Grades 9-12 Lesson Plan - Township and Range in the Wild West

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
A real estate poster by T. J. J. Wiggins in 1890 was created to encourage settlement in Oklahoma Country, specifically in the City of Norman. It readily shows the township and range system of the region. In this lesson students will learn how the township and range system is designed and read. They will also create real estate advertisements utilizing maps and the township and range system

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

1. identify and analyze land parcels using the township-range system.
2. use township-range information and settlement patterns to create real estate advertisements.

Key Terms
base line, principal meridians, Indian Territory, meridian, Oklahoma Country, section, relative location, standard parallel, township and range, United States Public Land Survey (USPLS),

Materials
computer image or overhead of the core map; USPLS Sections handout; Understanding Township and Range handout and transparencies of diagrams from this handout; The Settler's Map and Guide Book; Indian Territory detail; map of Oklahoma detail; City of Norman detail; Map of the Extreme Southern Portion of Oklahoma detail; graph paper (smallest recommended squares = 1 cm); paper copies of the Map of the Extreme Southern Portion of Oklahoma; rulers, colored pencils; Teacher's Answer Key for Grades 9-12

Time
Two 45-minute periods, plus homework time

Getting Started

1. Display an enlarged copy the entire core map or distribute copies of the core map and its sections (Indian Territory detail, map of Oklahoma detail, City of Norman detail, Map of the Extreme Southern Portion of Oklahoma detail). Starting with the City of Norman, have students identify features on each of the maps and explain the relationship of the four maps to each other.

2. Ask students to discuss with a partner the following two questions:
   • Why was Oklahoma Country situated in the middle of the Indian Territory?
   • Why was Oklahoma Country divided into townships and ranges, but the Indian Territory was not?

3. Discuss their ideas as a class.

Developing the Lesson

1. Discuss the purpose of the USPLS. Explain to the students that they will be drawing part of the structure of the USPLS following the directions on the USPLS Section handout. When completed, discuss answers to the questions.

2. Distribute the Indian Territory map, the Map of Oklahoma, and the Map of the Extreme Southern Portion of Oklahoma. Using the transparency of Diagram 3 from the Understanding Township and Range handout to aid the discussion, have students locate the Indian Territory [principal] Meridian on each section of the core map. Point out the numbering system for ranges and townships.

3. Referring to the Understanding Township and Range handout as a guide, help students to see the relationship between the diagrams and how to read a township and range address.

4. Have students complete the activity portion of the USPLS Sections handout and compare their results to Diagram 5 from the Understanding Township and Range handout.

5. Distribute copies of the Map of the Extreme Southern Portion of Oklahoma (this is basically the top two thirds of the core map). Have students use a ruler and red colored pencil to divide the ranges and then the townships. You may want to demonstrate this on an overhead transparency to help student correctly locate the lines. Inform students that Arabic numbers are used today instead of Roman numerals.

6. Have students refer once again the core map. Have students give the full township and range address of Norman, Oklahoma. (SW 1/4 of Section 29 and SE 1/4 of Section 30, Township IX. North, Range II. West of the Indian Territory Meridian)

Concluding the Lesson

Have students work in pairs to create two real estate advertisements, one circa 1890 and one current advertisement, for the Norman, Oklahoma region. Distribute copies of The Settler's Map and Guide Book and encourage additional research (see Resources). The advertisement should contain the legal (township/range) description, as well as information about its relative location. Using information from all maps and the reading, students should elaborate about positive features of the region and why someone would want to move to it. Graphics and maps should be included. The more current advertisement should reflect modern values about ownership of open space, farms, etc.

Evaluation
Using a 1-4 scale (4=excellent, 3=well done, 2=satidfactory, 1=poor) assess student performance as follows:

For 4 points, the student will have successfully completed the activity section of the USPLS Sections handout, following all directions accurately and answering questions correctly. In addition the student will have worked with a partner to create two real estate posters, one for 1890 and one modern, which include legal descriptions of the property (township and range location), information about the relative location, and summaries as to why someone would want to move to the region. Evidence of research, especially for the modern poster, graphics, and maps will be included. Each poster should reflect the technology, life style, and attitudes of the time period.

For 3 points the student will have successfully completed the activity section of the USPLS Sections handout, following all directions accurately and answering questions correctly. In addition the student will have worked with a partner to create two real estate posters, one for 1890 and one modern, which include legal descriptions of the property (township and range location), information about the relative location, and summaries as to why someone would want to move to the region. Evidence of some research, some graphics and/or maps will be included.

For 2 points the student will have completed the activity section of the USPLS Sections handout, with some inaccuracies. In addition the student will have worked with a partner to create two real estate posters, one for 1890 and one modern, which include legal descriptions of the property (township and range location), information about the relative location, and summaries as to why someone would want to move to the region.

For 1 point the student will have completed the activity section of the USPLS Sections handout, but with several errors. In addition the student will have worked with a partner to create two real estate posters, one for 1890 and one modern, which include descriptions of the property, information about the relative location, and some information as to why someone would want to move to the region.

Extensions

1. Ask students to identify the function of a township, determine the impact of transportation on development of the township, analyze land distribution and ownership, and speculate about land utilization.
2. Continue the township/range system into the Indian Territory, simulating the growth of Oklahoma.
3. Find the legal description for your school property.
4. Compare the township and range as shown of the Oklahoma maps to what is shown on maps of Menard County, Illinois (see Map 16 Resources). Discuss why Illinois townships were more subdivided that those in Oklahoma.