Grades 6-8 Lesson Plan - The Changing Faces of Oklahoma

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
Maps appear static - a particular place at a specific time in history. But maps are the culmination of past events and indicators of future events. In this lesson students create an historical atlas depicting the changes leading up to 1890 and those afterwards in the Indian Territory/Oklahoma region. line.

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

1. explain how the discovery and development of resources in an area attracts settlement.
2. create an historic atlas of Oklahoma.
3. identify the role of geography in causing forced and voluntary migration of people.

Key Terms
forced migration, voluntary migration, push factor, pull factor, historical atlas, physical geography, cultural geography, Trail of Tears, Indian Removal Act, Indian Reorganization Act, General Allotment Act, Five Civilized Tribes, panhandle

Materials
computer image or overhead of the core map, an historical atlas, The Settler's Map and Guide Book, computer presentation software (PowerPoint, HyperStudio, Picture Show) or art supplies (paper, scissors, glue, markers), The Changing Faces of Oklahoma handout, base maps (see Resources)

Time
Three 45 minute periods, plus homework time

Getting Started

1. Show students a copy of an historical atlas and discuss its features (such as an index, table of contents, types of symbols used, map legend).

2. Display the core map. Have students identify its purpose (to bring white European population to Indian Territory; for cartographer to sell real estate in Norman, OK). Help students to see the relationship of the four maps to one another (see Grades 3-5 Lesson Plan.) Ask the class the following questions:
   • Why is Oklahoma Country in the middle of the Indian Territory?
   • Are the Native Americans here due to forced or voluntary migration?
   • Studying the names in the quarter sections on the Map of Extreme Southern Oklahoma, identify who has been/will be moving to the Oklahoma Territory. Is this forced or voluntary migration?

3. Ask students to write a diary entry addressing the following question: If you were one of the Native Americans living in the Indian Territory in 1890, what would you be thinking or feeling? Have students share some of their thoughts.

Developing the Lesson

1. Divide students into up to ten groups of 2-3 students each. Assign each group one of the time periods on The Changing Faces of Oklahoma handout. Review the instructions and expectations. To create a uniform look to the final atlas, determine ahead of time what the format will be and enter it into the guidelines on the handout. Remind students that the grade is based on content.

2. Have students present their atlas pages. After each presentation have students write an journal entry about what they would be thinking or feeling about the changes if they were living in the Indian Territory/Oklahoma at that time. After the 1883-1890 presentation ask students to review their first journal entry, written after viewing the core map. What revisions would they make to that entry now that they have a more complete historical perspective? At the end of the presentations, ask students to share how their perspectives changed over time.

3. Display the core map again. Ask students how the four maps represent a pivotal time in history of the State of Oklahoma and of the U.S.

4. Have each student write an Indian poem or song that tells the story of the maps. Often Indian poems and songs not only tell stories of the past, but are visionary and have a strong environmental ethic. Students should write the poem or song from the perspective of an Indian in the Indian Territory in 1890. Poems or songs should include these points:
   • why and how have Oklahoma's culture and population changed
   • what changes are yet to come
   • how the value of a region was affected by settlement (voluntary migration) and forced migration and with the discovery and development of resources
   • the changing physical and cultural geography.

For 3 points, the student is cooperative with and contributes to the group presentation; presentation contains all the required information and has detail explaining the maps and changes. Student writes insightful, first person diary entries which not only tell how he/she feels, but explains why. The poem or song includes information about forced and voluntary migration, addresses different time periods, identifies discoveries and geographic changes, and explains factually how the "faces" of Oklahoma change over time.

For 2 points, the student is cooperative with and contributes to the group presentation; presentation contains all the required information, but has little detail explaining the maps and changes. Student writes first person diary entries which tell how he/she feels. The poem or song includes information about forced and voluntary migration, addresses different time periods, identifies discoveries and geographic changes.

For 1 point, the student contributes little to the group presentation and/or the presentation does not contain required information. Student writes diary entries. The poem or song merely states that Oklahoma's population has changed, supported with few facts and/or focuses only on the points stated.

Extensions

1. Create a "Changing Faces" presentation about your own state.
2. Create a mural showing people's faces of Oklahoma from early Indians and early settlers to common and famous people of Oklahoma today.
3. Read Indian poems and songs (see Resources).
4. Refer to the excerpt from The Settler's Map and Guide Book. Have students calculate how much the U.S. Government paid to the Creeks and the Seminoles by the treaties of August 11 and 16, 1866. Discuss why the tribes did not receive the same value per acre. Compare the amounts of money to that of the Louisiana Purchase and the purchase of No Man's Land.
5. Share your electronic atlas with other classes via the Internet.