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ONEOK, Inc. Gallery Guide

American Indians in Oklahoma

Grade Level Standards Addressed
  • Construct an argument supported by evidence for how plants/animals can change the environment to meet their needs (ESS2-2)
  • Sort/group/compare objects based on characteristics/common measurable attributes (GM.2.2&3)
First Grade
  • Read text/use media to determine patterns in behavior of parents/offspring that help offspring survive (LS1-2)
  • Use observations of the sun, moon, and stars to describe patterns that can be predicted (ESS1-1)
Second Grade
  • Describe/classify different kinds of materials by their observable properties (PS1-2)
  • Commemorate months that celebrate the contributions of significant groups including Native American Heritage Month (SS.CS.4.3.)
Third Grade
  • Use evidence to support the explanation that traits can be influenced by the environment (LS3-2)
  • Sort/group/compare objects based on characteristics/ common measurable attributes (3.GM.1.1&3)
  • Describe how early Native Americans used Oklahoma’s natural resources to survive (SS.CS.3.2.A)
  • Read/interpret primary sources related to key events in Oklahoma’s past (Sequoyah’s syllabary)(SS.CS.4.2.2)
  • Describe the many Native American cultures that have inhabited present-day Oklahoma (Spiro Mound Builders, the Five Tribes, and the Plains Indians) (SS.CS.4.3)
  • Describe the migrations/settlements by Native Americans including the Trail of Tears (SS.CS.4.5)
  • Develop an understanding/appreciation of the historic/ contemporary racial, ethnic, and cultural groups in Oklahoma (SS.CS.4.11)
Fourth Grade
  • Describe the diverse but unified nature of the American people by identifying the distinctive contributions to American culture of Native Americans (SS.CS.1.2.D)
  • Summarize how people interact with their environment to resolve geographic challenges (housing, industry, transportation, communication) (SS.CS.1.5)
  • Identify major Native American groups and their ways of life in each region (traditional housing and economic activities, customs and storytelling, viewpoints on land usage and ownership) (SS.CS.2.1)
  • Identify/evaluate instances of both cooperation/conflict between Native American groups and European settlers arising from the Columbian Exchange (trade, cultural exchanges, control of territory) (SS.CS.2.4)
Fifth Grade
  • Represent data in graphical displays to reveal the seasonal appearance of some stars in the night sky (ESS1-2)
  • Examine the transformative impact of the Louisiana Purchase in 1803 upon the American system in regards to the explorations by Lewis and Clark and the concept of Manifest Destiny as America expanded westward (SS.CS.5.3)
Sixth Grade and Seventh Grade
  • Identify/describe and compare/contrast cultural traits (language, ethnic heritage, social systems, religion, and traditions) (SS.CS.4.1)
Eighth Grade
  • Compare/contrast independent/dependent events (PA.D.2.3)
  • Summarize the significance/impact of the Jacksonian Era (impact of government policies, non-adherence to treaties, territorial expansion on Native American lands, and the resistance and removal of the Five Tribes) (SS.CS.4.2.C)
Oklahoma History
  • Summarize the accomplishments of prehistoric cultures including the Spiro Mound Builders (CS.1.2)
  • Compare/contrast cultural perspectives of Native Americans and European Americans regarding land ownership and trading practices (CS.1.4)
  • Explain the reasons for/trace the migrations of Native American peoples into present-day Oklahoma and tribal resistance to the forced relocations (CS.2.3)
  • Compare/contrast the successes/failures of the United States policy of assimilation of the Native Americans in Oklahoma (the Indian Citizenship Act of 1924, the effects of the Indian boarding schools) upon Native Americans’ identity, culture, traditions, and tribal government and sovereignty (CS.4.1)
  • Summarize/analyze the contributions of Oklahomans to the war effort including Native American code talkers (CS.4.8)
US History
  • Examine the rationale behind federal policies toward Native Americans including the establishment of reservations, attempts at assimilation, the end of the Indian Wars at Wounded Knee, and the impact of the Dawes Act on tribal sovereignty and land ownership (CS.1.2.B)
  • Assess the impact of the Indian Citizenship Act of 1924 upon the various Native American tribes (CS.3.1.E)
  • Evaluate the effects the Civil Rights Movement had on other contemporaneous social movements including the American Indian Movement (CS.5.4.D)
  • Describe the goals/effectiveness of the Native American movement on tribal identity/sovereignty including the American Indian Movement and the Siege on Wounded Knee (CS.5.C)
Environmental Science
  • Gather evidence to show how plants/animals can be influenced by the environment and can change the environment to meet their needs (ESS3-1)

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