gas producers and royalty owners that is dedicated to restoring abandoned well sites and educating the public on the contributions of the oil and natural gas industry. Hint: It stands for the Oklahoma Energy Resources Board. 23. On the drilling rig, a Roughneck is subordinate to the driller. 24. The large, load-bearing framework over the mouth of the oil well is called a 25. A Bit Derrick . is the cutting or boring element used in drilling oil or natural gas wells. Social Studies No Uncertain Terms 18 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 19 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 20 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 21 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 22 Teacher Core Energy Scavenger Hunt 7. Map Location: _____ 8. Map Location: _____ 9. Map Location: _____ 10. Map Location: _____ 2. __________________________ 3. __________________________ 4. __________________________ 5. __________________________ 17. Map Location: _____ 18. Map Location: _____ 19. Map Location: _____ 20. Map Location: _____ 12. __________________________ 13. __________________________ 14. __________________________ 15. __________________________ 11. __________________________ 16. Map Location: _____ What are the top five oil-producing states in the U.S. right now? When you have listed all five, find them on the provided U.S. Map and indicate by letter where each one is located. 6. Map Location: _____ 1. __________________________ What are the top five oil-producing countries in the world right now? When you have listed all five, find them on the provided World Maps and indicate by letter where each one is located. Oil & Natural Gas Scavenger Hunt Names: _________________________________________ Period: ____ Social Studies Scavenger Hunt 30. What is the main goal / purpose of OPEC? _______________________ __________________________________________________________ 23. _______________________ 26. Map: _____ 29. Percentage: _____ 22. _______________________ 25. Map: _____ 28. Percentage: _____ 21. _______________________ 24. Map: _____ 27. Percentage: _____ What are the top three oil-consuming countries in the world right now? When you have listed all three, find them on the provided World Maps and indicate by letter where each one is located. Then list the approximate percentage each one uses of world oil supplies. 23 Social Studies Scavenger Hunt Teacher 23 50. Map Location: _____ 51. Map Location: _____ 52. Map Location: _____ 45. __________________________ 46. __________________________ 47. __________________________ 60. Map Location: _____ 61. Map Location: _____ 62. Map Location: _____ 56. __________________________ 57. __________________________ 59. Map Location: _____ 55. __________________________ 54. __________________________ 53. __________________________ 58. Map Location: _____ Teacher What are the top five natural gas-producing states in the U.S. right now? When you have listed all five, find them on the provided U.S. Map and indicate by letter where each one is located. 49. Map Location: _____ 44. __________________________ 43. __________________________ 48. Map Location: _____ What about natural gas? What are the top five natural gas-producing countries in the world right now? When you have listed all five, find them on the provided World Maps and indicate by letter where each one is located. 42. OPEC’s 12 members possess about ______ percent of the world’s total proven oil reserves. 41. OPEC’s 12 members currently supply about ______ percent of the world’s oil output. 40. _______________________ 35. _________________________ 38. _______________________ 33. _________________________ 39. _______________________ 37. _______________________ 32. _________________________ 34. _________________________ 36. _______________________ 31. _________________________ List 10 of the 12 current members of OPEC: What are the top three natural gas-consuming countries in the world right now? When you have listed all three, find them on the provided World Maps and indicate by letter where each one is located. Then list the approximate percentage each one uses of world natural gas supplies. 76. In what year was the OCC formed? ____________ 75. _______________________________________________________ 74. _______________________________________________________ 73. _______________________________________________________ 72. _______________________________________________________ The Oklahoma Corporation Commission has a four-fold mission statement. What are the four purposes of the OCC, according to its own mission statement? 65. _______________________ 68. Map: _____ 71. Percentage: _____ 64. _______________________ 67. Map: _____ 70. Percentage: _____ 63. _______________________ 66. Map: _____ 69. Percentage: _____ Social Studies Scavenger Hunt ____ 82. This well (referring to previous question) was located in...? (A) Tulsa (C) Oklahoma City (B) Bartlesville (D) Guthrie ____ 81. What was the first commercially viable oil well in Oklahoma? (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 80. _______________________________________________________ 79. _______________________________________________________ 78. _______________________________________________________ 77. _______________________________________________________ The Oklahoma Corporation Commission says in its mission statement that it will do four specific things “in the interests of the public.” What are those four things? 24 Social Studies Scavenger Hunt Teacher 24 ____ 91. The “Keystone Trail” was primarily used to...? (A) Bring oil equipment into Oklahoma from Texas (B) Bring illegal liquor into Tulsa (C) Follow known oil pools into un-drilled areas (D) Trap those with cash so they could be robbed ____ 90. This was the “discovery well” of the Red Fork pool. (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 ____ 89. What was used to “shoot” the Uncle Bill No. 1, the “discovery well” of the Cleveland pool? (A) Gunpowder (C) TNT (B) Nitroglycerin (D) The first hand-held Kodak camera ____ 88. Woolaroc is the contribution of oil industry giant...? (A) E.W. Marland (C) Tom Slick (B) G.B. Woolsworth (D) Frank Phillips ____ 87. Woolaroc Ranch, Museum, and Wildlife Preserve is located near...? (A) Bartlesville (C) Tulsa (B) Oklahoma City (D) Ponca City ____ 86. Which tribe in Oklahoma became the richest people in the world (per capita) during the oil boom of the 1920s? (A) The Kaw (C) The Osage (B) The Cherokee (D) The Seminole ____ 85. The “Million Dollar Elm” is located in...? (A) Kiefer (C) Pawhuska (B) Glenpool (D) Ponca City ____ 84. Which Oklahoma town was known as the Oil Capitol of the World? (A) Tulsa (C) Oklahoma City (B) Bartlesville (D) Guthrie ____ 83. The find that launched Oklahoma to the top of the world in terms of oil production was the...? (A) Oklahoma City Field (C) The 101 Ranch (B) The Glenn Pool (D) The Kiefer Dugout Teacher ____ 102. In July, 1982, what Oklahoma City bank went «bust» causing a shock to the financial market? (A) Bank of Oklahoma (C) Penn Square Bank (B) First National Bank (D) First United Bank 103. What does OERB stand for? ________________________________ ____ 95. William G. Skelly earned the nickname...? (A) “The Uncrowned King of the Senate” (B) “King of the Wildcatters” (C) “Mr. Tulsa” (D) “Dry-Hole Skelly” ____ 96. Thomas Gilcrease’s first purchase (which is still on display at the Gilcrease Museum) was...? (A) ‘Rural Courtship’ (C) ‘The Buffalo Hunt’ (B) ‘Zuni Mother’ (D) ‘The Grand Canyon’ 25 ____ 98. This well near Oklahoma City blew out of control so high and so long that officials had to take emergency measures to prevent people from lighting anything—even to cook—for miles away. (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 ____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not only did not shout about it, but covered it up with dirt, rented every horse and every buggy in town, hired out every notary public, and surrounded his field with armed guards until he could secure leases on all of the surrounding land. (A) Tom Slick (C) Harry Sinclair (B) Waite Phillips (D) Thomas Gilcrease Teacher Social Studies Scavenger Hunt 25 ____ 101. Lead Free gasoline was introduced to consumers in which decade? (A) The 1950s (C) The 1970s (B) The 1960s (D) The 1980s ____ 94. The Phillips 66ers were...? (A) A basketball team (C) An employees’ union (B) A charity organization (D) Winners of gasoline for life 105. ______________________________________________________ 104. ______________________________________________________ What are the OERB’s two main goals / functions? ____ 100. In 1959, the nation followed the drilling progress of «The Big Dave No. 1» every morning on what television program? (A) FOX News (C) The Today Show (B) CNN (D) Good Morning America ____ 99. The West Edmond Field was discovered in 1943 by: (A) Roy J. Turner (C) Lloyd Noble (B) Ace Gutowsky (D) J.A. LaFortune ____ 92. Who helped to open the Exchange National Bank (which later became the Bank of Oklahoma) strictly for the oil industry? (A) E. W. Marland (C) Frank Phillips (B) Tom Slick (D) Harry Sinclair ____ 93. Phillips 66 opened its very first gas station in...? (A) Bartlesville, OK (C) Wichita, KS (B) Rowling, TX (D) Tulsa, OK Social Studies Scavenger Hunt Teacher Social Studies Scavenger Hunt 26 shampoo transparent tape rubber cement rubbing alcohol luggage upholstery balloons soap dishes hand lotion telephones cold cream deodorant paint rollers pajamas brushes pillows combs American flags football antifreeze panty hose nylon rope antiseptics shaving cream crayons toothpaste hearing aids paint epoxy paint umbrellas fan belts purses salad bowls parachutes skis golf balls aspirin artifical limbs nail polish maps movie films bandages artifical turf vitamin capsules caulking shower curtains PVC pipes candles ballpoint pens fishing boots dentures speakers ice cube trays electric blankets ammonia car batteries cameras hair color electrical tape tires guitar strings TV cabinets compact discs repellant lipstick floor wax toilet seats fertilizer eyeglasses toothbrushes drinking cups tennis rackets 26 anesthetics insect ice coolers life jacket house paint sports cars motorcycle helmets sweaters food preservatives cortisone dice oil filters antihistamines fishing lures fishing rods dish detergent vinyl trash bags flooring contact lenses perfumes insecticides tents hair curlers shoes model cars sunglasses glue heart valves ink Circle ONLY the items that are made with/from petroleum: CORE Energy Social Studies Scavenger Hunt Social Studies Scavenger Hunt Teacher Teacher Core Energy Scavenger Hunt-ANSWER KEY 7. Map Location: _____ M 8. Map Location: _____ AA 9. Map Location: _____ I 10. Map Location: _____ P 2. __________________________ Russia 3. __________________________ United States 4. __________________________ Iran 5. __________________________ China Z 17. Map Location: _____ 18. Map Location: _____ D 19. Map Location: _____ A L 20. Map Location: _____ 12. __________________________ North Dakota 13. __________________________ California 14. __________________________ Alaska 15. __________________________ Oklahoma K 11. __________________________ 16. Map Location: _____ Texas What are the top five oil-producing states in the U.S. right now? When you have listed all five, find them on the provided U.S. Map and indicate by letter where each one is located. 6. Map Location: _____ D 1. __________________________ Saudi Arabia What are the top five oil-producing countries in the world right now? When you have listed all five, find them on the provided World Maps and indicate by letter where each one is located. Oil & Natural Gas Scavenger Hunt Sheet Names: _________________________________________ Period: ____ Social Studies Scavenger Hunt I 51. Map Location: _____ Q 52. Map Location: _____ Iran 46. __________________________ Qatar 47. __________________________ R 59. Map Location: _____ F 60. Map Location: _____ L 61. Map Location: _____ H 62. Map Location: _____ Louisiana 54. __________________________ Wyoming 55. __________________________ Oklahoma 56. __________________________ Colorado 57. __________________________ 22. _______________________ 25. Map: _____ China P 28. Percentage: _____ 11% 23. _______________________ 26. Map: _____ R 29. Percentage: _____ Japan 5% 30. What is the main goal / purpose of OPEC? _______________________ To adjust supply/demand in __________________________________________________________ the oil industry and maintain stable economy for member nations. Texas K 53. __________________________ 58. Map Location: _____ 27 BB 50. Map Location: _____ Canada 45. __________________________ Teacher Social Studies Scavenger Hunt Teacher What are the top five natural gas-producing states in the U.S. right now? When you have listed all five, find them on the provided U.S. Map and indicate by letter where each one is located. M 49. Map Location: _____ Russia 44. __________________________ United States AA 43. __________________________ 48. Map Location: _____ What about natural gas? What are the top five natural gas-producing countries in the world right now? When you have listed all five, find them on the provided World Maps and indicate by letter where each one is located. 81% percent of the world’s total 42. OPEC’s 12 members possess about ______ proven oil reserves. 40% percent of the world’s 41. OPEC’s 12 members currently supply about ______ oil output. United Arab Emirates 40. _______________________ 35. _________________________ Iraq Qatar 38. _______________________ 33. _________________________ Ecuador Saudi Arabia 39. _______________________ Nigeria 37. _______________________ 32. _________________________ Angola 34. _________________________ Iran 36. _______________________ Libya 31. _________________________ Algeria List 10 of the 12 current members of OPEC: (*Kuwait and Venezuela) 21. _______________________ 24. Map: _____ United States AA 27. Percentage: _____ 22% What are the top three oil-consuming countries in the world right now? When you have listed all three, find them on the provided World Maps and indicate by letter where each one is located. Then list the approximate percentage each one uses of world oil supplies. 27 What are the top three gas-consuming countries in the world right now? When you have listed all three, find them on the provided World Maps and indicate by letter where each one is located. Then list the approximate percentage each one uses of world natural gas supplies. 1907 76. In what year was the OCC formed? ____________ 75. _______________________________________________________ Intrastate commerce 74. Rates _______________________________________________________ and services-public utilities 73. Storage _______________________________________________________ and dispensing of petroleum fuels 72. _______________________________________________________ To regulate/enforce laws concerning oil and natural gas The Oklahoma Corporation Commission has a four-fold mission statement. What are the four purposes of the OCC, according to its own mission statement? I 71. Percentage: _____ 65. _______________________ 68. Map: _____ Iran 4% 64. _______________________ 67. Map: _____ M 70. Percentage: _____ 16% Russia AA 69. Percentage: _____ 63. _______________________ 66. Map: _____ 25% United States Social Studies Scavenger Hunt ____ B 82. This well (referring to previous question) was located in...? (A) Tulsa (C) Oklahoma City (B) Bartlesville (D) Guthrie C 81. What was the first commercially viable oil well in Oklahoma? ____ (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 80. _______________________________________________________ Balance rights and needs of the public with those of business Abate pollution of the environment 79. _______________________________________________________ Avoid waste 78. _______________________________________________________ Oversee conservation of natural resouces 77. _______________________________________________________ The Oklahoma Corporation Commission says in its mission statement that it will do four specific things “in the interests of the public.” What are those four things? 28 Social Studies Scavenger Hunt Teacher 28 B 91. The “Keystone Trail” was primarily used to...? ____ (A) Bring oil equipment into Oklahoma from Texas (B) Bring illegal liquor into Tulsa (C) Follow known oil pools into un-drilled areas (D) Trap those with cash so they could be robbed A 90. This was the “discovery well” of the Red Fork pool. ____ (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 B 89. What was used to “shoot” the Uncle Bill No. 1, the “discovery well” of ____ the Cleveland pool? (A) Gunpowder (C) TNT (B) Nitroglycerin (D) The first hand-held Kodak camera D 88. Woolaroc is the contribution of oil industry giant...? ____ (A) E.W. Marland (C) Tom Slick (B) G.B. Woolsworth (D) Frank Phillips A 87. Woolaroc Ranch, Museum, and Wildlife Preserve is located near...? ____ (A) Bartlesville (C) Tulsa (B) Oklahoma City (D) Ponca City C 86. Which tribe in Oklahoma became the richest people in the world ____ (per capita) during the oil boom of the 1920s? (A) The Kaw (C) The Osage (B) The Cherokee (D) The Seminole C 85. The “Million Dollar Elm” is located in...? ____ (A) Kiefer (C) Pawhuska (B) Glenpool (D) Ponca City A 84. Which Oklahoma town was known as the Oil Capitol of the World? ____ (A) Tulsa (C) Oklahoma City (B) Bartlesville (D) Guthrie B 83. The find that launched Oklahoma to the top of the world in terms ____ of oil production was the...? (A) Oklahoma City Field (C) The 101 Ranch (B) The Glenn Pool (D) The Kiefer Dugout Teacher ____ C 102. In July, 1982, what Oklahoma City bank went “bust” causing a shock to the financial market? (A) Bank of Oklahoma (C) Penn Square Bank (B) First National Bank (D) First United Bank Oklahoma Energy Resources Board 103. What does OERB stand for? ________________________________ ____ C 95. William G. Skelly earned the nickname...? (A) “The Uncrowned King of the Senate” (B) “King of the Wildcatters” (C) “Mr. Tulsa” (D) “Dry-Hole Skelly” ____ A 96. Thomas Gilcrease’s first purchase (which is still on display at the Gilcrease Museum) was...? (A) ‘Rural Courtship’ (C) ‘The Buffalo Hunt’ (B) ‘Zuni Mother’ (D) ‘The Grand Canyon’ 29 B 98. This well near Oklahoma City blew out of control so high and so long ____ that officials had to take emergency measures to prevent people from lighting anything—even to cook—for miles away. (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 ____ A 97. When this oilman struck oil on the Wheeler farm in Cushing, he not only did not shout about it, but covered it up with dirt, rented every horse and every buggy in town, hired out every notary public, and surrounded his field with armed guards until he could secure leases on all of the surrounding land. (A) Tom Slick (C) Harry Sinclair (B) Waite Phillips (D) Thomas Gilcrease Teacher Social Studies Scavenger Hunt 29 C 101. Lead Free gasoline was introduced to consumers in which decade? ____ (A) The 1950s (C) The 1970s (B) The 1960s (D) The 1980s ____ A 94. The Phillips 66ers were...? (A) A basketball team (C) An employees’ union (B) A charity organization (D) Winners of gasoline for life Educate the pubic about Oklahoma’s oil and natural gas industry. 105. ______________________________________________________ 104. ______________________________________________________ Clean up abandoned well sites What are the OERB’s two main goals / functions? C 100. In 1959, the nation followed the drilling progress of “The Big Dave ____ No. 1” every morning on what television program? (A) FOX News (C) The Today Show (B) CNN (D) Good Morning America ____ B 99. The West Edmond Field was discovered in 1943 by: (A) Roy J. Turner (C) Lloyd Noble (B) Ace Gutowsky (D) J.A. LaFortune ____ B 92. Who helped to open the Exchange National Bank (which later became the Bank of Oklahoma) strictly for the oil industry? (A) E. W. Marland (C) Frank Phillips (B) Tom Slick (D) Harry Sinclair C 93. Phillips 66 opened its very first gas station in...? ____ (A) Bartlesville, OK (C) Wichita, KS (B) Rowling, TX (D) Tulsa, OK Social Studies Scavenger Hunt Teacher Social Studies Scavenger Hunt 30 shampoo transparent tape rubber cement rubbing alcohol luggage upholstery balloons soap dishes hand lotion telephones cold cream deodorant paint rollers pajamas brushes pillows combs American flags football antifreeze panty hose nylon rope antiseptics shaving cream crayons toothpaste hearing aids paint epoxy paint umbrellas fan belts purses salad bowls parachutes skis golf balls aspirin artifical limbs nail polish maps movie films bandages artifical turf vitamin capsules caulking shower curtains PVC pipes candles ballpoint pens fishing boots dentures speakers ice cube trays electric blankets ammonia car batteries cameras hair color electrical tape tires guitar strings TV cabinets compact discs repellant lipstick floor wax toilet seats fertilizer eyeglasses toothbrushes drinking cups tennis rackets 30 anesthetics insect ice coolers life jacket house paint sports cars motorcycle helmets sweaters food preservatives cortisone dice oil filters antihistamines fishing lures fishing rods dish detergent vinyl trash bags flooring contact lenses perfumes insecticides tents hair curlers shoes model cars sunglasses glue heart valves ink Circle ONLY the items that are made with/from petroleum: ALL ITEMS SHOULD BE CIRCLED CORE Energy Social Studies Scavenger Hunt-ANSWER KEY Social Studies Scavenger Hunt Teacher Teacher Social Studles Scavenger Hunt Social Studies Scavenger Hunt 32 Teacher Social Studies Scavenger Hunt 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 34 Teacher The Glenn Pool Story Class-time needed: One to four days Essential Questions: • How do geographic factors affect location of and access to petroleum resources? • Would you want to live in an oil boomtown? • What would Oklahoma look like without oil entrepreneurs? Purpose/Objective: • To be able to trace the early history of oil discovery in Oklahoma • To understand the role of the Glenn Pool in the early oil history of Oklahoma Introduction: Explain to students that the DVD at the center of the lesson is a case study of the early oil discovery at Glenpool. Although not the earliest, it is one of the most important discoveries and serves as a good example of how oil was discovered and how oil boom towns developed. The film and the supplemental activities and optional lessons help demonstrate the further development of oil and boom towns in the rest of the state. When the lesson is complete students should have an understanding of how the oil industry developed in Oklahoma and the role entrepreneurs played in not only that process but in town development, too. Materials: • • • • • • • • The Glenn Pool Story DVD Boomtown DVD Tulsa DVD Student Handout “Vocabulary Review Sheet” Student Handout “Glenn Pool Story Viewing Guide” Student Handout “Oklahoma Oil Timeline” Student Handout “Venn Diagram” Student Handout “Historical Marker” Teacher Note: You can use each of the three options separately from the others, or you can have different class periods complete different options. Or, to allow for differentiation, use all three in one class and allow your students to choose which option they complete. Social Studies The Glenn Pool Story 35 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 36 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 37 Teacher National Economy Oklahoma Economy Oil in Indian Land (1:49-8:20) Labor 38 Oklahoma Economy Teacher 38 Teacher OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Social Studies The Glenn Pool Story Oklahoma Economy Oil Creates Jobs (11:16-17:08) National Economy The Glenn Pool Story Viewing Guide Directions: While viewing the DVD, take notes on the subjects listed below during the times/parts indicated. Glenn Pool Fuels America (8:21-11:15) Social Studies The Glenn Pool Story Social Studies The Glenn Pool Story Labor Tulsa Oklahoma Towns Boomtowns (17:09-22:24) Labor National Economy Entrepreneurs/Philanthropists 39 39 Teacher OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Social Studies The Glenn Pool Story Teacher Social Studies The Glenn Pool Story 40 Oklahoma Economy Oil and Natural Gas Legacy of Glenn Pool Glenn Pool Legacy (22:24-27:00) 40 Teacher OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Social Studies The Glenn Pool Story Teacher National Economy Oklahoma Economy Oil in Indian Land (1:49-8:20) Labor 41 National Economy Oklahoma Economy Teacher 41 People settled in Tulsa, close to oil patch but clean Finest hotels and good RR service with trains running both to oil patch and back East Companies HQed in Tulsa (banks and drillers) Tom Slick hit a gusher in Cushing, OK’s second big oil field 1/3 US oil by late 1920s OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Automobile replacing horse and buggy as oil was being discovered Demand for gas and oil for cars and planes Oil was the “lifeblood of the nation” Gulf and Texaco built pipelines to take oil from Oklahoma to the Texas Gulf Coast, longest pipelines in the US $1/barrel by rail versus 10.c/pipeline 1907 largest single source of oil for US Focused national attention on Oklahoma oil Pipelines brought big money to the Glennpool More oil in US than anywhere in the world, “oil capital of the world” “First giant oil field in Oklahoma” OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. PHOTO men with ties/dirty/clean Rig builders couldn’t come down the rig to urinate, worked 16-18 hours a day, sleep 3-4 hours a day Time was money so drilled as much as you could Red Fork discovery spread the news quickly More crude out of Glenpool than any place in the world Used water drilling rigs looking for oil 1901 Red Fork discovery near Tulsa and brought new people 1905 Robert Galbraith drilled Ida Glenn #1 on the Glenn’s farm and becomes wealthy from multiple wells Glenpool attracted men seeking fortunes Larger production at Glenpool than anywhere previously in Oklahoma Couldn’t transport it out of Glenpool fast enough so damned up crude oil in lakes Glenpool oil was lower in sulfur, lighter, rich in kerosene and gasoline so easier to refine than Texas oil Teacher OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Social Studies The Glenn Pool Story Oklahoma Economy Oil Creates Jobs (11:16-17:08) The Glenn Pool Story Viewing Guide-ANSWER KEY Directions: While viewing the DVD, take notes on the subjects listed below during the times/parts indicated. Glenn Pool Fuels America (8:21-11:15) Social Studies The Glenn Pool Story Social Studies The Glenn Pool Story Labor Tulsa Oklahoma Towns Boomtowns (17:09-22:24) Labor National Economy Side business – whiskey, hot meals, lodging, real estate, roughnecks, roustabouts Dirty hard work worth decent pay Calmer, drilling not permitted Business and financial center 1920s one of the most prosperous US cities and growing fast Oil “Capital of the World” Visitors noticed architecture, expensive shopping, art deco architecture, millionaire, NYC of the Prairie 750 HQ by 1950s International Petroleum Exposition TU School of Geology MAYOR LA FORUTUNE Kiefer, Oilton, Cromwell know these towns today? Single men or left families behind Few places to sleep – under and on pool tables, chicken coops, corn cribs, theater seats Groceries hard to get Restaurants overcrowded Fires destroyed towns OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Derrick builders, roustabouts, roughnecks, “teamsters”, pipe layers, digging ditches, trained labor force, manufacturers of pipeline, pumps, tanks and valves, tank builders, welders, bankers, equipment suppliers, laborers, wildcatters PHOTO men with ties/dirty/clean BARTLETT Tulsa Mayor and son of Gov People moved to OK for jobs Trains arrived with workers on trains from KC and St Louis Came here to strike it rich Trains came for years WWI brought demand for fuel for factories and vehicles Cushing produced 1/5 of US oil Entrepreneurs/Philanthropists Thomas Gilcrease, Waite Phillips, Bill Skelly, James Chapman, Robert McFarlane Museums, arts, schools, hospitals 42 Teacher Social Studies The Glenn Pool Story 43 Oil and Natural Gas 43 Teacher Crude still vital but natural gas now, too 3x wealth from natural gas than oil today 2nd producer of natural gas as of film 70% natural gas exported Legacy of Glenn Pool Pay for roads, schools, museums 50,000 employed- high tech not just on rigs, new jobs continue to be built Projects much larger today than wildcatters and not “one man jobs” Galbraith lost his fortune from the Glennpool Glenpool faded over time NOTICE change in landscape Not biggest but most important because it got people ready or the future discoveries People were the legacy of the Glenpool as they learned on the job, training ground, Tulsa became oil capital of the world because of the Glennpool Attracted people and built cities “Don’t forget who brung you to the dance” Oklahoma Economy OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Glenn Pool Legacy (22:24-27:00) Social Studies The Glenn Pool Story Teacher Oklahoma Oil Timeline 44 1901: Theodore Roosevelt becomes President of the US after William McKinley is assassinated. 1900+ Teacher Social Studies The Glenn Pool Story 1908: Ford Motor Company introduces the Model T 1907: Oklahoma joins the Union as the 46th state. 1905+ 44 United States History 1913: Ford Motor Company implements assembly line. 1910+ Oklahoma History 1917-1918: US involvement in WWI 1915+ Teacher 1920s: Harding, Coolidge and Hoover adminstrations promote American business growth. 1920+ Directions: After viewing the Glenn Pool Story DVD, fill in the timeline with the Oklahoma oil history that goes along with the time period indicated. Social Studies The Glenn Pool Story Oklahoma Oil Timeline-ANSWER KEY 45 1901: Theodore Roosevelt becomes President of the US after William McKinley is assassinated. 1900+ 1901: Red Fork 1910: Tulsa “Oil Capital of the World” Teacher Social Studies The Glenn Pool Story 1908: Ford Motor Company introduces the Model T 1907: Oklahoma joins the Union as the 46th state. 1905+ 1905: Glenn Pool 1907: Oklahoma is the largest source of oil in the world 45 United States History 1913: Ford Motor Company implements assembly line. 1910+ 1912: Cushing is the largest and richest field Oklahoma History 1917-1918: US involvement in WWI 1915+ Teacher 1920s: Harding, Coolidge and Hoover adminstrations promote American business growth. 1920+ Oklahoma produced 1/3 of all US oil Directions: After viewing the Glenn Pool Story DVD, fill in the timeline with the Oklahoma oil history that goes along with the time period indicated. Social Studies The Glenn Pool Story OPTION 2: Procedure: Teacher Note: For a multi-day version of this lesson, you can stop the DVD inbetween chapters of the DVD and debrief using specific relevant activities. 1. Show the Oklahoma News Report “Oklahoma’s Oldest Oil Well” (on OERBHOMEROOM.com) 6:24 minute segments as a precursor to the film or after the Red Fork segment of The Glenn Pool Story. A discussion on sourcing and point of view could shed light on why the filmmakers might have chosen to leave the Nellie Johnstone out of their production. 2. Students could use a Venn Diagram to compare and contrast the Nellie Johnstone and the Ida Glenn. You or your students can research Chelsea and Red Fork as other early sites some might consider earlier wells. 3. Watch a clip from the beginning of the film Tulsa to compare how the gushers on film are portrayed to the actual gushers seen in The Glenn Pool Story DVD. Social Studies The Glenn Pool Story 46 Teacher Social Studies The Glenn Pool Story 47 The Glenn Pool Story Venn Diagram 47 Name: ______________________________ Class: _______________ Social Studies The Glenn Pool Story Teacher Teacher Social Studies The Glenn Pool Story 48 1905 Developed Tulsa as the oil capital of the world Most important well in the country at that time Robert Galbraith, wildcatter Storage tanks and pipelines built to transport the oil Highly successful well that brought people from across the country Ida Glenn No. 1 48 No market until 1899 Cannon used to fight fire Fracking with nitro and go-devil 1897 1st Commercial oil well Bartlesville George Keeler and William Johnstone, wildcatters Dirty, dangerous, long hours Similar cable tool rigs Successful wells Shared Nellie Johnstone The Glenn Pool Story Venn Diagram-ANSWER KEY Name: ______________________________ Class: _______________ Social Studies The Glenn Pool Story Teacher Teacher OPTION 3: Procedure: 1. Work on Option 1 of this lesson. 2. Ask students to write an historical marker. The purpose of the historical marker is to require students to identify the relevant information necessary to succinctly explain why the topic is worthy of commemoration. Students should use their notes from “The Glenn Pool Story” to construct their historical marker. The explanation must be four separate sentences. A space for a rough draft and a rubric is included for students on the handout. 3. Suggested fields/wells from the film could include: Cushing and Ida Glenn No. 1. The Nellie Johnstone and Oklahoma City are fields that would be easy to research, too. Students need to select only one specific oil field/well to write about. Teacher Note: Links for suggestions on the historical marker can be found on OERBHomeRoom.com. 4. Work on Option 2 of this lesson. Observations/Conclusions: • By this point in the lesson students should have an understanding of the development of the early oil industry. • The reading excerpt should reinforce their understanding of how well sites are developed and provide a textual narrative for the visual they should have formulated watching the film and seeing diagrams. • Students should be developing their skills to analyze nonfiction writing using Common Core strategies. Extension activities for this lesson can be found on OERBHomeRoom.com. Social Studies The Glenn Pool Story 49 Teacher Oil Boomtown Historical Marker Use your knowledge and class resources to create an historical marker for an historical oil boomtown. • No clip art or illustrations • Include basic information like who, where, when, what and why it’s important enough to commemorate. Rough Draft: Rubric /10 /80 /10 /100 Create a title for the top line and write in all capital letters Use at least four pieces of evidence in four different sentences (20/evidence) Use standard English grammar and spelling Social Studies The Glenn Pool Story 50 Teacher Social Studies The Glenn Pool Story 51 Teacher The Glenn Pool Story Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. In 1905 the first major long-producing commercial oil well was drilled in Oklahoma at A. Barnsdall B. Glennpool C. Nellie Johnstone D. Red Fork 2. In the early 1900s, which of the following was the most cost effective and efficient method of transporting oil? A. Horse and buggy B. Pipeline C. Stream D. Train 3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital of the World”? A. Bartlesville B. Glennpool C. Oklahoma City D. Tulsa 4. Which of the following does notWW characterize early Oklahoma boomtowns? A. Fires B. Restaurants where plates are nailed to the table C. Overcrowding that led men to sleep in chicken coops and corn cribs D. City services like busses, sewer systems, and trolleys 5. Which of the following sentences best characterizes Tulsa in the first half of the twentieth century? A. The most significant site for oil wells and oil and natural gas production and storage. B. A major junction of oil production, transportation, and distribution to the Mississippi River. C. The home of oil bankers, oil company headquarters, and oil philanthropists. D. The location of the first significant commercial oil well in the United States. Social Studies The Glenn Pool Story 52 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 53 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 54 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 55 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 56 Teacher Activity 2 Procedure: 1. Show the first 15-17 minutes of the movie Boomtown. 2. Review what a boomtown is, examples of boomtowns and the effects of oil discovery. 3. Review the CLOSE Reading strategy with students. (See handout at end of lesson). Choose the strategy that best fits your students needs for this article and their skill level at this point of the school year. 4.. Hand out copies of the article “Gambling with Mother Earth” to the students. 5. Use the CLOSE reading strategy to analyze the document. 6. Have the students read the article independently and guide them through textual analysis. Examples include: • Text-dependent questions and tasks • Re-writing and summarizing each paragraph 7. Compare and contrast student findings with the discussion from the previous days about boomtowns. Observations/Conclusion: • By this point in the lesson students should have an understanding of the nature of boomtowns. The reading excerpt should challenge their understanding of the consequences of boomtowns. The reading discusses Cushing after its boom and then a brief recovery. Students need to recognize that boom bust process. Also, students should be developing their skills to analyze nonfiction writing using Common Core strategies like CLOSE Reading. Enrichment: • Have students will create a multimedia project answering the essential question. Teachers and or students choose which application to use to create products like a graphic organizer, map, movie, narrative, podcast, or a storyboard. Teachers can save time by assigning products or allowing students to choose before class so instructional time is spent on students creating. (Students without experience may need more than one class period to finish their project.) Students should save their project on their school network, online, or on a storage device. Send your best examples to the OERB! • Visit OERBHomeRoom.com to view the virtual field trip:“Oklahoma’s Oil History” Additional Enrichments can be found on OERBHomeRoom.com! Social Studies Wildcatters, Roughnecks, & Good Ol’ Boys 57 Teacher Map of Oklahoma Student Handout Social Studies Wildcatters, Roughnecks, & Good Ol’ Boys 58 Teacher Boomtown Checklist Student Handout Place a checkmark in the appropriate column for the following boomtowns Keifer 1906 Cushing 1912 Seminole 1924 Wewoka 1923 Population growth Long hours/hard work/ high wages Unsafe work sites and wells Poorly constructed homes Unclean streets/water/ sanitation Poor roads Poor medical services Few options for affordable housing Crowded services like banks and restaurants Poor reputation Corrupt law enforcement Violence and fighting Crime/con men Street gangs Gambling Saloons/alcohol/ bootleggers Pool halls Brothels/prostitutes Dance halls Missionaries and churches Schools Social Studies Wildcatters, Roughnecks, & Good Ol’ Boys 59 Teacher Boomtown Checklist Student Handout-ANSWER KEY Place a checkmark in the appropriate column for the following boomtowns Keifer 1906 Cushing 1912 √ Population growth Long hours/hard work/ high wages Seminole 1924 √ √ Unsafe work sites and wells √ Poorly constructed homes √ Wewoka 1923 √ √ Unclean streets/water/ sanitation √ √ Poor roads √ √ Poor medical services √ √ Few options for affordable housing √ √ Crowded services like banks and restaurants √ √ Poor reputation √ Corrupt law enforcement √ Violence and fighting √ √ Crime/con men √ √ Street gangs √ Gambling √ Saloons/alcohol/ bootleggers √ √ √ √ √ Pool halls Brothels/prostitutes √ Dance halls √ √ √ Missionaries and churches √ Schools √ Social Studies Wildcatters, Roughnecks, & Good Ol’ Boys 60 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 61 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 62 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 63 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 64 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 65 Teacher Gambling With Mother Earth Excerpt from Gambling With Mother Earth By William G. Shepherd From Harper’s Monthly Magazine, July 1921 Writers observing the effects of oil wealth in Oklahoma were quick to distinguish between the mindsets and lifestyles of the Midwestern farmers and those of entrepreneurial oilmen who were often relative newcomers to the state. While the simple wants and needs of the farmer were sometimes glorified and sometimes merely good for a laugh, Shepherd highlights at least one instance when one man’s simple solution to waning circumstances outsmarts everyone, oilman and fellow farmer alike. It is not often that a farmer who has made a fortune in oil by no efforts of his own, sinks any of his wealth in oil gambles. Enough money to live on in comfort or luxury the rest of their days seems to be about all that the average farmer and his family ask from oil. It is difficult to create new wants after one’s life has been set in the mold, and to be able to get what you want when you want it is about all the average new rich ask of fortune. All above that is a comforting abundance which lies undrawn in the bank. Now and then, however, in a waning field, the farmers take a renewed interest in affairs as they see the attention of the oil men directed to other areas than theirs. In the town of Cushing there is a hero of the community who has put new wealth in the farmers’ pockets. The oil craze of some years ago died out and left Cushing somewhat flat. Everybody had money laid away, but it looked as if the incoming flow of gold had ceased. Milton Thompson, who owned 160 acres, on which he had made a small fortune in previous years, conceived the idea that the wells were failing because they had not been drilled deep enough in the first place. He figured out that 800 feet more would bring in a new oil supply. All the other farmers were holding their leases at the old high figures, with no takers. Thompson surprised the community by giving away a lease on his farm. The company that drilled went down to the usual 2,700 feet, and found no oil. Thompson begged them to continue. At 3,500 feet they brought in a huge well. Thompson’s fortune, as well as that of everyone in the community, was immediately multiplied. One farm which Thompson had bought for $2,000 he sold, it is said, at Cushing, for $575,000 within a few days. The population of the town increased fourfold within the next year, and in one year the bank deposits jumped from $1,713,000 to $3,500,000. As a town boomer Thompson is famous far and wide in the Cushing country. Social Studies Wildcatters, Roughnecks, & Good Ol’ Boys 66 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 67 Teacher Wildcatters, Roughnecks, & Good Ol’ Boys Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Common challenges facing small towns suddenly made large by an oil boom included: A. Legal restrictions on the number of homesteads or businesses allowed in the community B. Insufficient roads, public services, or just plain room to deal with all of the people and activity. C. Lack of actual currency with which to purchase goods and services D. All of the above 2. Which of the following were common ways businessmen often profited indirectly from an oil strike? A. Merchants and restaurants would stay open 24 hours a day to serve the suddenly crowded town B. Gamblers and saloon-owners offered recreation and whiskey to rowdy oilfield workers C. Suppliers would sell drilling equipment and other materials to anxious oilmen and wildcatters D. All of the above. 3. Which of the following were common ways townspeople often profited indirectly from an oil strike? A. Homeowners leased out floor or bed space to exhausted workers to sleep in 8-hour shifts B. Women would sell sandwiches or hot meals along the side of the road to hungry workers C. Property owners would charge drivers money to shortcut through their yard or across their land D. All of the above 4. What were some common dangers facing townspeople near an oil field? A. Crime rates tended to go up and robbery, prostitution and even murder became common B. The fumes from the chemicals and equipment often led to pneumonia or even cancer C. The distruption of the oil pools deep within the earth could lead to minor tremors or “oil-quakes: D. All of the above 5. Once the chaos of the initial rush subsided, some boomtowns were left largely empty and forgotten, or became “ghost towns.” Many others, though, were left with...? A. A whole lot of oil and nothing to do with it B. Better schools, churches, public facilities and community activities C. Government programs coming in almost immediately to clean up the mess left behind D. Crowded jails and slum-like cities as the money moved on but the criminals remained Social Studies Wildcatters, Roughnecks, & Good Ol’ Boys 68 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 69 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 70 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” Visit OERBHomeRoom.com to view the video lab, Lab Time with Leo: Baron Fruit Social Studies Baron Fruit 71 Teacher 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. 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?] Social Studies Baron Fruit 72 Teacher 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. 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: • Visit OERBHomeRoom.com to view the virtual field trip: “Oklahoma’s Oil History” • 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 73 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 74 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 75 Teacher ,w gag 9 I. l1" 1al Studies Baron Fruit 76 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 77 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 78 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 79 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 80 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 81 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 82 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 83 Teacher • • • • • 84 Teacher Social Studies Baron Fruit 1917 1925 1928 84 1930 1934 1948 Teacher Marland Oil is taken away from Marland in a hostile takeover The Ida Glenn No. 1 is brought in Spartan School of Aeronautics is founded Pioneer Woman statue is unveiled in Ponca City The US enters World War I 1929 • • • • • Insert the important event on the year it corresponds to on the timeline. Baron Fruit Timeline Handout The Nellie Johnstone No. 1 comes in Frank Phillips builds his lodge at Woolaroc Harry Sinclair goes to the USSR Robert S. Kerr becomes the US Senator from Oklahoma E.W. Marland becomes governor of Oklahoma 1905 1897 Social Studies Baron Fruit • • • • • 85 Teacher Social Studies Baron Fruit 1905 The Ida Glenn No. 1 is brought in 1925 85 1929 Spartan School of Aeronautics is founded 1934 Teacher Robert S. Kerr becomes the US Senator from Oklahoma 1948 E.W. Marland becomes governor of Oklahoma Pioneer Woman statue is unveiled in Ponca City 1930 Marland Oil is taken away from Marland in a hostile takeover The Ida Glenn No. 1 is brought in Spartan School of Aeronautics is founded Pioneer Woman statue is unveiled in Ponca City The US enters World War I Marland Oil is taken away from Marland in takeover 1928 Frank Phillips builds his lodge at Woolaroc The US enters World War I Harry Sinclair goes to the USSR 1917 • • • • • Insert the important event on the year it corresponds to on the timeline. Baron Fruit Timeline-KEY The Nellie Johnstone No. 1 comes in Frank Phillips builds his lodge at Woolaroc Harry Sinclair goes to the USSR Robert S. Kerr becomes the US Senator from Oklahoma E.W. Marland becomes governor of Oklahoma The Nellie Johnstone No. 1 comes in 1897 Social Studies Baron Fruit Baron Fruit Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. This former barber came from Nebraska to Bartlesville where he almost made his reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble 2. This Ponca City oilman developed his oil company into one of the largest in the world. He gave generously to the city, but raised a few eyebrows with his choice of second wives. His mansion still stands although he lost it when he lost his company in 1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma. A. Robert S. Kerr B. Harry Sinclair C. E.W. Marland D. J. Paul Getty 3. This Oklahoma oilman gave up some of his best men to support the Allied war effort in World War II, helping the British to coax petroleum out of the same forests where Robin Hood used to hide. The foundation he named after his father has pioneered cancer research and food production. What he’s really remembered for, though, is the basketball arena he helped build for OU. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble 4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log cabin, no less. He became governor in 1942 with the slogan, “I’m just like you, only I struck oil” and tried to help Oklahoma continue its recovery from the Great Depression. He later moved on to Washington, D.C., where he continued fighting for the state and died with the moniker, “The Uncrowned King of the Senate.” A. Robert S. Kerr B. Harry Sinclair C. E.W. Marland D. J. Paul Getty 5. This Oklahoma oilman is both African American and Creek Indian—both anomalies in the petroleum industry. He’s nevertheless found amazing success through the basics—hard work, determination, and self-reliance. Few people outside of Muskogee even know his company is still going strong there today. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble Social Studies Baron Fruit 86 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 87 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 88 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 89 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 90 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 91 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 92 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 93 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 94 Teacher The More Things Change... 95 Teacher Social Studies The More Things Change 95 The Eruption Begins To the Kaw Indian Reservation, came the geologist. He knew oil. He quietly secured leases on a great tract down Burbank way. A refining company came and took more leases in the reservation. In an untried territory the first well is called a wildcat–which does not by any means imply fakery. There never would be any new oil fields if it were not for the wildcatters. The Emmett Thompson wildcat was drilled. Early one morning the well “came in,” and flowed two thousand barrels a day. At the current price of crude petroleum that meant $4,000 a day, of which Thompson received one-eighth. And there was plenty of room for more wells on the place. By this time the district was well-filled with scouts and geologists and “leasehounds,” waiting for the outcome of the Thompson wildcat test. The bringing in of the gusher sent the whole reservation into a frenzy. It resembled a gigantic ant-hill suddenly prodded into life with a stick. Leases went from ten cents to one hundred, two hundred, three hundred dollars an acre. Royalties on purely conjectural oil were bought and sold by brokers, mounting higher and higher even before other wells were drilled. The nearby railroad was glutted with incoming drilling machinery from Wichita and Tulsa. Great trucks clanked and rumbled over the raw prairies and hills with pipe and bits and crude oil engines and timber for derricks, cutting gashes which were filled alternately with mud and choking dust. “Tankies,” “toolies,” drillers, dynamite men, enginemen, lease traders, swarmed there from the older fields, always on the lookout for the big pay. “Gusher”--I. The Indian” by Elmer T. Peterson (The Independent –April 26, 1924): Part One: From “The Miracle of Oil: Chapters on the Human Consequences of the The following excerpts are from a two-part series exploring the human consequences of what was then a very recent phenomenon–oil booms and their results, financial and personal. These articles first appeared in The Independent in the Spring and Summer of 1924 [Subheadings have been added]. While some of the language may be dated, the underlying question being asked is not: how does sudden wealth affect the individual? The Impact of Sudden Wealth Social Studies The More Things Change Teacher The More Things Change, The More They Stay The Same The Kaw tribe has come into a strange heritage after wandering nearly two centuries in the wilderness. But it is a divided one, for many of the Indians have sold their lands outright to white settlers. Many others are half, quarter, eighth or sixteenth blood of the original stock. The tribe is scattered far. Many members have achieved wealth and distinction... Because of these conditions and also because of the newness of the rich oil strike there, [it may help to understand the effect on the Kaw if we look first at] the effect of similar deluges among the Osage and other previous beneficiaries. One of the richest of all the Indians built a beautiful home and was married to a white woman. The wild instinct still prevailed5, however, and at night when all was quiet he would take his blankets down to the living room and sleep on the hard floor before the fireplace… “You seldom find the Indians in their homes,” said a Ponca City man. “They leave them and spend their time in town, squatting along the business streets and just looking on. Sometimes they will abandon their expensive homes and live in tents in the yard.” Traveling through the Osage country it is a common thing to find a circle of expensive automobiles surrounding an open camp-fire, where the bronzed and brightly blanketed owners are cooking meat in the primitive style. They stay in the open, days and weeks at a time. If a car, for any reason, fails to run, they are likely to leave it at the side of the road, go to town and buy a new one with their easy-flowing cash. It is related that when [one Osage] Indian received his first money... he purchased a glittering hearse that had taken his fancy, loaded himself and family into it and disappeared into the hills. After them came the inevitable camp followers–gamblers, prostitutes, confidence men, hold-up artists, pickpockets and fakirs1. Every “pool,” as a petroleum area is called, has its mushroom oil village2. Whizbang, in the Kaw reservation, was typical. It was built of flimsy one-story frame shacks, with one main street. It contained grocery stores, restaurants, a dance hall or two, automobile establishments and other miscellaneous stores, with dives running as brazenly and blatantly as ever they did in Cripple Creek or the wildest Nevada camps3. There were two-gun men, cowboys from nearby ranges, Indians in brilliant finery, painted women and drunken “toolies.” Whizbang was Godless and truculent4, and over it, night and day, hung the characteristic fumes of the crude–somewhat like natural gas, somewhat like gasoline, somewhat like kerosene, much like Sulphur... Summary of the Impact On Native Americans On the whole, the influence of the sudden riches has been very bad. There are notable exceptions... [but] in most cases the easy-come money has been a curse. The unsophisticated tribesmen have been easy victims to unscrupulous bootleggers, highjackers and gangsters. The child-like credulity and almost total lack of economic concepts produces a reaction which might be likened to that which takes place when a submerged phosphorous is suddenly uncovered and exposed to a breath of oxygen. That which normally is a bland means of sustenance and life becomes a withering blast... A queer turn of fate [has] occurred since the fathers of the present tribesmen were driven far along the trail into the dry and stony pastures6. Now the Osage tribe is the richest nation, clan or social group of any race on earth, including the whites, man for man. 1. “beggars” 2. More commonly referred to today as “boomtowns” 3. Sites of gold / silver rushes in the latter half of the 19th century 4. “fierce” or “savage” 5. Here and in subsequent passages the reader may note language and attitudes which would be considered demeaning towards Native Americans by today’s standards. In the context of the article, however, no insult seems to have been intended. The writer, while mildly patronizing, is reflecting stereotypes and assumptions of the times without apparent malice. The reader is encouraged to note the differences between the attitudes and cultural understanding (or lack thereof) of then and now, but to avoid being so distracted by them as to miss the larger point of the article. 6. Although the Osage did not experience the same sort of “Trail of Tears” that the Cherokee and other tribes did in the first half of the 19th century, they were eventually forced onto undesirable land in Indian Territory (later to become Oklahoma) along with numerous other tribes. Notes, Part One: Social Studies The More Things Change 96 Social Studies The More Things Change Teacher 96 Teacher The Struggling Pioneer Farmer Crossing over to the fertile slope of the Arkansas River near the mouth of the Salt Fork, one comes to the famous 101 Ranch of the Miller Brothers–100,000 acres or more, where each year is held a great rodeo, another emblem of the fast fading Old West. Here the cowboys still ride the range and know how to “bulldog” a steer. To the north is Ponca City, with its grotesque cyclopean “tank farm”1 and its refineries where the smell of the “crude” hangs heavy. To the west is old Tonkawa, suddenly rejuvenated by an oil boom, and Smackover and Three Sands, which sprang up in a day. Here are more forests of dingy spires which can be seen five miles away, incongruous in their settings of buffalo sod and alfalfa. The settlers here came just thirty years ago when the Cherokee Strip was opened for the taking of homesteads. On the Kansas boundary in 1893 the land-hungry people lined up for the starter’s gun, in prairie schooners, on horseback, on old-fashioned high-wheeled bicycles and on foot. The line stretched for miles and miles, and the race began when soldiers, stationed at intervals, all fired guns at precisely the same moment. It was a thrilling race and the winners took the best homesteads. For thirty years they have toiled. Patches of wheat, and finally corn and alfalfa, fought back the enveloping buffalo sod and bluestem and the yucca and cactus. “Most of them stayed with their homesteads because they couldn’t get away,” says a commercial club secretary of the district, with engaging frankness. [The] men’s hands are roughened and broken in their wrestling with the wilderness, and the wind and sun and dust beat upon them, and it is hard even to have wheat bread upon the tables at times... the “Gusher”--II. The White Man” by Elmer T. Peterson (The Independent –June 21, 1924): Part Two: From “The Miracle of Oil: Chapters on the Human Consequences of When It Rains, It Pours A little more than a year ago [struggling farmer Jimmy Barclay] was down to nothing. He staked his last dollars on the first well that was being drilled in the district. Nobody knew whether there was even a good prospect. The neighbors all gathered around to see whether it would be oil or salt water. Most of them had an interest in it. The drill bit into the oil sand. There was a gurgling, rushing sound and out on the floor of the iron tank there ran a slimy, green fluid. Jimmy fell on his knees. He scooped up the “crude” in his hands and splashed it over his face and hands. “You old oil,” he cried, and tears ran down his wind-beaten face, mingling with greasy liquid. He is now worth well over half a million, and has invested his money in farms. He has bought a Ford car, but his twenty-year old son has a more expensive automobile. On the streets of Tonkawa he wears the same old woolen shirt he wore before the strike. “The only difference is that he wears his Sunday pants every day,” said the editor of the local newspaper. “His daughter said the other day she wished somebody would steal her father’s clothes so he would get some new ones. Sam McKee has nine children. For a number of years he tried to supplement his living on the bleak hills with a threshing outfit. Ten years ago, when they first talked oil in that district, he gave a mineral-right lease on his 160 acres to a stranger for ten cents an acre. Two years ago, when the first producing well was drilled in the district, a man offered him a Ford car for a half interest in the one-eighth royalty.2 As the producing wells closed he was offered more. Another man offered $10,000 for the half interest... Today the farm is yielding 8000 barrels of crude oil daily, and one eighth of it is McKee’s... He has refused $2,000,000 for his one-eighth royalty. When the first well came in he sold his threshing outfit for $400 (one tenth of what it was worth), bought a modest home on a dirt street in town and began to buy farms. Social Studies The More Things Change If I Had A Million Dollars... These are typical. The older people are galvanized into conservatism when they strike the bonanza. They know how to farm. They know how to buy farms. Their ideas of home comforts are simple. They have not given much to philanthropies, for the good and sufficient reason that they have never had anything to give... They do not endow hospitals or community houses, because such things have been quite outside their field of experience and observation. They give, sparingly but cheerfully enough, 97 Social Studies The More Things Change Teacher 97 Teacher to churches, for they have had contact with the modest financial requirements of churches... Only a very few–usually the younger ones–spend money foolishly... I asked [a local banker] if oil improved or harmed the moral tone of the community. “It has no effect either way, except as it brings in a lot of camp followers who make secondary profits out of the general business boom. There were some pretty tough citizens here for a while and the town was wide open. You can still see some of the painted women on the streets. But the state authorities stepped in and things are in better shape now.” The substantial citizens of the staying sort take advantage of the boom conditions by trying to bring in valuable and permanent civic projects such as paving, better school buildings, new hotels, community houses, playgrounds, parks, swimming pools and churches. Such is the case at both Ponca City and Tonkawa. Not many of the business men profit directly from the oil, as the land is mostly in the hands of farmers and is leased by brokers or big companies. Their prosperity is of a secondary nature. In most cases it is the secondary wealth that is back of public works. However, there are notable exceptions to this rule. The Entrepreneur, The Philanthropist Coming to Ponca City from Tonkawa one sees in the distance what might be a herd of prehistoric monsters. They turn out to be 80,000 barrel tanks–rows and squads and platoons of them, covering an entire quarter section. These tanks hold the reserve supply for the Marland refinery. Joining at this place are pipe lines from many of the far-flung pools which pump and pulsate like arteries. Here the “crude” is refined into gasoline, kerosene and other petroleum products. About 12 years ago Ernest W. Marland was penniless. He came to Kay county from Pittsburgh, Pa., with resources consisting of a law education and a knowledge of oil geology. He engaged in the gas promotion game, but until six years ago had gained practically no ground... Now he is said to be worth from twenty-five to thirty millions and is president of the Marland oil companies, whose assets are $71,000,000. Of the 7000 inhabitants of Ponca City nearly one half are Marland employees and members of the employees’ families. The biggest institution in the town, of course, is the Marland refinery... He has recently given to the city a 40-acre golf course... There is a 200-acre game preserve, stocked with fish and birds. There is another tract of 300 acres for playgrounds, a 40-acre polo field and a large municipal baseball and football ground, all within a mile of the town... He has given a site and $100,000 for a building for the local Masonic lodge, stipulating that it must also be headquarters for the local American Legion post as long as there is such an organization. He has also established a young men’s club like that of the Y.M.C.A. and recently started a Salvation Army citadel fund with a $10,000 gift. He is president of the Ponca City Chamber of Commerce. He is an enthusiastic supporter of hospital and religious activities, and benevolences of various kinds... At his home in the outskirts of the town he has a formal garden 1600 feet long by 400 feet wide. Although his altruistic projects could not fail to attract considerable attention, there has been nothing spectacular about his methods. Perhaps there is no more forceful example of the influence of oil wealth upon community life than that which is seen at Ponca City... [Mr. Marland’s] emphasis upon the aesthetic and moral seems to have come with him from earlier training and observation... Drawing Conclusions There are three distinct effects–upon the civic infancy of the illiterate Indian3, upon the civic adolescence of the struggling farmers, and upon the civic maturity of the world-wise philanthropist. There is one common characteristic of these three effects, however. The individual is not usually made over into a different social animal by the deluge of money. He simply intensifies and amplifies his existing concepts, and gives freer play to his existing desires without conceiving new ones. In leaving Ponca City after a trip over the oil fields, I thought of the cowboy on the 101 Ranch who had used a goodly portion of his oil money to purchase a dazzling saddle, made to order for $20,000. It was trimmed with solid gold and fine silver, and was studded with diamonds and sapphires. And then there came to mind the old story of the mason’s helper who was asked what he would do if he should suddenly inherit a million. “I would by a mahogany hod4,” he said... Perhaps one could not better illustrate the actual mental attitude of the district than by quoting a country editor who has lived through the phenomenon. He says: “Among other things that the oil has brought us is a flock of newspaper correspondents looking for ‘human interest’ stories about our newly made millionaires. They seem to think that those who have been made rich by the discovery of oil on their land should do something for the entertainment of the readers of the metropolitan press, that they should make monkeys of themselves to make good ‘copy’ for the space writers. The truth of the matter is that Tonkawa’s millionaires are behaving very Social Studies The More Things Change 98 Social Studies The More Things Change Teacher 98 Teacher 1. Large oil storage tanks. The sudden omnipresence of oil machinery and related structures in a boom area often overwhelmed everything previously there. Profitable or not, they were never accused of being aesthetically pleasing. 2. Land owners were typically paid whatever amount per acre was agreed upon for rights to drill on their land, plus guaranteed an eighth of whatever oil might be discovered there. A speculator might offer them cash or other incentives up front in exchange for part or all of this royalty. The land owner then faced the choice of guaranteed profits immediately or the uncertainty of possible riches in the future. 3. Note that here, as in the first part of the article, the Occidental assumption that a culture often unwilling to completely adopt white, Western culture as their own must be unable to do so–like a child who has not yet learned the skills of adulthood. While the author apparently shares the biases of his day, he views the Natives with sympathy rather than disdain. 4. A long-handled wooden trough used for carrying bricks, mortar, etc., on the shoulder. Notes, Part Two: sensibly, and are not making any great splurge with their newly acquired wealth. Most of them are looking after their immediate relatives who have not been so fortunate as they. Some are showing their faith in the soil of this section by investing in farms. They are building homes and business houses, sharing in the stock of hotels and other business enterprises. Not one has done anything that any other sensible and wellbalanced man or woman would not do. Very few have left the community, but are spending their money here where it was created. They have been besieged with begging letters and even offers of marriage that have been disgusting in the extreme. We want to say right here and now that Tonkawa’s millionaires are safe and sane.” Social Studies The More Things Change 99 Native Americans Social Studies The More Things Change Teacher 99 Farmers Graphic Organizer Entrepreneurs Teacher Native Americans many sold land outright many are of mixed heritage Tribe is scattered build fancy homes marry white women sleep on floors live in yard in tents circle cars and cook on open fires in center • if car fails to run they buy a new one • • • • • • • • Social Studies The More Things Change 100 Social Studies The More Things Change Teacher • • • • • • • • 100 many got land in land run worked hard for 30 years bought more farms with oil money bought a modest car wears Sunday pants every day bought modest home children spend more freely give to their church Farmers Graphic Organizer-ANSWER KEY • • • • • • Teacher comes from out of state educated biggest employer in town supports hospital supports religious activities gives city -golf course -play ground -polo field -baseball/football field -Masonic Lodge/American Legion Hall Entrepreneurs Fact vs. Opinion: Hand out copies of the article, The Miracle of Oil, and have students complete the following writing assignment. 1. Put students in pairs, each with a different color highlighter. Have one student highlight the article for facts only, and the other student for opinion only. 2. Write a paragraph that evaluates how the media influence and reinforce what the public believes. Support your position with evidence from the text. The finished paragraph can be used as a summative assessment. Teacher Note: As students work, circulate to encourage students to stay on task and decide if each of the excerpts from the primary source documents dealing with the Oklahoma oil boom is fact or opinion. Social Studies The More Things Change 101 Teacher ANSWER KEY: FACT vs. OPINION BOLD = FACT ITALICS = OPINION The More Things Change... 102 Teacher Social Studies The More Things Change 102 The Eruption Begins To the Kaw Indian Reservation, came the geologist. He knew oil. He quietly secured leases on a great tract down Burbank way. A refining company came and took more leases in the reservation. In an untried territory the first well is called a wildcat–which does not by any means imply fakery. There never would be any new oil fields if it were not for the wildcatters. The Emmett Thompson wildcat was drilled. Early one morning the well “came in,” and flowed two thousand barrels a day. At the current price of crude petroleum that meant $4,000 a day, of which Thompson received one-eighth. And there was plenty of room for more wells on the place. By this time the district was well-filled with scouts and geologists and “lease-hounds,” waiting for the outcome of the Thompson wildcat test. The bringing in of the gusher sent the whole reservation into a frenzy. It resembled a gigantic ant-hill suddenly prodded into life with a stick. Leases went from ten cents to one hundred, two hundred, three hundred dollars an acre. Royalties on purely conjectural oil were bought and sold by brokers, mounting higher and higher even before other wells were drilled. The nearby railroad was glutted with incoming drilling machinery from Wichita and Tulsa. Great trucks clanked and rumbled over the raw prairies and hills with pipe and bits and crude oil engines and timber for derricks, cutting gashes which were filled alternately with mud and choking dust. “Tankies,” “toolies,” drillers, dynamite men, enginemen, lease traders, swarmed there from the older fields, always on the lookout for the big pay. “Gusher”--I. The Indian” by Elmer T. Peterson (The Independent –April 26, 1924): Part One: From “The Miracle of Oil: Chapters on the Human Consequences of the The following excerpts are from a two-part series exploring the human consequences of what was then a very recent phenomenon–oil booms and their results, financial and personal. These articles first appeared in The Independent in the Spring and Summer of 1924 [Subheadings have been added]. While some of the language may be dated, the underlying question being asked is not: how does sudden wealth affect the individual? The Impact of Sudden Wealth Social Studies The More Things Change Teacher The More Things Change, The More They Stay The Same The Kaw tribe has come into a strange heritage after wandering nearly two centuries in the wilderness. But it is a divided one, for many of the Indians have sold their lands outright to white settlers. Many others are half, quarter, eighth or sixteenth blood of the original stock. The tribe is scattered far. Many members have achieved wealth and distinction... Because of these conditions and also because of the newness of the rich oil strike there, [it may help to understand the effect on the Kaw if we look first at] the effect of similar deluges among the Osage and other previous beneficiaries. One of the richest of all the Indians built a beautiful home and was married to a white woman. The wild instinct still prevailed5, however, and at night when all was quiet he would take his blankets down to the living room and sleep on the hard floor before the fireplace… “You seldom find the Indians in their homes,” said a Ponca City man. “They leave them and spend their time in town, squatting along the business streets and just looking on. Sometimes they will abandon their expensive homes and live in tents in the yard.” Traveling through the Osage country it is a common thing to find a circle of expensive automobiles surrounding an open camp-fire, where the bronzed and brightly blanketed owners are cooking meat in the primitive style. They stay in the open, days and weeks at a time. If a car, for any reason, fails to run, they are likely to leave it at the side of the road, go to town and buy a new one with their easyflowing cash. It is related that when [one Osage] Indian received his first money... he purchased a glittering hearse that had taken his fancy, loaded himself and family into it and disappeared into the hills. After them came the inevitable camp followers–gamblers, prostitutes, confidence men, hold-up artists, pickpockets and fakirs1. Every “pool,” as a petroleum area is called, has its mushroom oil village2. Whizbang, in the Kaw reservation, was typical. It was built of flimsy one-story frame shacks, with one main street. It contained grocery stores, restaurants, a dance hall or two, automobile establishments and other miscellaneous stores, with dives running as brazenly and blatantly as ever they did in Cripple Creek or the wildest Nevada camps3. There were two-gun men, cowboys from nearby ranges, Indians in brilliant finery, painted women and drunken “toolies.” Whizbang was Godless and truculent4, and over it, night and day, hung the characteristic fumes of the crude–somewhat like natural gas, somewhat like gasoline, somewhat like kerosene, much like Sulphur... Summary of the Impact On Native Americans On the whole, the influence of the sudden riches has been very bad. There are notable exceptions... [but] in most cases the easy-come money has been a curse. The unsophisticated tribesmen have been easy victims to unscrupulous bootleggers, highjackers and gangsters. The child-like credulity and almost total lack of economic concepts produces a reaction which might be likened to that which takes place when a submerged phosphorous is suddenly uncovered and exposed to a breath of oxygen. That which normally is a bland means of sustenance and life becomes a withering blast... A queer turn of fate [has] occurred since the fathers of the present tribesmen were driven far along the trail into the dry and stony pastures6. Now the Osage tribe is the richest nation, clan or social group of any race on earth, including the whites, man for man. 1. “beggars” 2. More commonly referred to today as “boomtowns” 3. Sites of gold / silver rushes in the latter half of the 19th century 4. “fierce” or “savage” 5. Here and in subsequent passages the reader may note language and attitudes which would be considered demeaning towards Native Americans by today’s standards. In the context of the article, however, no insult seems to have been intended. The writer, while mildly patronizing, is reflecting stereotypes and assumptions of the times without apparent malice. The reader is encouraged to note the differences between the attitudes and cultural understanding (or lack thereof) of then and now, but to avoid being so distracted by them as to miss the larger point of the article. 6. Although the Osage did not experience the same sort of “Trail of Tears” that the Cherokee and other tribes did in the first half of the 19th century, they were eventually forced onto undesirable land in Indian Territory (later to become Oklahoma) along with numerous other tribes. Notes, Part One: Social Studies The More Things Change 103 Social Studies The More Things Change Teacher 103 Teacher The Struggling Pioneer Farmer Crossing over to the fertile slope of the Arkansas River near the mouth of the Salt Fork, one comes to the famous 101 Ranch of the Miller Brothers–100,000 acres or more, where each year is held a great rodeo, another emblem of the fast fading Old West. Here the cowboys still ride the range and know how to “bulldog” a steer. To the north is Ponca City, with its grotesque cyclopean “tank farm”1 and its refineries where the smell of the “crude” hangs heavy. To the west is old Tonkawa, suddenly rejuvenated by an oil boom, and Smackover and Three Sands, which sprang up in a day. Here are more forests of dingy spires which can be seen five miles away, incongruous in their settings of buffalo sod and alfalfa. The settlers here came just thirty years ago when the Cherokee Strip was opened for the taking of homesteads. On the Kansas boundary in 1893 the land-hungry people lined up for the starter’s gun, in prairie schooners, on horseback, on old-fashioned high-wheeled bicycles and on foot. The line stretched for miles and miles, and the race began when soldiers, stationed at intervals, all fired guns at precisely the same moment. It was a thrilling race and the winners took the best homesteads. For thirty years they have toiled. Patches of wheat, and finally corn and alfalfa, fought back the enveloping buffalo sod and bluestem and the yucca and cactus. “Most of them stayed with their homesteads because they couldn’t get away,” says a commercial club secretary of the district, with engaging frankness. [The] men’s hands are roughened and broken in their wrestling with the wilderness, and the wind and sun and dust beat upon them, and it is hard even to have wheat bread upon the tables at times... the “Gusher”--II. The White Man” by Elmer T. Peterson (The Independent –June 21, 1924): Part Two: From “The Miracle of Oil: Chapters on the Human Consequences of If I Had A Million Dollars... These are typical. The older people are galvanized into conservatism when they strike the bonanza. They know how to farm. They know how to buy farms. Their ideas of home comforts are simple. They have not given much to philanthropies, for the good and sufficient reason that they have never had anything to give... They do not endow hospitals or community houses, because such things have been quite outside their field of experience and observation. They give, sparingly but cheerfully enough, 104 Teacher Social Studies The More Things Change Teacher to churches, for they have had contact with the modest financial requirements of churches... Only a very few–usually the younger ones–spend money foolishly... I asked [a local banker] if oil improved or harmed the moral tone of the community. “It has no effect either way, except as it brings in a lot of camp followers who make secondary profits out of the general business boom. There were some pretty tough citizens here for a while and the town was wide open. You can still see some of the painted women on the streets. But the state authorities stepped in and things are in better shape now.” The substantial citizens of the staying sort take advantage of the boom conditions by trying to bring in valuable and permanent civic projects such as paving, better school buildings, new hotels, community houses, playgrounds, parks, swimming pools and churches. Such is the case at both Ponca City and Tonkawa. Not many of the business men profit directly from the oil, as the land is mostly in the hands of farmers and is leased by brokers or big companies. Their prosperity is of a secondary nature. In most cases it is the secondary wealth that is back of public works. However, there are notable exceptions to this rule. The Entrepreneur, The Philanthropist Coming to Ponca City from Tonkawa one sees in the distance what might be a herd of prehistoric monsters. They turn out to be 80,000 barrel tanks–rows and squads and platoons of them, covering an entire quarter section. These tanks hold the reserve supply for the Marland refinery. Joining at this place are pipe lines from many of the far-flung pools which pump and pulsate like arteries. Here the “crude” is refined into gasoline, kerosene and other petroleum products. About 12 years ago Ernest W. Marland was penniless. He came to Kay county from Pittsburgh, Pa., with resources consisting of a law education and a knowledge of oil geology. He engaged in the gas promotion game, but until six years ago had gained practically no ground... Now he is said to be worth from twenty-five to thirty millions and is president of the Marland oil companies, whose assets are $71,000,000. Of the 7000 inhabitants of Ponca City nearly one half are Marland employees and members of the employees’ families. The biggest institution in the town, of course, is the Marland refinery... He has recently given to the city a 40-acre golf course... There is a 200acre game preserve, stocked with fish and birds. There is another tract of 300 acres for playgrounds, a 40-acre polo field and a large municipal baseball and football ground, all within a mile of the town... 104 When It Rains, It Pours A little more than a year ago [struggling farmer Jimmy Barclay] was down to nothing. He staked his last dollars on the first well that was being drilled in the district. Nobody knew whether there was even a good prospect. The neighbors all gathered around to see whether it would be oil or salt water. Most of them had an interest in it. The drill bit into the oil sand. There was a gurgling, rushing sound and out on the floor of the iron tank there ran a slimy, green fluid. Jimmy fell on his knees. He scooped up the “crude” in his hands and splashed it over his face and hands. “You old oil,” he cried, and tears ran down his wind-beaten face, mingling with greasy liquid. He is now worth well over half a million, and has invested his money in farms. He has bought a Ford car, but his twenty-year old son has a more expensive automobile. On the streets of Tonkawa he wears the same old woolen shirt he wore before the strike. “The only difference is that he wears his Sunday pants every day,” said the editor of the local newspaper. “His daughter said the other day she wished somebody would steal her father’s clothes so he would get some new ones. Sam McKee has nine children. For a number of years he tried to supplement his living on the bleak hills with a threshing outfit. Ten years ago, when they first talked oil in that district, he gave a mineral-right lease on his 160 acres to a stranger for ten cents an acre. Two years ago, when the first producing well was drilled in the district, a man offered him a Ford car for a half interest in the one-eighth royalty.2 As the producing wells closed he was offered more. Another man offered $10,000 for the half interest... Today the farm is yielding 8000 barrels of crude oil daily, and one eighth of it is McKee’s... He has refused $2,000,000 for his one-eighth royalty. When the first well came in he sold his threshing outfit for $400 (one tenth of what it was worth), bought a modest home on a dirt street in town and began to buy farms. Social Studies The More Things Change He has given a site and $100,000 for a building for the local Masonic lodge, stipulating that it must also be headquarters for the local American Legion post as long as there is such an organization. He has also established a young men’s club like that of the Y.M.C.A. and recently started a Salvation Army citadel fund with a $10,000 gift. He is president of the Ponca City Chamber of Commerce. He is an enthusiastic supporter of hospital and religious activities, and benevolences of various kinds... At his home in the outskirts of the town he has a formal garden 1600 feet long by 400 feet wide. Although his altruistic projects could not fail to attract considerable attention, there has been nothing spectacular about his methods. Perhaps there is no more forceful example of the influence of oil wealth upon community life than that which is seen at Ponca City... [Mr. Marland’s] emphasis upon the aesthetic and moral seems to have come with him from earlier training and observation... 105 Teacher Social Studies The More Things Change 105 Drawing Conclusions There are three distinct effects–upon the civic infancy of the illiterate Indian3, upon the civic adolescence of the struggling farmers, and upon the civic maturity of the world-wise philanthropist. There is one common characteristic of these three effects, however. The individual is not usually made over into a different social animal by the deluge of money. He simply intensifies and amplifies his existing concepts, and gives freer play to his existing desires without conceiving new ones. In leaving Ponca City after a trip over the oil fields, I thought of the cowboy on the 101 Ranch who had used a goodly portion of his oil money to purchase a dazzling saddle, made to order for $20,000. It was trimmed with solid gold and fine silver, and was studded with diamonds and sapphires. And then there came to mind the old story of the mason’s helper who was asked what he would do if he should suddenly inherit a million. “I would by a mahogany hod4,” he said... Perhaps one could not better illustrate the actual mental attitude of the district than by quoting a country editor who has lived through the phenomenon. He says: “Among other things that the oil has brought us is a flock of newspaper correspondents looking for ‘human interest’ stories about our newly made millionaires. They seem to think that those who have been made rich by the discovery of oil on their land should do something for the entertainment of the readers of the metropolitan press, that they should make monkeys of themselves to make good ‘copy’ for the space writers. The truth of the matter is that Tonkawa’s millionaires are behaving very Social Studies The More Things Change Teacher 1. Large oil storage tanks. The sudden omnipresence of oil machinery and related structures in a boom area often overwhelmed everything previously there. Profitable or not, they were never accused of being aesthetically pleasing. 2. Land owners were typically paid whatever amount per acre was agreed upon for rights to drill on their land, plus guaranteed an eighth of whatever oil might be discovered there. A speculator might offer them cash or other incentives up front in exchange for part or all of this royalty. The land owner then faced the choice of guaranteed profits immediately or the uncertainty of possible riches in the future. 3. Note that here, as in the first part of the article, the Occidental assumption that a culture often unwilling to completely adopt white, Western culture as their own must be unable to do so–like a child who has not yet learned the skills of adulthood. While the author apparently shares the biases of his day, he views the Natives with sympathy rather than disdain. 4. A long-handled wooden trough used for carrying bricks, mortar, etc., on the shoulder. Notes, Part Two: sensibly, and are not making any great splurge with their newly acquired wealth. Most of them are looking after their immediate relatives who have not been so fortunate as they. Some are showing their faith in the soil of this section by investing in farms. They are building homes and business houses, sharing in the stock of hotels and other business enterprises. Not one has done anything that any other sensible and well-balanced man or woman would not do. Very few have left the community, but are spending their money here where it was created. They have been besieged with begging letters and even offers of marriage that have been disgusting in the extreme. We want to say right here and now that Tonkawa’s millionaires are safe and sane.” The More Things Change Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Most Native Americans who became suddenly wealthy due to oil being found on their land… A. Became oilmen themselves and soon adopted “white” lifestyles and ways of thinking B.Spent their money freely on homes, cars, or other items, but maintained most of their traditional lifestyles and preferences C. Ignored their wealth altogether and were largely indistinguishable from members of the poor tribes D. Used their wealth to purchase larger reservations and rights to more potential drilling areas 2. The typical Oklahoma farmer who came into money in the first part of the 20th Century would be MOST likely to... A. Buy a slightly nicer home B. Invest in more farms C. Give some money to the local church D. All of the above 3. Which of the following would have been MOST likely to give directly and extensively to their community? A. The tribal council on whose land oil is discovered B. The struggling farmer on whose land oil is discovered C. The entrepreneur whose efforts to locate oil have finally paid off in a big way D. The local businessman who trades leases and sells goods to the multitudes of people pouring into the town as a result of an oil strike 4. In the early 20th Century, Native Americans were generally portrayed as… A. Childlike and a bit ignorant B. Savage, wild and dangerous C. Adapting readily to white lifestyles and values D. All of the above 5. As a general rule, people who came into wealth as a result of an oil strike tended to… A. Continue in what they knew, just with more resources B. Fundamentally change their personalities and priorities for the better C. Fundamentally change their personalities and priorities for the worse D. Begin speaking with British accents and call each other “Muffin” Social Studies The More Things Change 106 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… 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 107 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 108 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 Visit OERBHomeRoom.com to view the video lab, Lab Time with Leo: Running on Empty. Social Studies Running on Empty 109 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 110 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 111 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 112 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 113 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 114 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 115 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 116 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 117 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 118 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 55mph speed limit be vigorously enforced by States and municipalities. The Secretary of Transportation may, if he finds it necessary, withhold highway trust fund revenues from States not enforcing the limit. 1. How will Carter’s energy program affect the car industry? Consumers? 2. What impact would lowering the speed limit have on fuel consumption? Social Studies Running on Empty 119 Teacher Document D FACT SHEET What is Hydraulic Fracturing? • Hydraulic fracturing is not a “drilling process.” It is used after the drilled hole is completed. • It is the process of pumping fluid and a proppant material, usually sand, into a targeted rock formation to create or restore small, millimeter-thick cracks in a rock formation to stimulate production from new and existing oil and natural gas wells. • “Fracking” creates paths that increase the rate at which fluids can be produced from the rock formations. • Hydraulic fracturing occurs at great depths, generally a mile or more underground, thousands of feet below freshwater supplies. • A safety system of steel casing and cement is put in place during the drilling process. Only once this safety measure is complete do operators drill vertically thousand of feet down, then drill horizontally into the targeted rock formation. • Once drilling is complete, fracking begins. • The fracking fluid used in this operation is typically about 99.5% water and sand, and .05% chemicals-based additives. • Fracking typically has three stages. The sequence of the stages may vary based on the formation’s needs. • One, an acid stage, is meant to clear debris in the wellbore and provide an open conduit for other frac fluids. • A pad stage fills the wellbore with a slickwater solution that opens the formation and hleps facilitate the flow of the proppant material. • A prop sequence stage may be performed multiple times as water and sand are both pumped into cracks inside the rock formation. • Finally, a flushing stage is used to remove excess proppant from the wellbore. • Now, with the frack complete, the fissures, or fractures, are propped open by the sand, 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 120 Teacher Document E FACT SHEET Why is Hydraulic Fracturing Used? • Experts believe 60 to 80 percent of all wells drilled in the United States in the next ten years will require hydraulic fracturing to continue operating. • Hydarulic fracturing makes existing wells that were depleted years ago or wells that have never been commercially productive viable. • Even more, the U.S. Energy Information Administration reports there is more than 750 trillion cubic feet of technically recoverable shale gas and 24 billion barrels of technically recoverable shale oil resources in discovered shale plays. • Oil and natural gas is not found in enormous void or hollows in the Earth. Instead, the fuel fills gaps, cracks and pores in rock formations. • “Fracking” makes it possible to recover crude oil and natural gas from unconventional resources like coalbed methane, shale gas and tight sands. • While the rock is porous enough to hold fossil fuels, the holes are not large enough to allow oil and natural gas to easily flow through the rock and into the wellbore. • Fracturing is estimated to account for as much as 50% of U.S. recoverable oil and natural gas reserves. • It has been responsible for the addition of more thn 7 billion barrels of oil and 600 trillion cubic feet of natural gas to meet U.S. energy needs. • Creating cracks through the process of hydraulic fracturing opens up fissures, or 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 121 Teacher Document F Products Refined from Petroleum Process Product Less than 40° C (104° F) Gases By-Products .. . gas for gas stoves propane butane .. . 40° C − 200° C (104° F − 392° F) Gasoline Fractionating Tower oil vapor 200° C − 300° C (392° F − 572° F) Kerosene .. .. fuel for camping laterns 250° C − 350° C (482° F − 662° F) Gas Oil .. . 300° C − 370° C (572° F − 698° F) Greater than 370° C (698° F) Fuel Oil Crude Oil Greater than 660° C (1220° F) Bitumen plastics chemicals fuel for planes Lubricants Furnace gasoline . .. diesel fuel heating oil wax motor oil lubricating oil fuel for factories fuel for utilities ship fuel .... surfacing for roads surfacing for roofs 1. Which of the above uses of petroleum was most surprising to you? 2. Why do most people just focus on gasoline when thinking of the petroleum industry? Social Studies Running on Empty 122 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 123 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 124 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? 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 125 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 126 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 55mph speed limit be vigorously enforced by States and municipalities. The Secretary of Transportation may, if he finds it necessary, withhold highway trust fund revenues from States not enforcing the limit. 1. How will Carter’s energy program affect the car industry? Consumers? By offering rebates on fuel efficient vehicles and by taxing autos that do not meet fuel standards. Consumers will begin to buy cars that meet the new standards. 2. What impact would lowering the speed limit have on fuel consumption? Students may not know, but should be guided to realize that the speed limit was lowered in an attempt to help fuel economy. Social Studies Running on Empty 127 Teacher Document D FACT SHEET What is Hydraulic Fracturing? • Hydraulic fracturing is not a “drilling process.” It is used after the drilled hole is completed. • It is the process of pumping fluid and a proppant material, usually sand, into a targeted rock formation to create or restore small, millimeter-thick cracks in a rock formation to stimulate production from new and existing oil and natural gas wells. • “Fracking” creates paths that increase the rate at which fluids can be produced from the rock formations. • Hydraulic fracturing occurs at great depths, generally a mile or more underground, thousands of feet below freshwater supplies. • A safety system of steel casing and cement is put in place during the drilling process. Only once this safety measure is complete do operators drill vertically thousand of feet down, then drill horizontally into the targeted rock formation. • Once drilling is complete, fracking begins. • The fracking fluid used in this operation is typically about 99.5% water and sand, and .05% chemicals-based additives. • Fracking typically has three stages. The sequence of the stages may vary based on the formation’s needs. • One, an acid stage, is meant to clear debris in the wellbore and provide an open conduit for other frac fluids. • A pad stage fills the wellbore with a slickwater solution that opens the formation and hleps facilitate the flow of the proppant material. • A prop sequence stage may be performed multiple times as water and sand are both pumped into cracks inside the rock formation. • Finally, a flushing stage is used to remove excess proppant from the wellbore. • Now, with the frack complete, the fissures, or fractures, are propped open by the sand, allowing the oil or natural gas to flow freely into the wellbore. 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 128 Teacher Document E FACT SHEET Why is Hydraulic Fracturing Used? • Experts believe 60 to 80 percent of all wells drilled in the United States in the next ten years will require hydraulic fracturing to continue operating. • Hydarulic fracturing makes existing wells that were depleted years ago or wells that have never been commercially productive viable. • Even more, the U.S. Energy Information Administration reports there is more than 750 trillion cubic feet of technically recoverable shale gas and 24 billion barrels of technically recoverable shale oil resources in discovered shale plays. • Oil and natural gas is not found in enormous void or hollows in the Earth. Instead, the fuel fills gaps, cracks and pores in rock formations. • “Fracking” makes it possible to recover crude oil and natural gas from unconventional resources like coalbed methane, shale gas and tight sands. • While the rock is porous enough to hold fossil fuels, the holes are not large enough to allow oil and natural gas to easily flow through the rock and into the wellbore. • Fracturing is estimated to account for as much as 50% of U.S. recoverable oil and natural gas reserves. • It has been responsible for the addition of more thn 7 billion barrels of oil and 600 trillion cubic feet of natural gas to meet U.S. energy needs. • Creating cracks through the process of hydraulic fracturing opens up fissures, or cracks, that free up the resources, allowing them to flow freely. 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 129 Teacher Document F Products Refined from Petroleum Process Product Less than 40° C (104° F) Gases By-Products .. . gas for gas stoves propane butane .. . 40° C − 200° C (104° F − 392° F) Gasoline Fractionating Tower oil vapor 200° C − 300° C (392° F − 572° F) Kerosene .. .. fuel for camping laterns 250° C − 350° C (482° F − 662° F) Gas Oil .. . 300° C − 370° C (572° F − 698° F) Greater than 370° C (698° F) Fuel Oil Crude Oil Greater than 660° C (1220° F) Bitumen plastics chemicals fuel for planes Lubricants Furnace gasoline . .. diesel fuel heating oil wax motor oil lubricating oil fuel for factories fuel for utilities ship fuel .... surfacing for roads surfacing for roofs 1. Which of the above uses of petroleum was most surprising to you? Answers will vary. 2. Why do most people just focus on gasoline when thinking of the petroleum industry? Answers will vary. Students should realize that most people own and use a car and gas prices directly affect most people, even teenagers. Social Studies Running on Empty 130 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. 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 131 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 132 Teacher Writing Assignment: Option 2 After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of each group and explain why petroleum is still the best choice for our energy source today. Please use the lines below to respond to the given prompt in one paragraph: 1. 2. 3. 4. 5. Main idea (effectiveness of government, auto and oil industry responses) Support sentence-cite evidence on government actions (from the documents) Support sentence-cite evidence on auto industry Support sentence-cite evidence on petroleum industry Explain how the evidence used supports your answer (use the documents to show your opinion the effectiveness of each.) Social Studies Running on Empty 133 Teacher Make a Commercial: Option 3 Instructions: 1. After reading and discussing the documents create a thirty second commercial that will drum up support for energy independence in America. 2. Present your commercial or make a video of your commercial to show. Guidelines: • The commercial must explain how the oil industry’s use of new technologies to find oil and natural gas will help America be energy independent • Cover the importance of conservation of this resource in achieving the goal of independence • Explain why petroleum is still the best source of energy today and gives us the best chance at gaining independence • If time allows, use a computer lab to gather more information that would be useful for the commercial. • Choose the type of media to be used: live action, Photostory, Moviemaker, Prezi, etc. Production Assignments Assignment Producer Responsibilities • Keep your presentation to the allotted thirty second time • Keep all members actively working together • Help with any or all members who need assistance Sales Pitch/ Marketing • What key points need to be made to persuade the audience? • How can these points be made in a clear, concise manner? • How can these points be presented in a way that consumers will remember? Design/ Special Effects • Find an appropriate design (layouts, photographs, etc) that helps to convey the message of the commercial or appropriate props, costumes if your group is performing. • Music that would enhance your presentation. Historian • Make sure your information is historically accurate • Make sure your persuasion efforts are still truth based Producer • Represent the group either by narration or explanation • You must have complete undertstanding of the information to be presented. • Present in a confident, concide manner Social Studies Running on Empty 134 Teacher Graphic Organizer Rubric: Option 1 Score Performance Descriptor Criteria Inadequate • No attempt was made to answer the question • Response was off-topic, inappropriate, unrelated to question 0 • Answered minimal parts of the question • Multiple factual errors • Unsatisfactory understanding of concepts 1 Unsatisfactory 2 Partial 3 Satisfactory • Answered all parts of the question • Accurate information used • Clear or advanced understanding of concepts Superior • Answered all parts of the question with clear outside knowledge of the topic • Accurate information used from both documents and personal knowledge • Advanced understanding of concepts 4 Social Studies Running on Empty • Most parts of the question answered • May contain a few inaccuracies • Some basic understanding of concepts 135 Teacher Writing Assignment Rubric: Option 2 136 Teacher 5 Strong background Used information from close to half of the documents Some important information was left out Substantial use of evidence from the documents used throughout. Fairly well organized essay May only address one area of prompt or be vague on each area addressed. Clear thesis, needs more analysis 3 Simple background 136 Some background Contains some evidence Used information from from a few documents close to half of the documents Well organized essay Addresses two areas of the prompt Strong thesis with general analysis 4 Extremely well organized essay Sets up essay to discuss the impact of government, auto industry and oil industry. Addresses each area of the prompt. Superior thesis Social Studies Running on Empty Background Evidence Presented Organization Thesis Score Weak background Used only one or two documents Contains some evidence Weak organization Does not establish purpose of essay Undeveloped or simple thesis 2 No thesis 0 No background One or no documents Little or no evidence presented Teacher No background Little to no evidence No organization evident No organization evident Poor thesis or no thesis 1 After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of each group and explain why petroleum is still the best choice for our energy source today. Social Studies Running on Empty Social Studies Running on Empty Persuasiveness Content Message is clear and explained in a way that is persuasive Covers ways to conserve and why petroleum is best Thoroughly covers new methods of obtaining oil and gas. 4 Message is somewhat clear and fairly persuasive Covers most aspects of methods, conservation and why oil? 3 2 Message is vague or not presented in a persuasive manner May cover only one or two of the requirements for the commercial Commercial Rubric: Option 3 Message is difficult to find Off topic or does not cover more than one of the requirements 1 Costumes, Props or background choice Teacher Social Studies Running on Empty Appropriate for topic covered 137 Some props do not fit or weak choice for media presentation Little relation between topic and presentation Teacher Little relation between topic and presentation Media Type Commercial flows with smooth Transitions from topic to topic are Rough transitions from topic to topic Little transition from topic to topic. (Moviemaker, transitions from one topic to another consistent with only a few minor or hard to follow entire commercial Photo story, or live Difficult to follow errors action) 137 Running on Empty Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. By the 1970’s the United States had become heavily dependent on: A. Imported Oil B. Steadily increasing population C. Steadily decreasing population D. Government regulations 2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil: A. Embargo B. Permit C. Deregulation plan D. Tariff 3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and A. A price gouging by the oil industry B. Government regulation of the oil industry C. Increased demand for oil D. Shortage of alternative fuel 4. One part of President Carter’s proposed energy program was designed to A. Deregulate the oil industry B. Regulate consumer use of energy C. Reduce oil consumption D. Tax imported oil 5. One industry to undergo major change as a result of the 1970’s energy crisis A. Service industry B. Manufactoring industry C. Coal industry D. Auto industry Social Studies Running on Empty 138 Teacher Running on Empty Pre/Post Test-ANSWER KEY Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. A 1. By the 1970’s the United States had become heavily dependent on: A. Imported Oil B. Steadily increasing population C. Steadily decreasing population D. Government regulations A 2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil: A. Embargo B. Permit C. Deregulation plan D. Tariff C 3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and A. A price gouging by the oil industry B. Government regulation of the oil industry C. Increased demand for oil D. Shortage of alternative fuel C 4. One part of President Carter’s proposed energy program was designed to A. Deregulate the oil industry B. Regulate consumer use of energy C. Reduce oil consumption D. Tax imported oil D 5. One industry to undergo major change as a result of the 1970’s energy crisis A. Service industry B. Manufactoring industry C. Coal industry D. Auto industry Social Studies Running on Empty 139 Teacher That Was When? This is Now Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Approximately how many oil and natural gas wells were drilled in Oklahoma between 1900 – 2000? A. 20,000 B. 176,000 C. 450,000 D. 1,200,000 2. Approximately how many drilling sites in Oklahoma have been cleaned up voluntarily by the oil and natural gas industry? A. Around 600 B. Around 1,200 C. Around 6,000 D. Around 12,000 3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)? A. To work against waste in the oil industry B. To work against foreign oil imports to keep American oil industries secure C. To coordinate voluntary controls of oil prices and oil production in the U.S. without resorting to excessive government interference. D. All of the above 4. What are the two primary functions of the OERB (Oklahoma Energy Resources Board)? A. To restore abandoned or orphaned oil sites and to promote alternative sources of energy for the future B. To restore abandoned or orphaned oil sites and to educated the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today C. To promote alternative sources of energy for the future and to educate the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today D. To regulate public utilities and to supervise the activities associated with the exploration and production of oil and gas in Oklahoma 5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle, what has become a very successful source of energy there in the last 25 years? A. Natural Gas B. Coal C. Wood D. Nuclear Power Social Studies That Was When? 140 Teacher That Was When? This is Now A History of Oklahoma Oil and Natural Gas Wells Drilling and Clean-Up Class-time needed: Five class periods (5-50 minute periods) Essential Question: • Why are the Oklahoma Corporation Commission and the Oklahoma Energy Resources Board important? Purpose/Objective: • To develop an understanding of when and where oil was discovered and drilled for in Oklahoma. • To develop an understanding of the fact that early oil men were unaware of environmental concerns; consequently, the land was damaged. • To understand the purpose and importance of the Oklahoma Corporation Commission • To identify the location of current clean-up efforts, where and when restorations are taking place, the motivations behind them, and evaluate the effectiveness of restoration projects. Introduction: Discuss drilling in Oklahoma and the beginnings of the oil industry. In order to help students understand the difficulties in trying to judge men and women in history by the standards of today, you might point out that in older movies and television programs, it seems everyone smokes cigarettes and appears to drink heavily. Have students think of a favorite show, then imagine what it would be like to see the main characters chain smoking in their living rooms, bedrooms, workplaces, and in the homes of others without a second thought. At the time, however, it was common place. People simply did not think about smoking in the same terms we do today. In a similar way, there was little concern or concept of environmental protection in the early oil drilling days. Mother Nature, it seemed was limitless. In hindsight, things ideally might have been done quite differently in terms of the environment. NOTE TO TEACHER: Some information in this lesson is time sensitive and will continue to be updated by the OERB. The graphics (maps, pictures) are provided for download to all teachers using this lesson. Please visit the OERB teacher website, OERBHomeRoom.com for all of updated guides and student sheets, along with the graphics that belong to this lesson. Social Studies That Was When? 141 Teacher Materials: • • • • • • • • Tablet, computer, smartphone access Laminated Oklahoma maps with counties DVD, The Energy Behind Finding Energy Oklahoma Corporation Commission Information Sheet Student Handout “Oil Wells Drilled by Time Period” Student Handout, T-Chart “Comparing North Dakota and Oklahoma’s Oil/Natural Gas Boom” Student Handout, “Preparation for Your Presentation” Student Handout, “How to Make a Poster Using PowerPoint” Materials to download from OERBHomeRoom.com • National Geographic article “The New Oil Landscape” • Historical drilling maps • Restored well sites map by county • OERB well site restoration pictures • OERB environmental advertisements link Day 1: Oil Drilling in Oklahoma Procedure: 1. Place students in mixed ability pairs 2. Distribute handout “Oil Wells Drilled by Time Period” and laminated maps to students. Discuss the various types of information they will need to record on the map and their handout. 3. Show maps of drilling to students and at each stage discuss the time frame, the major oil finds, when the peak discovery period(s) were, how long a well would be useful, etc. Have the students record information on their handout as you discuss each time period and place the appropriate symbol representing each time period on the map. 4. As layers build, discuss where major oil fields seem to develop over time and hypothesize why this is. TEACHER INFORMATION: The southeastern part of the state is the site of the Ouachita Mountains. These sandstone ridges are some of the roughest land in the state and would not be an area where much oil is found. The south central is the site of the Arbuckle Mountains, the Wichita Mountains are found in the southwest, which has bedrock very close to the surface. In the far northeastern part of the state, the oil was mostly near the surface and leaked off early, so wells did not produce enough to make them profitable. Most of the oil in the state is found in the region of the Ozark Plateau and the Prairie Plains. 5. When finished with the layers, show picture(s) of abandoned sites which may not have been cleaned up. Social Studies That Was When? 142 Teacher 6. Have students mark on THEIR maps where they would expect the greatest clean-up efforts to be and why. Be sure to cite specific evidence from their notes and maps. 7. Discuss results of students’ maps (have each pair share and discuss their map with a pair sitting in front of or behind them). Discuss the students’ with the maps whole group. 8. Introduce the Oklahoma Corporation Commission (OCC), its efforts, and its results. Distribute Information Handout to students and have them highlight/underline key information on the page to identify the goals and purposes of both the OCC and Oklahoma Energy Resources Board (OERB). 9. Show picture(s) of site which have been cleaned up. 10. Show OERB map of clean ups by county and compare actual clean up to students predictions on their maps. Have each student pair report how close to the actual clean up map they came in their predictions. Refer students back to the Information Handout on the Oklahoma Corporation Commission 11. When finished, show picture of OERB sign and discuss the OERB – reasons for its formation, its goals, and what is being done to meet those goals. Refer students back to the Information Handout on the Oklahoma Corporation Commission. 12. Show the OERB environmental advertisments. Days 2-5: This is Now? Overview of Lesson Using what they have learned in previous OERB lessons such as “Wildcatters, Roughnecks, and Good Ol’ Boys” (Boomtown checklist), “The New Oil Landscape”, and the National Geographic slide show by Eugene Richards they will create a group presentation for policy recommendations on their assigned topic. The presentation will be made to their peers, a group of teachers, or other community members. Procedure: 1. On Day 2, show the DVD, The Energy Behind Finding Energy. While students are viewing the film, have them make a list of all the jobs, or steps in the process of discovery and drilling. They should include a brief description of the job, or step in the process. Have them put a star next to terms that they are familiar with (either from previous lessons or personal experience). There is a teacher list of some of the jobs highlighted in the film in the “Teacher Information” section. Social Studies That Was When? 143 Teacher 2. After the film and as an exit slip, have students write a short response to the question “How much energy goes into finding energy?” Collect and discuss some of their responses as a class. What types of “energy” are exerted in the production of energy? Since student responses will vary and are short, use a simple two-point rubric for scoring purposes. Two-Point Scoring Rubric 3. 2 points Explanation given with supporting evidence 1 point Partial explanation with little or no evidence 0 points Off topic, or no response given On Day 3, Distribute National Geographic article “The New Oil Landscape” (March 2013) and T-Chart “Comparing North Dakota to Oklahoma” to students. Have them read and highlight portions that are similar to Oklahoma’s experience with the discovery of oil and gas. Have students complete a T-Chart comparing the North Dakota boom to the Oklahoma experience (see attached). Teacher’s Note: You may want to assign the reading for homework to save class time; if you do it in class the students will need an additional 6th day for their presentations. Have students annotate their notes with a “?” for things they don’t understand or want more information about. A plus sign “+” for positives or statements they agree with, a minus sign “-“ for the negatives or statements they disagree with. Additionally, student answers will vary. You may want to use the CLOSE reading strategy with the article depending on the students in your class. 4. 5. After reading the article, show students the slide show from National Geographic “The New Oil Landscape” by Eugene Richards. http://ngm.nationalgeographic.com/2013/03/bakken-shale-oil/richards-photography Days three to four, explain to students that they will work in groups to create policy suggestions for the North Dakota Energy Resources Task Force that will propose policies to be adopted on the field development in North Dakota with the intention of avoiding the uncontrolled boom that Oklahoma has experienced in the past. Their presentation before the Task Force will be three-five minutes in length. Teacher’s Note: The task force can be made up of adults or students. You will need 2-4 people to serve as the task force so you will need to make arrangements for them a couple of weeks in advance, or assign the role of the task force to one group of students. The task force will need copies of the OERB documents and “Preparation for Your Presentation” to prepare their questions for each of the interest groups. 6. Divide class into five to six groups. They will present on day six. Remind students to incorporate their research into the development of their presentations and questions. 7. Distribute handout “How to Make a Poster Using PowerPoint” to each group for use in creating their visual for their presentation. Social Studies That Was When? 144 Teacher 8. Assign each group one of the following topics. Distribute “Preparation for Your Presentation Handout” to each group. Inform students that each option group will be called upon on Day Five to present its case to the North Dakota Energy Resources Task Force. Note: The groups should begin by assigning each member a role (as outlined on “Preparation for Your Presentation” handout). Note: You may want to define what each of these terms means so that all students understand what they are presenting about a. Infrastructure – the fundamental facilities and systems serving a country, city, or area such as transportation (roads, railways, airports, shipping) and communication systems (telephones, cable, satellite, Internet), power plants, water, and schools. b. Housing – the providing of houses for a group or community; it must also be affordable (prices match wages) c. Public Safety – involves the prevention of and from events that could endanger the safety of the general public from significant danger, injury/harm, or damage, such as from crime or disasters (natural or man-made) d. Environment – the total of social, cultural, and natural conditions that influence the life of an individual or community e. Social Order – is set of linked social practices; it includes customs, values, manners, ideas about property, exchanges, power relations, as well as communication relations. 9. Day five, Presentations/Task Force Hearing. After your “task force” is assembled, have each group make their presentation followed by taking questions from the members of the task force, or from fellow classmates. Each group should have time to answer the questions, or offer rebuttals. Allow the panel time to discuss the presentations and determine which recommendation will be adopted as policy. Please consider inviting members of OERB and the OCC to serve on your panel. Teacher’s Note: It is helpful if students make table tents with their names on them for use in the discussion, should dress nicely for the presentation. You also will want to provide a brief to your “Task Force” on the content of the hearing and the work the students have been doing. 10. Debrief the whole process by discussing the importance of the community, industry, and state government working together for the success of all parties involved. How could other states, such as North Dakota or Pennsylvania learn from Oklahoma’s example? *Alternative: Instead of conducting a task force hearing, students could present their finding as a “TED Talk”, podcast or other multimedia presentation using PowerPoint, Prezi, or Google Presentation, or poster. See handout on “How to Make a Poster Using PowerPoint”. Social Studies That Was When? 145 Teacher Observations/Conclusion: • Throughout this lesson, use discussion to measure whether students have gained a fundamental grasp of the items covered under “purpose.” Students should be able to identify similarities and differences between the oil boom in Oklahoma and the current boom in North Dakota. Enrichment: • Have students conduct research on clean-up efforts in other states, in the oceans, or even in other industries. Or, research other boom sites such as Midland, TX or Pennsylvania. How do they compare with efforts being made in Oklahoma’s oil and natural gas industries? Assessment: 1. Students should have successfully anticipated areas requiring the most clean-up attention today. 2. Students demonstrate in class discussions an understanding of the issues addressed. 3. Successful completion of the Task Force Presentation. Social Studies That Was When? 146 Teacher Teacher Information: The American Petroleum Institute website (www.api.org) has a wealth of information about drilling and the decision-making process behind it. Here are some basics on the economics of drilling: The life of a well is determined like every venture in business on a cost versus profit basis. The decision to drill or not to drill begins with evaluating a well on the basis of: 1. The recoverable quantity (how much oil there is at this location). This, more than any other factors, is often a best estimate. 2. The cost of recovery. 3. The time required for recovery. 4. The current/anticipated price per barrel. This is in constant flux and VERY volatile; what is profitable today might not be profitable by the time the oil is ready to be sold. Technological advances in locating and drilling have improved profit margins. 1. New site identification/drilling possibilities are up 50% from a generation ago. 2. The cost of finding reserves is down 25% from a generation ago. Drilling technology has also impacted the life of wells. 1. Drillers are no longer limited to strictly straight pipeline drilling. New techniques and equipment allow recovery of new reserves at existing “dead” sites. 2. New techniques are also much more environmentally friendly. We are now able to drill in areas that were previously considered too environmentally sensitive. More information is available at the American Petroleum Institute website (www.api.org), from the American Association of Petroleum Geologists website (www.aapg.org) and from the Society of Petroleum Engineers website (www.spe.org). Social Studies That Was When? 147 Teacher The Oklahoma Corporation Commission, the OERB, and the OERB Clean Up Efforts Information: The Role of the Corporation Commission in the Oil & Natural Gas Industry The Oklahoma Corporation Commission was established at statehood to regulate public utilities and to supervise the activities associated with the exploration and production of oil and gas. However, it was not until the Oklahoma legislature passed House Bill No. 172 on May 21, 1947 that a comprehensive list of rules and regulations was published and made available to state oilmen. It has been the ongoing purpose of the Corporation Commission to oversee the conservation of natural resources, avoid waste, abate pollution of the environment, and to balance the rights and needs of the people with those of the regulated entities. The Oklahoma Corporation Commission is comprised of three commissioners who are elected by statewide vote to serve six-year terms. The terms are staggered so that one commissioner vacancy occurs every two years. The Commission also has numerous employees who work in field operations, pollution abatement, and technical assistance. The Corporation Commission continues to make sure that responsible parties are involved in the clean-up of well sites. When no party can be held responsible, the Corporation Commission works hand in hand with the Oklahoma Energy Resource Board (est. 1994 ) to clean up abandoned sites. The OERB The Oklahoma Energy Resources Board (OERB) was developed by the Oklahoma Legislature at the request of the state’s petroleum industry. It is governed by a 21-member volunteer board of independents, oil and natural gas producers, majors, oil & natural gas purchasers, and one royalty owner representative. The OERB is dedicated to restoring abandoned or orphaned oil and natural gas exploration and production sites and educating the community on the contributions of the oil and natural gas industry. For more information, go to www.oerb.com. Social Studies That Was When? 148 Teacher OERB Clean Up Summary Cleaning the Mess Others Left Behind The OERB is committed to providing a practical and economical remedy for environmental problems caused by orphaned exploration/production well sites in Oklahoma. Our four-step restoration process follows recognized environmental standards specially adapted to meet the unique needs of our program. Each restoration is headed by a qualified team of professionals with both environmental and petroleum experience. The largest budget item of our voluntary annual assessment is spent on environmental restoration - returning the land to its natural state, at no cost to landowners or taxpayers. Sites Are Chosen by the OCC. (With the exception of Osage County, where the OCC does not have jurisdiction). By statute, the Oklahoma Corporation Commission chooses which sites are restored by the OERB. After determining that a responsible party cannot be found, OCC field inspectors pick the sites based on landowner needs, public visibility, and potential environmental harm. Unique Requirements, Consistent Results The OERB’s thorough restoration process takes into account the individual characteristics of each site. Some of the more common restoration requirements include: * Removing equipment, concrete and/or trash * Repairing erosion and saltwater “scars” left on the land * Removing hydrocarbon or other waste products Though each restoration is unique, the result is always the same: an amazing renewal of the land into a safe, pristine and productive state. Phase I - Site Review After receiving a site from the OCC, the OERB conducts extensive research of its environmental and geological characteristics, including proximity to fresh water sources and soil conditions. The site is ranked for cleanup priority. Interviews are conducted with landowners, OCC field inspectors, and others familiar with the site for information regarding prior operating practices or previous environmental issues. Photos and video documentation are obtained. Finally, a physical assessment of the area is made, including a thorough “walk over” of the site. Phase II - Site Sampling If the initial visit reveals the site may have environmental problems, intrusive investigations may be required to determine the nature and extent of the damage. Phase II work includes soil and water sampling for environmental agronomy analytical testing. Phase III - Restoration Upon completion of Phase II, a restoration program is designed and implemented to restore the site to an acceptable level. Old equipment and concrete are removed. Surface damage is eliminated and soil fertility and productivity are restored. Applicable disposal requirement laws are met. Above all, the landowner’s interests are protected. Phase IV - Progress Review Following the Phase III site restoration, a program is developed for monitoring the site in order to confirm the restoration process is complete. The OERB prepares a final report and documents the restoration with photographs. Social Studies That Was When? 149 Teacher List of Jobs from The Energy Behind Finding Energy DVD 1. Team Leader 2. Geologist 3. Geophysicist a. Seismologists 4. Reservoir Engineer 5. Land Man 6. Drilling Engineer a. Health and Safety Manager 7. Directional Technician 8. Mud Logger 9. Well Logger 10. Operations Engineer 11. Completion Supervisor 12. Perforating Engineer/Logging Engineer 13. Production 14. Mechnical 15. Tank Technician 16. Refining 17. Plugging Unproductive Wells 18. Restoration Note: This list is not all-inclusive, students may pick up on other jobs mentioned in the film. You can also refer to the OERB Careers in the Oil and Natural Gas Industry guide or the careers section of OERB.com. Social Studies That Was When? 150 Teacher 151 Teacher ™ ♥ 1975-2000 2000-Present 151 £ 1950-1975 Social Studies That Was When ▲ 1925-1950 Teacher Map Symbol ✩ Clean Up? (many, few, some) 1900-1925 Location (general description) ● Major Oil Find(s) 1875-1900 Time Frame Oil and Natural Gas Wells Drilled By Time Period Student Handout Social Studies That Was When? 152 Teacher Western OK and SE Oklahoma, most of the state 46,832 Stillwater, 2008 Woodford Shale, Andarko Basin 2000-Present 152 Northern regions of the state, especially NW Oklahoma and SE Oklahoma 146,652 Wheatland Field, 1981 (Oklahoma County) 1975-2000 Social Studies That Was When Western OK and panhandle, moves westward 1950-1975 Oklahoma City, Pottawattamie County, Seminole County, continues SW pattern of diffusion Continues in NE OK and in SW, moves south and dills in some in between Tulsa and Ardmore 148,029 Easley No. 1 Bertha Rogers No. 1 (deepest well dug in USA) 1925-1950 1900-1925 Tulsa area, Creek County, Osage County Northeast OK Some down by the Arbuckle Mts. area 14 wells Nellie Johnstone No. 1, 1897-1948 (51 years), Bartlesville 1875-1900 62,797 wells Sue A. Bland No. 1, 1901-present Ida Glenn No. 1, 1905 (Tulsa area) Cushing, 1912 (Creek County) Watchorn Well, 1914 (Ardmore) No. 1 Betsy Foster, 1923-30 (Wewoka) 87,686 Fixico No. 1 Oklahoma City Field No. 1 “Wild” Mary Sudick Petunia No. 1 (under OK Capitol) No. 1 Wagner Location (general description) Major Oil Find(s) Time Frame Oil and Natural Gas Wells Drilled By Time Period Student Handout-ANSWER KEY Social Studies That Was When? Few Some Some Many, Seminole has the largest number of restoration sites Many, but not in Osage County Yes, not many in Osage County Clean Up? (many, few, some) ♥ ™ £ ▲ ✩ ● Teacher Map Symbol Comparing North Dakota and Oklahoma’s Oil/ Natural Gas Boom Student Handout Issue North Dakota Oklahoma Population Growth Housing Crime Employment Business Infrastructure (roads, utilities, schools) Health Care Quality of Life Environmental Effects Social Studies That Was When? 153 Teacher Preparing For Your Presentation Student Handout Your Assignment Your group has been called upon to appear before the North Dakota Energy Resources Task Force. Your assignment is to persuade the committee members that your proposal should be adopted as policy. You will be judged on how well you present your option. Organizing Your Group Each member of your group will take a specific role. Below is a brief explanation of the responsibilities for each role. Before preparing your section of the presentation, work together to review information previously learned in the lesson on “Wildcatters, Roughnecks, and Good Ol’ Boys”. What core democratic values support your argument of your topic? 1. Group Organizer: Your job is to organize your group’s three to five minute presentation to North Dakota Energy Resources Task Force. In organizing your presentation, you will receive help from the other members of your group. Keep in mind that although you are expected to take the lead in organizing your group, your group will be expected to make the presentation together. 2. Community Activist: Your job is to explain how your proposal would improve life in North Dakota due to the energy boom. Gather research on how families, existing small businesses, local governments, and individuals are affected by your topic. Make sure that your area of expertise is reflected in the presentation of the group. 3. Reporter: Your job is to explain how your proposal would address the state’s interests. You should do research that contains statistics and measurements that support your proposal. Make sure your area of expertise is reflected in the presentation of your group. 4. Historian: Your job is to show how the lessons of history support your proposal. Look over the Boomtown Checklist and biographies of the oil barons in Oklahoma. Make sure that your area of expertise is reflected in the presentation of your group. 5. Illustrator: Your job is to design a poster or political cartoon illustrating your proposal. Be sure to use large graphics that are easy to see, include a catchy slogan, and color. Make sure that your illustration supports the one or more of the perspectives of other group members. Making Your Case After your preparations are completed, your group will deliver a three-to-five minute presentation to the North Dakota Energy Resources Task Force. Notes may be used, but you should speak clearly and convincingly. After your presentation, committee members will ask you clarifying questions. Any member of your group may respond during the cross-examination period.  Social Studies That Was When? 154 Teacher Assessment Guide for Oral Presentations Group Assignment: Group Members: Group Assessment Excellent Good Average Needs Improvement Unsatisfactory 1. The group made good use of its preparation time. 5 4 3 2 1 2. The presentation reflected analysis of the issues under consideration. 5 4 3 2 1 3. The presentation was coherent and persuasive. 5 4 3 2 1 4. The group incorporated relevant sections of the background reading into its presentation. 5 4 3 2 1 5. The group’s presenters spoke clearly, maintained eye contact, and made an effort to hold the attention of their audience. 5 4 3 2 1 6. The presentation incorporated contributions from all the members of the group. 5 4 3 2 1 1. The student cooperated with other group members. 5 4 3 2 1 2. The student was wellprepared to meet his or her responsibilities. 5 4 3 2 1 3. The student made significant contribution to the group’s presentation. 5 4 3 2 1 Individual Assessment Social Studies That Was When? 155 Teacher How to Create a Poster Using PowerPoint Student Handout 1. Gather your contents in the form of text, graphs and photos. If you need to scan slides or photos, locate where there is a scanner available for use in the (often in the library or a computer lab. 2. Open PowerPoint, choose Blank Presentation and click OK. 3. Choose the Blank slide layout and click OK. 4. Go to File in the toolbar and click Page Setup. 5. Enter the Height and Width of your poster. Please be aware that PowerPoint’s maximum size is 52”; therefore to produce a PowerPoint poster with dimensions larger than 52”, both dimensions are entered at half the desired size. For example, for a 44” x 66” poster, you would enter 22” in the box for height and 33” in the box for width, and click OK. The poster’s size will be doubled during the printing phase to bring it up to 44x66 inches as desired. Important: Many schools may not have a poster printer, so you may have to use a private printing company. The bigger your poster, the more expensive it is to print. The printer’s maximum size paper roll is 44”, meaning that one of your dimensions, width or height, may not exceed 44”. Also, other roll sizes are 24”, 36” and 42”, so it is best to set either the height or width of your poster to one of these measurements. 6. Click Insert on the toolbar, choose Text Box. A text box drawing tool will appear on your PowerPoint slide. Click and drag to create the box. This is where you will place your prepared text. Simply cut and paste from Word or type directly into the text box. The box will expand to fit the information entered. Remember to consider your font size and make it suitable for poster use. Font sizes of approximately 36 to 54 are recommended for titles, approximately 18 for text. Use your judgment for your specific poster needs. PowerPoint does not recognize all fonts; Arial and Times New Roman are recommended for use. Symbol is the font recommended for scientific symbols. To choose the characteristics of the text box such as line, color or size, go to Format in the toolbar or right click on the text box and select Format Text Box. You can copy and paste directly from Word documents into PowerPoint text boxes. We would suggest using black on a white background in text boxes for easy reading. 7. To add logos, charts or photos, go to Insert in the menu bar and select Picture, and then From File and browse to your file containing your charts or scanned and saved pictures. Select it and click the Insert button. 8. Once you have inserted your pictures, you can move or resize them to suit your needs. The dotted guide lines on the templates are there to tell you where on the sheet your boxes are and can help in getting things properly aligned. If you click and hold them, a box will appear giving the lines’ locations on the sheet. You can then move them into position. They will not appear when the poster is printed. If the Guide lines are not visible on your screen, select View, then Guides. 9. Once your text and pictures are in place, you may decide to add some color or texture effects. The color options and background effects are found under Format on the toolbar, or you may double click the border of any text box to view Format Text Box with color and line options. Please check with your printing sources for any additional fees in printing in color. 10. Carefully review your poster. When you are completely satisfied with it, save the file and make the necessary phone call to set up an appointment for printing. Social Studies That Was When? 156 Teacher That Was When? This is Now Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Approximately how many oil and natural gas wells were drilled in Oklahoma between 1900 – 2000? A. 20,000 B. 176,000 C. 450,000 D. 1,200,000 2. Approximately how many drilling sites in Oklahoma have been cleaned up voluntarily by the oil and natural gas industry? A. Around 600 B. Around 1,200 C. Around 6,000 D. Around 12,000 3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)? A. To work against waste in the oil industry B. To work against foreign oil imports to keep American oil industries secure C. To coordinate voluntary controls of oil prices and oil production in the U.S. without resorting to excessive government interference. D. All of the above 4. What are the two primary functions of the OERB (Oklahoma Energy Resources Board)? A. To restore abandoned or orphaned oil sites and to promote alternative sources of energy for the future B. To restore abandoned or orphaned oil sites and to educated the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today C. To promote alternative sources of energy for the future and to educate the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today D. To regulate public utilities and to supervise the activities associated with the exploration and production of oil and gas in Oklahoma 5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle, what has become a very successful source of energy there in the last 25 years? A. Natural Gas B. Coal C. Wood D. Nuclear Power Social Studies That Was When? 157 Teacher That Was When? This is Now Pre/Post Test-ANSWER KEY Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. C 1. Approximately how many oil and natural gas wells were drilled in Oklahoma between 1900 – 2000? A. 20,000 B. 176,000 C. 450,000 D. 1,200,000 D 2. Approximately how many drilling sites in Oklahoma have been cleaned up voluntarily by the oil and natural gas industry? A. Around 600 B. Around 1,200 C. Around 6,000 D. Around 12,000 D 3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)? A. To work against waste in the oil industry B. To work against foreign oil imports to keep American oil industries secure C. To coordinate voluntary controls of oil prices and oil production in the U.S. without resorting to excessive government interference. D. All of the above B 4. What are the two primary functions of the OERB (Oklahoma Energy Resources Board)? A. To restore abandoned or orphaned oil sites and to promote alternative sources of energy for the future B. To restore abandoned or orphaned oil sites and to educated the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today C. To promote alternative sources of energy for the future and to educate the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today D. To regulate public utilities and to supervise the activities associated with the exploration and production of oil and gas in Oklahoma A 5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle, what has become a very successful source of energy there in the last 25 years? A. Natural Gas B. Coal C. Wood D. Nuclear Power Social Studies That Was When? 158 Teacher No Uncertain Terms Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Using one’s wealth to benefit society is called: A. Wildcatting B. Philanthropy C. Social Darwinism D. Conspicuous Consumption 2. Andrew Carnegie’s “gospel of wealth” basically said that: A. People should be free to make as much money as they can, then they should give it away. B. The best educated and most capable will rise to the top and survive; the less-educated and less-capable will sink to the bottom and fail C. Wealth is a sign of God’s approval and thus grants the freedom to do as you wish D. Money is the easiest and best answer to society’s ills 3. Which of the following would a philanthropist like Carnegie NOT be likely to support with his wealth? A. Giving money to scholarship programs for higher education B. Building a new public library in an underprivileged community C. Museums, symphony orchestras, and theater groups D. Direct assistance to poor families or deserving individuals to help make their lives easier 4. Someone who risks his money and reputation trying to find oil in an unproven area is called a...? A. Roughneck B. Slick Digger C. Philanthropist D. Wildcatter 5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”? A. Tulsa B. Glenpool C. Bartlesville D. Oklahoma City Social Studies No Uncertain Terms Student 6. A standard “barrel” of oil (as discussed on the evening news) is approximately...? A. 12 U.S. Gallons B. 42 U.S. Gallons C. 60 U.S. Gallons D. 76 U.S. Gallons 7. The term “roughneck” originally referred to...? A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gas B. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a living C. A member of the crew on an drilling rig other than the head driller D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil 8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil. He’s now walking around holding the branch in front of him, eyes closed, waiting for it to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...? A. Black Dog B. Branch Manager C. Doodlebugger D. Oil-a-Plant 9. The towns that suddenly sprang up when oil was discovered were called...? A. Oilvilles B. Boomtowns C. T-Towns D. Gushers 10. Because it was already obvious that petroleum was going to be a critical part of Oklahoma’s economy, this organization was established at statehood to regulate oil & natural gas exploration and production and the actions of public utilities in general. A. The Oklahoma Corporation Commission B. The Oklahoma Energy Resources Board C. The Organization of Petroleum Exporting Countries D. The American Petroleum Institute Social Studies No Uncertain Terms Student What it is (example, synonyms) What it is NOT! (non-example, antonym) Term Definition (in your own words) No Uncertain Terms Option 1: Frayer Model Social Studies No Uncertain Terms Student Social Studies No Uncertain Terms Definition Symbolic Representation/Illustration Term No Uncertain Terms Option 2: Word Wall Match Up Template Student No Uncertain Terms Vocabulary Test Directions: Complete each sentence with the term that matches best from the Word Bank. WORD BANK American Petroleum Institute Baron Barrel Barrels Per Day Bit Black Dog Black Gold Boarding House Boomtown Crude Oil Derrick Discovery Well Doodlebugger Driller Dry Hole Gusher Natural Gas Oil Field Oil Patch OERB Oil Capitol of the World OPEC Oklahoma Corporation Commission Philanthropist Roughneck Shooter Shotgun House Speculator Toolpusher Wildcatter is a slang term for petroleum. 1. 2. A person who drills a well in an area where no oil or natural gas production previously existed is called a 3. A . is a well that has come in with such pressure that oil spews out of the well like a geyser. 4. Unrefined, liquid petroleum is called . 5. The acronym of the name of the organization whose purpose is to negotiate and regulate oil prices is 6. . is a measure of the rate of flow of a well; it is the total amount of oil produced per day. 7. Also called the rig foreman or superintendent, , is the person in charge of the entire drilling rig. 8. Founded in 1920, the sets the standards for all types of oilfield equipment. is the employee directly in charge of a drilling rig and crew. 9. 10. Another name for a well that does not produce oil or natural gas in commercial quantities is called a . is a highly compressible, highly expandable mixture of 11. hydrocarbons occurring natural in a gaseous form. Social Studies No Uncertain Terms Student 12. A has great power in a particular field. 13. A promotes the happiness and social elevation of mankind by making donations to worthy causes. 14. A person who takes a financial risk in hope of a substantial gain is called a 15. . was established at statehood to regulate the exploration and production of oil and natural gas and to regulate public utilities. 16. The surface overlying an oil reservoir is called an . 17. The first well drilled, or in a new field that reveals the presence of oil or gas is called a 18. A is formed by the rapid influx of people, money, or materials due to the discovery of oil or other valuable natural resource. is a slang term for oil field. 19. 20. The is the person who shoots nitroglycerin into a well to promote the flow of oil. 21. Equivalent to 42 U.S. gallons, is the unit of measure for petroleum products. 22. The is an organization of oil and natural gas producers and royalty owners that is dedicated to restoring abandoned well sites and educating the public on the contributions of the oil and natural gas industry. Hint: It stands for the Oklahoma Energy Resources Board. 23. On the drilling rig, a is subordinate to the driller. 24. The large, load-bearing framework over the mouth of the oil well is called a 25. A . is the cutting or boring element used in drilling oil or natural gas wells. Social Studies No Uncertain Terms Student No Uncertain Terms Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Using one’s wealth to benefit society is called: A. Wildcatting B. Philanthropy C. Social Darwinism D. Conspicuous Consumption 2. Andrew Carnegie’s “gospel of wealth” basically said that: A. People should be free to make as much money as they can, then they should give it away. B. The best educated and most capable will rise to the top and survive; the less-educated and less-capable will sink to the bottom and fail C. Wealth is a sign of God’s approval and thus grants the freedom to do as you wish D. Money is the easiest and best answer to society’s ills 3. Which of the following would a philanthropist like Carnegie NOT be likely to support with his wealth? A. Giving money to scholarship programs for higher education B. Building a new public library in an underprivileged community C. Museums, symphony orchestras, and theater groups D. Direct assistance to poor families or deserving individuals to help make their lives easier 4. Someone who risks his money and reputation trying to find oil in an unproven area is called a...? A. Roughneck B. Slick Digger C. Philanthropist D. Wildcatter 5. What was known in the 1920s and 1930s as the “Oil Capitol of the World”? A. Tulsa B. Glenpool C. Bartlesville D. Oklahoma City Social Studies No Uncertain Terms Student 6. A standard “barrel” of oil (as discussed on the evening news) is approximately...? A. 12 U.S. Gallons B. 42 U.S. Gallons C. 60 U.S. Gallons D. 76 U.S. Gallons 7. The term “roughneck” originally referred to...? A. The bit-and-collar combination that cuts through the rock and dirt while drilling for oil and natural gas B. A thug or rowdy person who followed oil booms and basically mugged people in the streets for a living C. A member of the crew on an drilling rig other than the head driller D. A hook or twist in the hard rocks over an oil pool requiring “elbows” or “turns” to get to the oil 8. Stanley has a forked branch in his hand which he has dipped in a small jar of oil. He’s now walking around holding the branch in front of him, eyes closed, waiting for it to twitch and tell him where more oil is hiding underground. Stanley is what was commonly referred to as a...? A. Black Dog B. Branch Manager C. Doodlebugger D. Oil-a-Plant 9. The towns that suddenly sprang up when oil was discovered were called...? A. Oilvilles B. Boomtowns C. T-Towns D. Gushers 10. Because it was already obvious that petroleum was going to be a critical part of Oklahoma’s economy, this organization was established at statehood to regulate oil & natural gas exploration and production and the actions of public utilities in general. A. The Oklahoma Corporation Commission B. The Oklahoma Energy Resources Board C. The Organization of Petroleum Exporting Countries D. The American Petroleum Institute Social Studies No Uncertain Terms Student 7. Map Location: _____ 8. Map Location: _____ 9. Map Location: _____ 10. Map Location: _____ 2. __________________________ 3. __________________________ 4. __________________________ 5. __________________________ 18. Map Location: _____ 19. Map Location: _____ 20. Map Location: _____ 13. __________________________ 14. __________________________ 15. __________________________ Social Studies Scavenger Hunt 30. What is the main goal / purpose of OPEC? _______________________ __________________________________________________________ 23. _______________________ 26. Map: _____ 29. Percentage: _____ 22. _______________________ 25. Map: _____ 28. Percentage: _____ 21. _______________________ 24. Map: _____ 27. Percentage: _____ What are the top three oil-consuming countries in the world right now? When you have listed all three, find them on the provided World Maps and indicate by letter where each one is located. Then list the approximate percentage each one uses of world oil supplies. 17. Map Location: _____ 12. __________________________ 11. __________________________ 16. Map Location: _____ What are the top five oil-producing states in the U.S. right now? When you have listed all five, find them on the provided U.S. Map and indicate by letter where each one is located. 6. Map Location: _____ 1. __________________________ What are the top five oil-producing countries in the world right now? When you have listed all five, find them on the provided World Maps and indicate by letter where each one is located. Oil & Natural Gas Scavenger Hunt Names: _________________________________________ Period: ____ Core Energy Scavenger Hunt 50. Map Location: _____ 51. Map Location: _____ 52. Map Location: _____ 45. __________________________ 46. __________________________ 47. __________________________ 60. Map Location: _____ 61. Map Location: _____ 62. Map Location: _____ 56. __________________________ 57. __________________________ 59. Map Location: _____ 55. __________________________ 54. __________________________ 53. __________________________ 58. Map Location: _____ Student What are the top five natural gas-producing states in the U.S. right now? When you have listed all five, find them on the provided U.S. Map and indicate by letter where each one is located. 49. Map Location: _____ 44. __________________________ 43. __________________________ 48. Map Location: _____ What about natural gas? What are the top five natural gas-producing countries in the world right now? When you have listed all five, find them on the provided World Maps and indicate by letter where each one is located. 42. OPEC’s 12 members possess about ______ percent of the world’s total proven oil reserves. 41. OPEC’s 12 members currently supply about ______ percent of the world’s oil output. 40. _______________________ 35. _________________________ 38. _______________________ 33. _________________________ 39. _______________________ 37. _______________________ 32. _________________________ 34. _________________________ 36. _______________________ 31. _________________________ List 10 of the 12 current members of OPEC: Social Studies Scavenger Hunt ____ 82. This well (referring to previous question) was located in...? (A) Tulsa (C) Oklahoma City (B) Bartlesville (D) Guthrie ____ 81. What was the first commercially viable oil well in Oklahoma? (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 80. _______________________________________________________ 79. _______________________________________________________ 78. _______________________________________________________ 77. _______________________________________________________ The Oklahoma Corporation Commission says in its mission statement that it will do four specific things “in the interests of the public.” What are those four things? 76. In what year was the OCC formed? ____________ 75. _______________________________________________________ 74. _______________________________________________________ 73. _______________________________________________________ 72. _______________________________________________________ The Oklahoma Corporation Commission has a four-fold mission statement. What are the four purposes of the OCC, according to its own mission statement? 65. _______________________ 68. Map: _____ 71. Percentage: _____ 64. _______________________ 67. Map: _____ 70. Percentage: _____ 63. _______________________ 66. Map: _____ 69. Percentage: _____ What are the top three natural gas-consuming countries in the world right now? When you have listed all three, find them on the provided World Maps and indicate by letter where each one is located. Then list the approximate percentage each one uses of world natural gas supplies. ____ 91. The “Keystone Trail” was primarily used to...? (A) Bring oil equipment into Oklahoma from Texas (B) Bring illegal liquor into Tulsa (C) Follow known oil pools into un-drilled areas (D) Trap those with cash so they could be robbed ____ 90. This was the “discovery well” of the Red Fork pool. (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 ____ 89. What was used to “shoot” the Uncle Bill No. 1, the “discovery well” of the Cleveland pool? (A) Gunpowder (C) TNT (B) Nitroglycerin (D) The first hand-held Kodak camera ____ 88. Woolaroc is the contribution of oil industry giant...? (A) E.W. Marland (C) Tom Slick (B) G.B. Woolsworth (D) Frank Phillips ____ 87. Woolaroc Ranch, Museum, and Wildlife Preserve is located near...? (A) Bartlesville (C) Tulsa (B) Oklahoma City (D) Ponca City ____ 86. Which tribe in Oklahoma became the richest people in the world (per capita) during the oil boom of the 1920s? (A) The Kaw (C) The Osage (B) The Cherokee (D) The Seminole ____ 85. The “Million Dollar Elm” is located in...? (A) Kiefer (C) Pawhuska (B) Glenpool (D) Ponca City ____ 84. Which Oklahoma town was known as the Oil Capitol of the World? (A) Tulsa (C) Oklahoma City (B) Bartlesville (D) Guthrie ____ 83. The find that launched Oklahoma to the top of the world in terms of oil production was the...? (A) Oklahoma City Field (C) The 101 Ranch (B) The Glenn Pool (D) The Kiefer Dugout Student ____ 102. In July, 1982, what Oklahoma City bank went «bust» causing a shock to the financial market? (A) Bank of Oklahoma (C) Penn Square Bank (B) First National Bank (D) First United Bank 103. What does OERB stand for? ________________________________ ____ 95. William G. Skelly earned the nickname...? (A) “The Uncrowned King of the Senate” (B) “King of the Wildcatters” (C) “Mr. Tulsa” (D) “Dry-Hole Skelly” ____ 96. Thomas Gilcrease’s first purchase (which is still on display at the Gilcrease Museum) was...? (A) ‘Rural Courtship’ (C) ‘The Buffalo Hunt’ (B) ‘Zuni Mother’ (D) ‘The Grand Canyon’ Social Studies Scavenger Hunt ____ 98. This well near Oklahoma City blew out of control so high and so long that officials had to take emergency measures to prevent people from lighting anything—even to cook—for miles away. (A) The Sue Bland No. 1 (C) The Nellie Johnstone No. 1 (B) The Wild Mary Suddick (D) The Ida Glenn No. 1 ____ 97. When this oilman struck oil on the Wheeler farm in Cushing, he not only did not shout about it, but covered it up with dirt, rented every horse and every buggy in town, hired out every notary public, and surrounded his field with armed guards until he could secure leases on all of the surrounding land. (A) Tom Slick (C) Harry Sinclair (B) Waite Phillips (D) Thomas Gilcrease ____ 101. Lead Free gasoline was introduced to consumers in which decade? (A) The 1950s (C) The 1970s (B) The 1960s (D) The 1980s ____ 94. The Phillips 66ers were...? (A) A basketball team (C) An employees’ union (B) A charity organization (D) Winners of gasoline for life 105. ______________________________________________________ 104. ______________________________________________________ What are the OERB’s two main goals / functions? ____ 100. In 1959, the nation followed the drilling progress of «The Big Dave No. 1» every morning on what television program? (A) FOX News (C) The Today Show (B) CNN (D) Good Morning America ____ 99. The West Edmond Field was discovered in 1943 by: (A) Roy J. Turner (C) Lloyd Noble (B) Ace Gutowsky (D) J.A. LaFortune ____ 92. Who helped to open the Exchange National Bank (which later became the Bank of Oklahoma) strictly for the oil industry? (A) E. W. Marland (C) Frank Phillips (B) Tom Slick (D) Harry Sinclair ____ 93. Phillips 66 opened its very first gas station in...? (A) Bartlesville, OK (C) Wichita, KS (B) Rowling, TX (D) Tulsa, OK Student The Glenn Pool Story Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. In 1905, the first major long-producing commercial oil well was drilled in Oklahoma at A. Barnsdall B. Glennpool C. Nellie Johnstone D. Red Fork 2. In the early 1900s, which of the following was the most cost effective and efficient method of transporting oil? A. Horse and buggy B. Pipeline C. Stream D. Train 3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital of the World”? A. Bartlesville B. Glennpool C. Oklahoma City D. Tulsa 4. Which of the following does not characterize early Oklahoma boomtowns? A. Fires B. Restaurants where plates are nailed to the table C. Overcrowding that led men to sleep in chicken coops and corn cribs D. City services like busses, sewer systems, and trolleys 5. Which of the following sentences best characterizes Tulsa in the first half of the twentieth century? A. The most significant site for oil wells and oil and natural gas production and storage. B. A major junction of oil production, transportation, and distribution to the Mississippi River. C. The home of oil bankers, oil company headquarters, and oil philanthropists. D. The location of the first significant commercial oil well in the United States. Social Studies The Glenn Pool Story Student The Glenn Pool Story Vocabulary Review Review the following vocabulary words from “No Uncertain Terms” • Boomtown • Entrepreneur • Gusher • Lease • Philanthropists • Roughneck • Roustabout • Wildcatter Social Studies The Glenn Pool Story Student Student OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Social Studies The Glenn Pool Story Oklahoma Economy Oil Creates Jobs (11:16-17:08) National Economy Oklahoma Economy Glenn Pool Fuels America (8:21-11:15) Labor National Economy Oklahoma Economy Oil in Indian Land (1:49-8:20) Directions: While viewing the DVD, take notes on the subjects listed below during the times/parts indicated. The Glenn Pool Story Viewing Guide Student OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Social Studies The Glenn Pool Story Entrepreneurs/Philanthropists Labor Tulsa Oklahoma Towns Boomtowns (17:09-22:24) Labor National Economy Student OC3: 4.4. Examine how the economic cycles of boom of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs. OC3: 5.2.D. Analyze the impact of economic growth in various sectors including the discovery of new fossil fuel resources and Tulsa’s designation as Oil Capital of the World. Social Studies The Glenn Pool Story Oklahoma Economy Oil and Natural Gas Legacy of Glenn Pool Glenn Pool Legacy (22:24-27:00) Social Studies The Glenn Pool Story 1901: Theodore Roosevelt becomes President of the US after William McKinley is assassinated. 1900+ 1908: Ford Motor Company introduces the Model T 1907: Oklahoma joins the Union as the 46th state. 1905+ United States History 1913: Ford Motor Company implements assembly line. 1910+ Oklahoma History 1917-1918: US involvement in WWI 1915+ Student 1920s: Harding, Coolidge and Hoover adminstrations promote American business growth. 1920+ Directions: After viewing the Glenn Pool Story DVD, fill in the timeline with the Oklahoma oil history that goes along with the time period indicated. Oklahoma Oil Timeline Social Studies The Glenn Pool Story Name: ______________________________ Class: _______________ The Glenn Pool Story Venn Diagram Student Oil Boomtown Historical Marker Use your knowledge and class resources to create an historical marker for an historical oil boomtown. • No clip art or illustrations • Include basic information like who, where, when, what and why it’s important enough to commemorate. Rough Draft: Rubric /10 /80 /10 /100 Create a title for the top line and write in all capital letters Use at least four pieces of evidence in four different sentences (20/evidence) Use standard English grammar and spelling Social Studies The Glenn Pool Story Student The Glenn Pool Story Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. In 1905 the first major long-producing commercial oil well was drilled in Oklahoma at A. Barnsdall B. Glennpool C. Nellie Johnstone D. Red Fork 2. In the early 1900s, which of the following was the most cost effective and efficient method of transporting oil? A. Horse and buggy B. Pipeline C. Stream D. Train 3. As a result of oil discoveries, what Oklahoma city became known as the “Oil Capital of the World”? A. Bartlesville B. Glennpool C. Oklahoma City D. Tulsa 4. Which of the following does not characterize early Oklahoma boomtowns? A. Fires B. Restaurants where plates are nailed to the table C. Overcrowding that led men to sleep in chicken coops and corn cribs D. City services like busses, sewer systems, and trolleys 5. Which of the following sentences best characterizes Tulsa in the first half of the twentieth century? A. The most significant site for oil wells and oil and natural gas production and storage. B. A major junction of oil production, transportation, and distribution to the Mississippi River. C. The home of oil bankers, oil company headquarters, and oil philanthropists. D. The location of the first significant commercial oil well in the United States. Social Studies The Glenn Pool Story Student Wildcatters, Roughnecks, & Good Ol’ Boys Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Common challenges facing small towns suddenly made large by an oil boom included: A. Legal restrictions on the number of homesteads or businesses allowed in the community B. Insufficient roads, public services, or just plain room to deal with all of the people and activity. C. Lack of actual currency with which to purchase goods and services D. All of the above 2. Which of the following were common ways businessmen often profited indirectly from an oil strike? A. Merchants and restaurants would stay open 24 hours a day to serve the suddenly crowded town B. Gamblers and saloon-owners offered recreation and whiskey to rowdy oilfield workers C. Suppliers would sell drilling equipment and other materials to anxious oilmen and wildcatters D. All of the above. 3. Which of the following were common ways townspeople often profited indirectly from an oil strike? A. Homeowners leased out floor or bed space to exhausted workers to sleep in 8-hour shifts B. Women would sell sandwiches or hot meals along the side of the road to hungry workers C. Property owners would charge drivers money to shortcut through their yard or across their land D. All of the above 4. What were some common dangers facing townspeople near an oil field? A. Crime rates tended to go up and robbery, prostitution and even murder became common B. The fumes from the chemicals and equipment often led to pneumonia or even cancer C. The distruption of the oil pools deep within the earth could lead to minor tremors or “oil-quakes: D. All of the above 5. Once the chaos of the initial rush subsided, some boomtowns were left largely empty and forgotten, or became “ghost towns.” Many others, though, were left with...? A. A whole lot of oil and nothing to do with it B. Better schools, churches, public facilities and community activities C. Government programs coming in almost immediately to clean up the mess left behind D. Crowded jails and slum-like cities as the money moved on but the criminals remained Social Studies Wildcatter, Roughnecks and Good Ol’ Boys Student Social Studies Wildcatter, Roughnecks and Good Ol’ Boys Find and mark the following boomtowns on the map: Keifer, Cushing, Seminole, Wewoka Map of Oklahoma Student Handout Student Boomtown Checklist Student Handout Place a checkmark in the appropriate column for the following boomtowns Keifer 1906 Cushing 1912 Seminole 1924 Wewoka 1923 Population growth Long hours/hard work/ high wages Unsafe work sites and wells Poorly constructed homes Unclean streets/water/ sanitation Poor roads Poor medical services Few options for affordable housing Crowded services like banks and restaurants Poor reputation Corrupt law enforcement Violence and fighting Crime/con men Street gangs Gambling Saloons/alcohol/ bootleggers Pool halls Brothels/prostitutes Dance halls Missionaries and churches Schools Social Studies Wildcatter, Roughnecks and Good Ol’ Boys Student Wildcatters, Roughnecks, & Good Ol’ Boys Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Common challenges facing small towns suddenly made large by an oil boom included: A. Legal restrictions on the number of homesteads or businesses allowed in the community B. Insufficient roads, public services, or just plain room to deal with all of the people and activity. C. Lack of actual currency with which to purchase goods and services D. All of the above 2. Which of the following were common ways businessmen often profited indirectly from an oil strike? A. Merchants and restaurants would stay open 24 hours a day to serve the suddenly crowded town B. Gamblers and saloon-owners offered recreation and whiskey to rowdy oilfield workers C. Suppliers would sell drilling equipment and other materials to anxious oilmen and wildcatters D. All of the above. 3. Which of the following were common ways townspeople often profited indirectly from an oil strike? A. Homeowners leased out floor or bed space to exhausted workers to sleep in 8-hour shifts B. Women would sell sandwiches or hot meals along the side of the road to hungry workers C. Property owners would charge drivers money to shortcut through their yard or across their land D. All of the above 4. What were some common dangers facing townspeople near an oil field? A. Crime rates tended to go up and robbery, prostitution and even murder became common B. The fumes from the chemicals and equipment often led to pneumonia or even cancer C. The distruption of the oil pools deep within the earth could lead to minor tremors or “oil-quakes: D. All of the above 5. Once the chaos of the initial rush subsided, some boomtowns were left largely empty and forgotten, or became “ghost towns.” Many others, though, were left with...? A. A whole lot of oil and nothing to do with it B. Better schools, churches, public facilities and community activities C. Government programs coming in almost immediately to clean up the mess left behind D. Crowded jails and slum-like cities as the money moved on but the criminals remained Social Studies Wildcatter, Roughnecks and Good Ol’ Boys Student Baron Fruit Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. This former barber came from Nebraska to Bartlesville where he almost made his reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble 2. This Ponca City oilman developed his oil company into one of the largest in the world. He gave generously to the city, but raised a few eyebrows with his choice of second wives. His mansion still stands although he lost it when he lost his company in 1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma. A. Robert S. Kerr B. Harry Sinclair C. E.W. Marland D. J. Paul Getty 3. This Oklahoma oilman gave up some of his best men to support the Allied war effort in World War II, helping the British to coax petroleum out of the same forests where Robin Hood used to hide. The foundation he named after his father has pioneered cancer research and food production. What he’s really remembered for, though, is the basketball arena he helped build for OU. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble 4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log cabin, no less. He became governor in 1942 with the slogan, “I’m just like you, only I struck oil” and tried to help Oklahoma continue its recovery from the Great Depression. He later moved on to Washington, D.C., where he continued fighting for the state and died with the moniker, “The Uncrowned King of the Senate.” A. Robert S. Kerr B. Harry Sinclair C. E.W. Marland D. J. Paul Getty 5. This Oklahoma oilman is both African American and Creek Indian—both anomalies in the petroleum industry. He’s nevertheless found amazing success through the basics—hard work, determination, and self-reliance. Few people outside of Muskogee even know his company is still going strong there today. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble Social Studies Baron Fruit Student The Possibilities of Sudden Wealth Group Discussion Guide 1. List all group members involved in this discussion. 2. List the specific ways in which your group plans to use your money. 3. Which expenditures were easily agreed upon? 4. What conflicts arose during the discussion? 5. Did a natural leader arise during the discussion? If so, in what way did that person affect the decisions which were made? 6. What observations about human nature could you make after your group’s discussion? Social Studies Baron Fruit Student Baron Fruit Toast or Roast Handout “Toast or Roast” is a fun and informative format for student research, as well as for building verbal communication skills in a more formal setting than class discussions or strategies, such as the “Opinion Continuum.” In the “Toast or Roast” scenario, the student is expected to deliver a prepared short speech, in which he/she either praises or criticizes a historical or contemporary personality from history or modern national or world current events. After conducting research about the personality, the student will make an assessment as to the lasting impact that personality will have on national or world events. The student is free to choose whether he believes the personality should be praise or criticized. Procedure: 1. Assign each student a different personality for a”Toast or Roast” speech. 2. Use the following instructions to guide student research and preparation of speeches: A. You will prepare and present a two to three minute speech as a “toast” or a “roast” of one individual from our class studies. B. (A “toast” is intended to celebrate and honor an individual for his/her achievements. A “roast” is intended to criticize an individual.) You may choose either type of speech, however, your “toast or “roast” must explain why you have decided to praise or criticize the individual. C. You must use one visual during your toast or roast. It can be a picture, drawing, computer- based image, etc. but make sure it is large enough for everyone to see. D. You may speak from your own notes, but a formal written version of your speech must be turned in on the day the assignment is due. E. With your written speech, you must include a brief bibliography with a minimum of three sources you accessed to research information about your individual. 3. Remind students that in the delivery of their speech to his/her classmates, the student will clearly either praise or criticize the personality. The majority of the evidence, facts, research , etc presented in the speech should support the stance (praise or criticism) selected by the student. Social Studies Baron Fruit Student Social Studies Baron Fruit 1917 1925 1928 The Nellie Johnstone No. 1 comes in Frank Phillips builds his lodge at Woolaroc Harry Sinclair goes to the USSR Robert S. Kerr becomes the US Senator from Oklahoma E.W. Marland becomes governor of Oklahoma 1905 1897 • • • • • 1930 1934 1948 Student Marland Oil is taken away from Marland in a hostile takeover The Ida Glenn No. 1 is brought in Spartan School of Aeronautics is founded Pioneer Woman statue is unveiled in Ponca City The US enters World War I 1929 • • • • • Insert the important event on the year it corresponds to on the timeline. Baron Fruit Timeline Handout Baron Fruit Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. This former barber came from Nebraska to Bartlesville where he almost made his reputation as a banker before his first gusher (Anna Anderson #1) was struck in 1905. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble 2. This Ponca City oilman developed his oil company into one of the largest in the world. He gave generously to the city, but raised a few eyebrows with his choice of second wives. His mansion still stands although he lost it when he lost his company in 1928. He later worked as governor to bring FDR’s “New Deal” to Oklahoma. A. Robert S. Kerr B. Harry Sinclair C. E.W. Marland D. J. Paul Getty 3. This Oklahoma oilman gave up some of his best men to support the Allied war effort in World War II, helping the British to coax petroleum out of the same forests where Robin Hood used to hide. The foundation he named after his father has pioneered cancer research and food production. What he’s really remembered for, though, is the basketball arena he helped build for OU. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble 4. He was the first Oklahoma governor to be born in Oklahoma—and in a tiny log cabin, no less. He became governor in 1942 with the slogan, “I’m just like you, only I struck oil” and tried to help Oklahoma continue its recovery from the Great Depression. He later moved on to Washington, D.C., where he continued fighting for the state and died with the moniker, “The Uncrowned King of the Senate.” A. Robert S. Kerr B. Harry Sinclair C. E.W. Marland D. J. Paul Getty 5. This Oklahoma oilman is both African American and Creek Indian—both anomalies in the petroleum industry. He’s nevertheless found amazing success through the basics—hard work, determination, and self-reliance. Few people outside of Muskogee even know his company is still going strong there today. A. Jake Simmons B. Frank Phillips C. Tom Slick D. Lloyd Noble Social Studies Baron Fruit Student The More Things Change Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Most Native Americans who became suddenly wealthy due to oil being found on their land… A. Became oilmen themselves and soon adopted “white” lifestyles and ways of thinking B.Spent their money freely on homes, cars, or other items, but maintained most of their traditional lifestyles and preferences C. Ignored their wealth altogether and were largely indistinguishable from members of the poor tribes D. Used their wealth to purchase larger reservations and rights to more potential drilling areas 2. The typical Oklahoma farmer who came into money in the first part of the 20th Century would be MOST likely to... A. Buy a slightly nicer home B. Invest in more farms C. Give some money to the local church D. All of the above 3. Which of the following would have been MOST likely to give directly and extensively to their community? A. The tribal council on whose land oil is discovered B. The struggling farmer on whose land oil is discovered C. The entrepreneur whose efforts to locate oil have finally paid off in a big way D. The local businessman who trades leases and sells goods to the multitudes of people pouring into the town as a result of an oil strike 4. In the early 20th Century, Native Americans were generally portrayed as… A. Childlike and a bit ignorant B. Savage, wild and dangerous C. Adapting readily to white lifestyles and values D. All of the above 5. As a general rule, people who came into wealth as a result of an oil strike tended to… A. Continue in what they knew, just with more resources B. Fundamentally change their personalities and priorities for the better C. Fundamentally change their personalities and priorities for the worse D. Begin speaking with British accents and call each other “Muffin” Social Studies The More Things Change Student The More Things Change Guided Reading Questions Handout Name: ______________________________ Class: _______________ After reading the excerpts, carefully answer each of the following questions. Part One: 1. What brought such dramatic change to the Kaw Indian Reservation? 2. Explain three changes that came to the area in the wake of the Emmett Thompson “coming in.” Label your answers (a), (b) & (c). 3. Describe some of the characteristics of this “mushroom village” (i.e., boomtown) that were not directly involved with the petroleum business. 4. What sorts of things changed for the Kaw when they found themselves suddenly wealthy? 5. What sorts of things did not change for the Kaw when they found themselves suddenly wealthy? 6. How does the author justify his claim that overall the “easy-come money has been a curse?” Part Two: 7. What kind of background and character does the author ascribe to most farmers in the Midwest? 8. (a) How did life change for Jimmy Barclay and Sam McKee when they found themselves suddenly wealthy thanks to oil being found under their land? (b) How did it stay the same? 9. Explain this sentence: “The older people are galvanized into conservatism when they strike the bonanza.” What does the author mean? 10. As discussed in this article, how do the farmers or other “normal people” who get rich through oil spend their newfound wealth? 11. According to the author, why do they spend it this way and not in other ways? 12. Explain three ways E.W. Marland used his wealth for the good of the community, according to this article. 13. How does the author explain why Marland spent his money so much differently than either the Kaw or the Midwestern farmers? 14. What seems to be the main point of this article? 15. Do you agree or disagree with this main point? Explain your answer. For further discussion: Many philanthropists seem to have made their fortune as entrepreneurs. a. What characteristics of an entrepreneur might lead to the tendency to give generously to others? b. Can you think of wealthy individuals in your own time who tend to be philanthropists? From where does their wealth come? c. Can you think of wealthy individuals in your own time who are not known for being particularly philanthropic? From where does their wealth come? Social Studies The More Things Change Student Social Studies The More Things Change Native Americans Farmers Graphic Organizer Entrepreneurs Student The More Things Change Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Most Native Americans who became suddenly wealthy due to oil being found on their land… A. Became oilmen themselves and soon adopted “white” lifestyles and ways of thinking B.Spent their money freely on homes, cars, or other items, but maintained most of their traditional lifestyles and preferences C. Ignored their wealth altogether and were largely indistinguishable from members of the poor tribes D. Used their wealth to purchase larger reservations and rights to more potential drilling areas 2. The typical Oklahoma farmer who came into money in the first part of the 20th Century would be MOST likely to... A. Buy a slightly nicer home B. Invest in more farms C. Give some money to the local church D. All of the above 3. Which of the following would have been MOST likely to give directly and extensively to their community? A. The tribal council on whose land oil is discovered B. The struggling farmer on whose land oil is discovered C. The entrepreneur whose efforts to locate oil have finally paid off in a big way D. The local businessman who trades leases and sells goods to the multitudes of people pouring into the town as a result of an oil strike 4. In the early 20th Century, Native Americans were generally portrayed as… A. Childlike and a bit ignorant B. Savage, wild and dangerous C. Adapting readily to white lifestyles and values D. All of the above 5. As a general rule, people who came into wealth as a result of an oil strike tended to… A. Continue in what they knew, just with more resources B. Fundamentally change their personalities and priorities for the better C. Fundamentally change their personalities and priorities for the worse D. Begin speaking with British accents and call each other “Muffin” Social Studies The More Things Change Student Running on Empty Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. By the 1970’s the United States had become heavily dependent on: A. Imported Oil B. Steadily increasing population C. Steadily decreasing population D. Government regulations 2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil: A. Embargo B. Permit C. Deregulation plan D. Tariff 3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and A. A price gouging by the oil industry B. Government regulation of the oil industry C. Increased demand for oil D. Shortage of alternative fuel 4. One part of President Carter’s proposed energy program was designed to A. Deregulate the oil industry B. Regulate consumer use of energy C. Reduce oil consumption D. Tax imported oil 5. One industry to undergo major change as a result of the 1970’s energy crisis A. Service industry B. Manufactoring industry C. Coal industry D. Auto industry Social Studies Running on Empty Student Document Based Question Handout After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of each group and explain why petroleum is still the best choice for our energy source today. Be sure to cite evidence from the documents in your answer. Social Studies Running on Empty Student Document A Timeline of Yom Kippur War Source: http://www.jta.org/news/article/2008/05/22/108710/IsraelSyria05222008 *Sep 14, 1960 - Iraq, Iran, Kuwait, Saudi Arabia and Venezuela formed OPEC. Fuad Rouhani (1907-2004) of Iran served as its 1st secretary-general. In 1964 he was succeeded by Abdul Rahman Bazzaz of Iraq. *June 5, 1967- The Six Day War broke out following three weeks of tension which began on May 15, 1967 when it became known that Egypt had concentrated large-scale forces in the Sinai peninsula. *Oct. 6, 1973 – Egypt and Syria launch a coordinated attack on Israeli positions along the Suez Canal and in the Golan Heights. Egyptian troops cross the canal, secure a beachhead in the eastern portion of the Sinai Desert, breaching Israel’s Bar-Lev line. Syrian troops defeat Israeli forces on Mt. Hermon in northern Israel. * Oct. 8, 1973 – Israel launches its first counterattack against Egypt, which is unsuccessful. The Soviet Union supplies additional arms to Syria and Egypt. * Oct. 9, 1973 – U.S. Jewish leader Max Fisher urges President Richard Nixon in a meeting at the White House to “please send the Israelis what they need.” That night, Nixon tells Israeli Prime Minister Golda Meir that “all your aircraft and tank losses will be replaced.” * Oct. 10, 1973 – Washington authorizes an airlift of military supplies to Israel after the Soviet Union sends additional arms to Egypt. Israel successfully attacks Egyptian troops that had moved out of range of their protective surface- to-air-missile umbrella. Israel has recaptured most of the territory in the southern Golan. * Oct. 11, 1973 – Israel attacks Syria from its positions on the Golan Heights. The Soviet Union’s ambassador to the United States tells U.S. Secretary of State Henry Kissinger that Soviet airborne forces are on the alert to defend Damascus. Kissinger warns the ambassador that if the Soviet forces sent troops to the Middle East, the United States would as well. * Oct. 12-13, 1973 – The United States sends additional arms shipments to Israel. * Oct. 17, 1973 – Ten Arab member-nations of the Organization of Petroleum Exporting Countries (OPEC) announce they will cut oil production until Israel withdraws from Arab territory captured during the 1967 Six-Day War and the rights of the Palestinian people were “restored.” The embargo was not completely lifted until March 1974. * Oct. 23, 1973 –Fighting continues despite the cease-fire. The United Nations Security Council passes Resolution 339, which restated the groups call of an immediate cease-fire and called for the dispatch of U.N. observers to the area. * Oct. 24, 1973– A second cease-fire is put into effect, but fighting continues between Egypt and Israel. As a result, the Soviet Union threatens the United States that it will send troops to support the Egyptians. The United States puts its nuclear forces on a higher alert. The Soviet Union withdraws its threat the following day. 1. Why did OPEC place an oil embargo on the United States? 2. What impact could this embargo have on the United States? Social Studies Running on Empty Student 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 Student Document C April 20, 1977 Source: National Energy Program Fact Sheet on the President’s Program (www.presidency.ucsb.edu/ws/?pid=7373) Transportation a. Gas-guzzler tax and rebate (legislative): Because present law and regulations are insufficient to assure that needed conservation will take place in this sector, a graduated excise tax would be imposed on new automobiles and light duty trucks whose fuel economy fails to meet the applicable fuel economy standard under existing law. Graduated rebates would be given for automobiles and light duty trucks whose fuel economy is better than the standard. b. Auto efficiency standards (administrative): In order to continue the progress made to date on automobile fuel efficiency, the Secretary of Transportation will begin the analysis necessary to exercise his authority to raise mileage standards above 27.5 mpg after 1985. c. 55-mph speed limit (administrative): The President has requested that the national 55mph speed limit be vigorously enforced by States and municipalities. The Secretary of Transportation may, if he finds it necessary, withhold highway trust fund revenues from States not enforcing the limit. 1. How will Carter’s energy program affect the car industry? Consumers? 2. What impact would lowering the speed limit have on fuel consumption? Social Studies Running on Empty Student Document D FACT SHEET What is Hydraulic Fracturing? • Hydraulic fracturing is not a “drilling process.” It is used after the drilled hole is completed. • It is the process of pumping fluid and a proppant material, usually sand, into a targeted rock formation to create or restore small, millimeter-thick cracks in a rock formation to stimulate production from new and existing oil and natural gas wells. • “Fracking” creates paths that increase the rate at which fluids can be produced from the rock formations. • Hydraulic fracturing occurs at great depths, generally a mile or more underground, thousands of feet below freshwater supplies. • A safety system of steel casing and cement is put in place during the drilling process. Only once this safety measure is complete do operators drill vertically thousand of feet down, then drill horizontally into the targeted rock formation. • Once drilling is complete, fracking begins. • The fracking fluid used in this operation is typically about 99.5% water and sand, and .05% chemicals-based additives. • Fracking typically has three stages. The sequence of the stages may vary based on the formation’s needs. • One, an acid stage, is meant to clear debris in the wellbore and provide an open conduit for other frac fluids. • A pad stage fills the wellbore with a slickwater solution that opens the formation and hleps facilitate the flow of the proppant material. • A prop sequence stage may be performed multiple times as water and sand are both pumped into cracks inside the rock formation. • Finally, a flushing stage is used to remove excess proppant from the wellbore. • Now, with the frack complete, the fissures, or fractures, are propped open by the sand, 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 Student Document E FACT SHEET Why is Hydraulic Fracturing Used? • Experts believe 60 to 80 percent of all wells drilled in the United States in the next ten years will require hydraulic fracturing to continue operating. • Hydarulic fracturing makes existing wells that were depleted years ago or wells that have never been commercially productive viable. • “Fracking” makes it possible to recover crude oil and natural gas from unconventional resources like coalbed methane, shale gas and tight sands. • Fracturing is estimated to account for as much as 50% of U.S. recoverable oil and natural gas reserves. • It has been responsible for the addition of more thn 7 billion barrels of oil and 600 trillion cubic feet of natural gas to meet U.S. energy needs. • Even more, the U.S. Energy Information Administration reports there is more than 750 trillion cubic feet of technically recoverable shale gas and 24 billion barrels of technically recoverable shale oil resources in discovered shale plays. • Oil and natural gas is not found in enormous void or hollows in the Earth. Instead, the fuel fills gaps, cracks and pores in rock formations. • While the rock is porous enough to hold fossil fuels, the holes are not large enough to allow oil and natural gas to easily flow through the rock and into the wellbore. • Creating cracks through the process of hydraulic fracturing opens up fissures, or 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 Student Document F Products Refined from Petroleum Tower of Power Process Oil Refining Tower Product Less than 40° C (104° F) Gases By-Products .. . gas for gas stoves propane butane .. . 40° C − 200° C (104° F − 392° F) Gasoline Fractionating Tower oil vapor 200° C − 300° C (392° F − 572° F) Kerosene .. .. fuel for camping lanterns 250° C − 350° C (482° F − 662° F) Gas Oil .. . 300° C − 370° C (572° F − 698° F) Greater than 370° C (698° F) Fuel Oil Crude Oil Greater than 660° C (1220° F) Bitumen plastics fuel for planes Lubricants Furnace gasoline chemicals .. . diesel fuel heating oil wax motor oil lubricating oil fuel for factories fuel for utilities ship fuel .... surfacing for roads surfacing for roofs 1. Which of the above uses of petroleum was most surprising to you? 2. Why do most people just focus on gasoline when thinking of the petroleum industry? Social Studies Running on Empty Student 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 Student 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 Student Writing Assignment: Option 2 After the 1973 oil embargo, a major issue faced by the United States was the energy crisis that the embargo created. The government proposed regulations, while the auto and petroleum industries attempted other means to deal with the crisis. Discuss the effectiveness of the responses of each group and explain why petroleum is still the best choice for our energy source today. Please use the lines below to respond to the given prompt in one paragraph: 1. 2. 3. 4. 5. Main idea (effectiveness of government, auto and oil industry responses) Support sentence-cite evidence on government actions (from the documents) Support sentence-cite evidence on auto industry Support sentence-cite evidence on petroleum industry Explain how the evidence used supports your answer (use the documents to show your opinion the effectiveness of each.) Social Studies Running on Empty Student Running on Empty Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. By the 1970’s the United States had become heavily dependent on: A. Imported Oil B. Steadily increasing population C. Steadily decreasing population D. Government regulations 2. In the 1970’s, the United States suffered a fuel shortage when OPEC instituted an oil: A. Embargo B. Permit C. Deregulation plan D. Tariff 3. The energy crisis of the 1970’s was in large part a result of OPEC price increase and A. A price gouging by the oil industry B. Government regulation of the oil industry C. Increased demand for oil D. Shortage of alternative fuel 4. One part of President Carter’s proposed energy program was designed to A. Deregulate the oil industry B. Regulate consumer use of energy C. Reduce oil consumption D. Tax imported oil 5. One industry to undergo major change as a result of the 1970’s energy crisis A. Service industry B. Manufactoring industry C. Coal industry D. Auto industry Social Studies Running on Empty Student That Was When? This is Now Pretest Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Approximately how many oil and natural gas wells were drilled in Oklahoma between 1900 – 2000? A. 20,000 B. 176,000 C. 450,000 D. 1,200,000 2. Approximately how many drilling sites in Oklahoma have been cleaned up voluntarily by the oil and natural gas industry? A. Around 600 B. Around 1,200 C. Around 6,000 D. Around 12,000 3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)? A. To work against waste in the oil industry B. To work against foreign oil imports to keep American oil industries secure C. To coordinate voluntary controls of oil prices and oil production in the U.S. without resorting to excessive government interference. D. All of the above 4. What are the two primary functions of the OERB (Oklahoma Energy Resources Board)? A. To restore abandoned or orphaned oil sites and to promote alternative sources of energy for the future B. To restore abandoned or orphaned oil sites and to educated the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today C. To promote alternative sources of energy for the future and to educate the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today D. To regulate public utilities and to supervise the activities associated with the exploration and production of oil and gas in Oklahoma 5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle, what has become a very successful source of energy there in the last 25 years? A. Natural Gas B. Coal C. Wood D. Nuclear Power Social Studies That Was Then Student £ ™ ♥ 1950-1975 1975-2000 2000-Present Social Studies That Was When ▲ 1925-1950 Student Map Symbol ✩ Clean Up? (many, few, some) 1900-1925 Location (general description) ● Major Oil Find(s) 1875-1900 Time Frame Oil and Natural Gas Wells Drilled By Time Period Student Handout Comparing North Dakota and Oklahoma’s Oil/ Natural Gas Boom Student Handout Issue North Dakota Oklahoma Population Growth Housing Crime Employment Business Infrastructure (roads, utilities, schools) Health Care Quality of Life Environmental Effects Social Studies That Was Then Student Preparing For Your Presentation Student Handout Your Assignment Your group has been called upon to appear before the North Dakota Energy Resources Task Force. Your assignment is to persuade the committee members that your proposal should be adopted as policy. You will be judged on how well you present your option. Organizing Your Group Each member of your group will take a specific role. Below is a brief explanation of the responsibilities for each role. Before preparing your section of the presentation, work together to review information previously learned in the lesson on “Wildcatters, Roughnecks, and Good Ol’ Boys”. What core democratic values support your argument of your topic? 1. Group Organizer: Your job is to organize your group’s three to five minute presentation to North Dakota Energy Resources Task Force. In organizing your presentation, you will receive help from the other members of your group. Keep in mind that although you are expected to take the lead in organizing your group, your group will be expected to make the presentation together. 2. Community Activist: Your job is to explain how your proposal would improve life in North Dakota due to the energy boom. Gather research on how families, existing small businesses, local governments, and individuals are affected by your topic. Make sure that your area of expertise is reflected in the presentation of the group. 3. Reporter: Your job is to explain how your proposal would address the state’s interests. You should do research that contains statistics and measurements that support your proposal. Make sure your area of expertise is reflected in the presentation of your group. 4. Historian: Your job is to show how the lessons of history support your proposal. Look over the Boomtown Checklist and biographies of the oil barons in Oklahoma. Make sure that your area of expertise is reflected in the presentation of your group. 5. Illustrator: Your job is to design a poster or political cartoon illustrating your proposal. Be sure to use large graphics that are easy to see, include a catchy slogan, and color. Make sure that your illustration supports the one or more of the perspectives of other group members. Making Your Case After your preparations are completed, your group will deliver a three-to-five minute presentation to the North Dakota Energy Resources Task Force. Notes may be used, but you should speak clearly and convincingly. After your presentation, committee members will ask you clarifying questions. Any member of your group may respond during the cross-examination period.  Social Studies That Was Then Student How to Create a Poster Using PowerPoint Student Handout 1. Gather your contents in the form of text, graphs and photos. If you need to scan slides or photos, locate where there is a scanner available for use in the (often in the library or a computer lab. 2. Open PowerPoint, choose Blank Presentation and click OK. 3. Choose the Blank slide layout and click OK. 4. Go to File in the toolbar and click Page Setup. 5. Enter the Height and Width of your poster. Please be aware that PowerPoint’s maximum size is 52”; therefore to produce a PowerPoint poster with dimensions larger than 52”, both dimensions are entered at half the desired size. For example, for a 44” x 66” poster, you would enter 22” in the box for height and 33” in the box for width, and click OK. The poster’s size will be doubled during the printing phase to bring it up to 44x66 inches as desired. Important: Many schools may not have a poster printer, so you may have to use a private printing company. The bigger your poster, the more expensive it is to print. The printer’s maximum size paper roll is 44”, meaning that one of your dimensions, width or height, may not exceed 44”. Also, other roll sizes are 24”, 36” and 42”, so it is best to set either the height or width of your poster to one of these measurements. 6. Click Insert on the toolbar, choose Text Box. A text box drawing tool will appear on your PowerPoint slide. Click and drag to create the box. This is where you will place your prepared text. Simply cut and paste from Word or type directly into the text box. The box will expand to fit the information entered. Remember to consider your font size and make it suitable for poster use. Font sizes of approximately 36 to 54 are recommended for titles, approximately 18 for text. Use your judgment for your specific poster needs. PowerPoint does not recognize all fonts; Arial and Times New Roman are recommended for use. Symbol is the font recommended for scientific symbols. To choose the characteristics of the text box such as line, color or size, go to Format in the toolbar or right click on the text box and select Format Text Box. You can copy and paste directly from Word documents into PowerPoint text boxes. We would suggest using black on a white background in text boxes for easy reading. 7. To add logos, charts or photos, go to Insert in the menu bar and select Picture, and then From File and browse to your file containing your charts or scanned and saved pictures. Select it and click the Insert button. 8. Once you have inserted your pictures, you can move or resize them to suit your needs. The dotted guide lines on the templates are there to tell you where on the sheet your boxes are and can help in getting things properly aligned. If you click and hold them, a box will appear giving the lines’ locations on the sheet. You can then move them into position. They will not appear when the poster is printed. If the Guide lines are not visible on your screen, select View, then Guides. 9. Once your text and pictures are in place, you may decide to add some color or texture effects. The color options and background effects are found under Format on the toolbar, or you may double click the border of any text box to view Format Text Box with color and line options. Please check with your printing sources for any additional fees in printing in color. 10. Carefully review your poster. When you are completely satisfied with it, save the file and make the necessary phone call to set up an appointment for printing. Social Studies That Was Then Student That Was When? This is Now Post Test Name: ______________________________ Class: _______________ Place the letter of the best answer in the blank to the left. 1. Approximately how many oil and natural gas wells were drilled in Oklahoma between 1900 – 2000? A. 20,000 B. 176,000 C. 450,000 D. 1,200,000 2. Approximately how many drilling sites in Oklahoma have been cleaned up voluntarily by the oil and natural gas industry? A. Around 600 B. Around 1,200 C. Around 6,000 D. Around 12,000 3. What was the founding purpose of the IOCC (Interstate Oil Compact Commission)? A. To work against waste in the oil industry B. To work against foreign oil imports to keep American oil industries secure C. To coordinate voluntary controls of oil prices and oil production in the U.S. without resorting to excessive government interference. D. All of the above 4. What are the two primary functions of the OERB (Oklahoma Energy Resources Board)? A. To restore abandoned or orphaned oil sites and to promote alternative sources of energy for the future B. To restore abandoned or orphaned oil sites and to educated the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today C. To promote alternative sources of energy for the future and to educate the community on the contributions of the oil and natural gas industry to Oklahoma, historically and today D. To regulate public utilities and to supervise the activities associated with the exploration and production of oil and gas in Oklahoma 5. Although there has not been a great deal of oil found in or near Oklahoma’s panhandle, what has become a very successful source of energy there in the last 25 years? A. Natural Gas B. Coal C. Wood D. Nuclear Power Social Studies That Was Then Student