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Samuel Roberts Noble Foundation Gallery Guide

Early Statehood of Oklahoma, Government and Politics, Law Enforcement, and World War II

Grade Level Standards Addressed
  • Construct an argument supported by evidence for how plants/animals can change the environment to meet their needs (ranching, urban development, etc.) (ESS2-2)
  • Explain how various community people (soldiers, school personnel, business professionals, and medical personnel) impact their life (SS.CS.2.1)
  • Describe family customs/traditions as basic elements of culture (SS.CS.3.4)
First Grade
  • Identify the main purpose of government, its rules and laws including the concept of consequences for one’s actions when a law or rule is violated (SS.CS.1.1)
  • Define/compare the physical features of urban/rural communities (SS.CS.3.1)
Second Grade
  • Describe the connection between taxes and community services (schools, police protection) (SS.CS.2.2)
  • Participate in shared/individual research using biographies/informational text to illuminate historic examples of admirable character traits seen in citizens and leaders (SS.CS.4.1)
  • Understand chronological sequencing and the connection between historic events and individuals through the creation of basic timelines (SS.CS.4.4)
Third Grade
  • Make a claim about the merit of a solution to a problem caused when the environment changes/the types of plants and animals that live there may change (LS4-3&4)
  • Examine/determine the main purposes of Oklahoma’s state government and identify representative leaders of the state of Oklahoma and the three branches of government (SS.CS.1.2)
  • Examine how the development of Oklahoma’s major economic activities have contributed to the growth of the state (agriculture/livestock, military bases) (SS.CS.2.1)
  • Describe how pioneers to Oklahoma adapted to/modified their environment (sod houses, crops, etc.) (SS.CS.3.2.B)
  • Read/interpret primary sources related to key events in Oklahoma’s past: news accounts and photographs of the land openings and the Dust Bowl (SS.CS.4.2)
  • Describe cowboy life/cattle drives as typified by experiences along the Chisholm Trail (SS.CS.4.6)
  • Explain the openings of the Unassigned Lands and distinguish between the points of view of both Native Americans and settlers (SS.CS.4.7)
  • Commemorate Statehood Day as the joining of Indian and Oklahoma Territories (SS.CS.4.8)
  • Summarize how the weather and the environment have impacted the economy of Oklahoma in events like the Dust Bowl (SS.CS.4.9)
Fourth Grade
  • Describe the purpose of local/state/tribal/national governments in meeting the needs of American citizens… (SS.CS.4.2.E)
  • Summarize how people interact with their environment to resolve geographic challenges (housing, industry, transportation, communication) (SS.CS.1.5)
  • Identify and evaluate instances of both cooperation/conflict between Native American groups/European settlers arising from the Columbian Exchange (SS.CS.2.4)
Fifth Grade
  • Use models to explain factors that upset the stability of local ecosystems (LS2-2)
Sixth Grade and Seventh Grade
  • Construct an argument supported by empirical evidence that changes to physical/biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity/ecosystem services (MSLS2-4&5)
  • Analyze the impact of natural disasters on human populations including forced migration, scarcity of consumer goods, and loss of employment (SS.CS.3.3)
  • Analyze the impact of geography on population (growth/change, population density, availability of resources, settlement patterns, migrational push/pull (SS.CS.4.5)
  • Summarize the role of citizens as responsible stewards of natural resources and the environment including conservation of natural resources (SS.CS.5.5.C)
Eighth Grade
  • Examine the concept of Manifest Destiny as a motivation/justification for westward expansion and the impact of the Homestead Act of 1862, including the impact upon Native American culture and tribal lands (SS.CS.4.6.C&CS.6.4)
Oklahoma History and US History
  • Assess the impact of the cattle/coal mining industries (location of railroad lines, transportation routes, development of communities, etc.) (OKH.CS.2.5)
  • Analyze the influence of the idea of Manifest Destiny on the Boomer Movement including the official closing of the frontier in 1890 (OKH.CS.2.6)
  • Compare/contrast multiple points of view to evaluate the impact of the Dawes Act and the loss/redistribution of tribal lands by various means including land runs (the Unassigned Lands and the Cherokee Outlet, lotteries, and tribal allotments) (OKH.CS.2.7/USH.CS.1.2&CS.1.2.B)
  • Compare/contrast the development of governments among the Native American tribes, the movement for the state of Sequoyah, the proposal for an all-Black state, and the impact of the Enabling Act on single statehood(OKH.CS.3.1)
  • Describe/summarize attempts to create a state constitution joining Indian and Oklahoma Territories including the impact of the Progressive and Labor Movements resulting in statehood on November 16, 1907 (OKH.CS.3.2/USH.CS.1.3.F.1)
  • Compare/contrast Oklahoma’s state government to the United States’ government including the branches of government, their functions, and powers (OKH.CS.3.3/USH.CS.3.4&4.2.E)
  • Describe the division, function, and sharing of powers among levels of government including city, county, tribal, and state (OKH.CS.3.4)
  • Describe state constitutional provisions (direct primary, initiative petition, referendum, and recall) (OKH.CS.3.6)
  • Evaluate the impact of the boom/bust cycle of Oklahoma’s agricultural production in response to the needs of World War I, and its effect as a precursor of the Great Depression (OKH.CS.4.5/USH.CS.3.2.A)
  • Compare points of view regarding the economic and social impact of the Great Depression on individuals, families, and the nation (USH.CS.3.2.D)
  • Evaluate the impact of the environmental conditions and the impact of human mismanagement of resources resulting in the Dust Bowl including the migration of the Okies, the national perceptions of Oklahomans as shaped by The Grapes of Wrath, and the New Deal policies regarding conservation of natural resources (OKH.CS.4.6/USH.CS.3.3&3.3.C)
  • Summarize the impact of Oklahoma’s leadership on state/national politics (two party elections, Governor Henry Bellmon, and United States Representative Carl Albert) (OKH.CS.5.4)
  • Examine the major causes, events, and effects of the nation’s involvement in World War II (USH.CS.4.1)
  • The student will describe the role of economic institutions (banks, labor unions, corporations, etc.) and the economic role of government in a market economy (E.SS.CS.5&9)

Check out our overarching themes, subject-based, and interactive guides online at okhistory.org/historycenter/fieldtrips