Grades 3-5 Lesson Plan - Come West Young Man

Map 6 Main Page

Core Map: T. J. J. Wiggins, "Map of the Extreme Southern Portion of Oklahoma showing all 'Claims' filed upon, & by Whom," (1890). Newberry Library call number: Graff 5426 (Printable PDF version of the Core Map)

Resources related to Map 6.
Curator's Notes for Map 6.

Overview
In this lesson students interpret the maps associated with the early development of the Oklahoma Country. Imagining that they are new arrivals to Oklahoma Country, students write letters back home to encourage others to join them.

Objectives
By the end of this lesson students are expected to:

1. analyze the core map and determine similarities and differences between related maps of the same region at different times.
2. evaluate the significance of the location of Oklahoma Country.
3. describe reasons for moving to Oklahoma Country in a letter to a relative.

Key Terms
Indian Territory, Oklahoma Country, Sooner, push factor, pull factors, large scale map, small scale map, neat line

Materials
computer image or overhead of the core map, copies of the core map, Indian Territory detail--view a single printable page or view the Flash version, map of Oklahoma detail, City of Norman detail, Map of the Extreme Southern Portion of Oklahoma detail, The Settler's Map and Guide Book, role play cards, Exploring the Real Estate Poster handout, Why in I.T., Mr. Wiggins? handout, paper and writing materials, colored pencils, Teacher's Answer Key for Grades 3-5

Time
Two 45 minute class periods

Getting Started

1. Read The Settler's Map and Guide Book excerpt to your class. Ask for reasons why Oklahoma might have been described in this way in 1889. Explain the significance of this date (see curator's notes).

2. Distribute copies of the core map in its entirety, the Indian Territory detail, the map of Oklahoma detail, the City of Norman detail, the Map of the Extreme Southern Portion of Oklahoma detail, and the Exploring the Real Estate Poster handout. Lead students through the coloring of the maps as described on the handout to help them discover the relationship between the four maps.

1. Divide students into discussion groups of 3-4 students each. Distribute the Why in I.T., Mr. Wiggins? handout. Give time for each group to discuss the questions. Have each group report its ideas to the class.

2. Introduce the terms push factor and pull factor. Ask students to identify which of the reasons on Why in I.T., Mr. Wiggins? are push factors forcing people to move and which are pull factors bringing them to the Oklahoma Country.

3. Distribute a Role Play Card to each student and ask students to imagine that they are that person in 1890. As the person on their role card, they have received a copy of the core map. What information on the poster would make them want to move to Oklahoma Country, leaving family and friends behind? Ask each group to create a skit explaining why they have chosen to move, describing what their hopes are, and telling how they traveled to Oklahoma Country.

4. Have the students present their skits to the class.

Have each student imagine living in the City of Norman, Oklahoma Country in 1890. Ask each student to write a letter to a relative, urging that person to come to the Oklahoma Country. Students should include information about how to travel to Norman, as well as reasons why the relative would like the region: detail about the land, the people, the cities, jobs, etc.

For 3 points, the student completes the Exploring the Real Estate Poster handout accurately and participates in discussion group and skill. The role play character is well developed with who the person is, why he/she came to Oklahoma, and states reasons for making the move. The letter is based on information gathered from the maps and from the discussion activity and gives some description about Oklahoma Territory, identifies opportunities available for the relative, and includes travel information.

For 2 points, the student completes the Exploring the Real Estate Poster handout, but may have errors, participation in group discussion is limited, and character for skit gives minimal information. The letter tells relative to come to Oklahoma, stating one or two opportunities that await the person.

Fair: Student does not complete the Exploring the Real Estate Poster handout or has many errors on it, limited participation in discussion, and undeveloped character information for the skit. Letter tells relative to come to Oklahoma, but offers no rationale for making the move.

Extensions

1. Invite people who have immigrated to the U.S. or who have moved from another part of the U.S. to your class to discuss what pulled them to your area and/or what caused them to leave their previous location.
2. Study the push/pull factors of major immigration movements to the U.S. and/or throughout the world.