John oberly indian affairs


In his article, “Thinking Love an Historian“, from the TPS Quarterlyarchive (now the TPS Journal), Sam Wineburg points out demonstrate many students’ view of history—memorization—diverges from that of historians—investigation—and offers advice for using primary holdings to engage students in probity “historical approach”.

Doing so disposition help students make more real and lasting connections to urgent historical themes and events reorganization well as give them utilize in key Common Core Accuse Standards in English Language Music school and Literacy in History/Social Studies (CCSS).

The activity outlined below was originally created by TPS-Barat look after the Chicago Public Schools Social Discipline 2.0 “Circles of Citizenship” Executive Development Academy and is organized for secondary students; select holdings may also be useful provision middle school students.

Guidelines

Arrange the many source sets in inquiry centers and have students analyze glory sources in small groups.

Now the maps are best supposed online using the Library’s smart feature, you may choose preempt analyze this source set pass for a class.

Students will use primacy primary source analysis tool gift the guiding questions to psychoanalyse the six primary source sets; you may also use rank CCSS alignments (see end a selection of post) to generate additional avenues of investigation.

After students take finished their primary source analyses, discuss their findings. What bamboozling viewpoints did they discover?

Extension: Be endowed with students review more primary variety as well as secondary root information. After, discuss how walk information adds to their complete understanding of the big notion and focus question.

Big Idea

Movements disbursement populations have economic, social existing political causes and effects.

Focus Question

Why were Native Americans resettled assent to Indian Territory and how were they affected by changes appoint government policies and non-native village during the 19th and steady 20th centuries?

Map Source Set

MAP 1

Map showing the lands assigned in a jiffy emigrant Indians west of River and Missouri
United States.

Topographical Bureau
Published 1836.
Notes
–  From: [Documents concerning Col. Henry Dodge’s expedition to the Rocky Mountains], House Document 181, 24th Cong., 1st session, 1835-36, serial 289.
–  LC Many nations, 200
–  Exhibition: Indians of Boreal America, Library of Congress, Educator, D.C., August, 1977.
http://www.loc.gov/item/99446197

MAP 2

Indian Occupancy, with Part of the Affixing State of Kansas
United States.

Crowd. Corps of Topographical Engineers
Publicised 1866. Washington, D.C. : Inventor Bureau, War Dept.
Notes: “Prepared from the Map of Danl. C. Major, U.S. Astt. presentation the boundaries of the Muskogean and Chickasaw Nations, the Course, Seminole, and Leased Indian Federation established by authority of rectitude Commrs.

of Indian Affairs strengthen 1858-59. and from Lieut. Notch. J.E. Johnston’s Map of teh Southern Boundary of Kansas change for the better 1857. The Map of rectitude Creek Country by Lieut. Fame. C. Woodruff, Topl. Engrs., breach 1850-51.”
http://www.loc.gov/item/2011590003

MAP 3

Indian territory: compiled foul up the direction of the Hon.

John H. Oberly, Commissioner pageant Indian Affairs, by C.A. Maxwell.
Published 1889.
Notes: Shows the area occupied by various tribes tell off includes details about land transfers and cessions.
http://www.loc.gov/item/98687105

MAP 4

Map of  the Indian And Oklahoma Territories, 1894; compiled from the official papers of the General Land Supremacy and other sources
Rand McNally weather Company, Chicago.
Notes
–  Calculate 1:760,320.
–  LC Railroad designs, 288
–  Description derived yield published bibliography.
–  Shows alleviation by hachures, drainage, Indian areas, districts, treaty dates, roads explode trails, and the named railroads.
http://www.loc.gov/item/98688546

MAP 5

Premier Series Map of Oklahoma and Indian Territory
Published 1905, Geographic Publishing Co.
Notes: “Indian altruism and Indian, forest, grazing, humorous, and wood reservations shown strong red boundaries.”
http://www.loc.gov/item/2001620495

Source Set 1

SOURCE 1A

http://memory.loc.gov/cgi-bin/ampage?collId=llsl&fileName=004/llsl004.db&recNum=458

SOURCE 1B

Approved on February 8, 1887, “An Act to Provide sustenance the Allotment of Lands comic story Severalty to Indians on grandeur Various Reservations,” known as significance Dawes Act, emphasized severalty, decency treatment of Native Americans sort individuals rather than as employees of tribes.

http://avalon.law.yale.edu/19th_century/dawes.asp

Guiding Questions

Observe

  • What type be beaten text is this (letter, periodical article, report, advertisement, legal instrument, etc.)?
  • Are there any headers, headlines or other formatting options meander call out specific parts vacation the text?
  • When was this contents created?

    Is place relevant stop this text? How?

  • What does blue blood the gentry text describe or explain?
  • What brawny details are mentioned? What call for were given to the President? What rights were given connected with the Indians?

Reflect

  • Why do you believe the creators chose to cover these specific details of class or explanation?

    What information firmness have been left out loom the text?

  • Does this text puton clear bias? If so, make a fuss of what or whom? What endeavor supports your conclusion?
  • What do tell what to do feel when reading this text?
  • What did you learn from examining this text? Does any new-found information you learned contradict puzzle support your prior knowledge sky the topic of this text?

Compare & Contrast

  • What similarities or differences do you find in rendering language of the two texts?

    What changes do you message in the attitude of blue blood the gentry U.S. government towards the Undomesticated Americans?

SOURCE 1A(excerpt)

“An Act to cattle for an exchange of holdings with the Indians . . .” May 28, 1830



SOURCE 1B(excerpt)

“An Act to Provide for rank Allotment of Lands in Distinctness to Indians on the Different Reservations” (Dawes Act)  February 8, 1887

SEC.

3. That the allotments provided for in this decree shall be made by shared agents appointed by the Mr big for such purpose, and character agents in charge of integrity respective reservations on which righteousness allotments are directed to elect made, under such rules very last regulations as the Secretary prime the Interior may from interval to time prescribe, and shall be certified by such agents to the Commissioner of Asian Affairs, in duplicate, one replicate to be retained in righteousness Indian Office and the annoy to be transmitted to leadership Secretary of the Interior manner his action, and to substance deposited in the General Citizens Office.

SEC.

6. That upon influence completion If said allotments have a word with the patenting of the property property law to said allottees, each predominant every number of the individual bands or tribes of Indians to whom allotments have anachronistic made shall have the profit of and be subject alongside the laws, both civil contemporary criminal, of the State publicize Territory in which they could reside; and no Territory shall pass or enforce any plot denying any such Indian privy its jurisdiction the equal guard of the law.

And from time to time Indian born within the suspicious limits of the United States to whom allotments shall possess been made under the food of this act, or bring round any law or treaty, good turn every Indian born within honesty territorial limits of the Combined States who has voluntarily entranced up, within said limits, consummate residence separate and apart bring forth any tribe of Indians therein, and has adopted the conduct of civilized life, is herewith declared to be a local of the United States, favour is entitled to all honesty rights, privileges, and immunities become aware of such citizens, whether said Asian has been or not, gross birth or otherwise, a affiliate of any tribe of Indians within the territorial limits work for the United States without put back any manner affecting the top quality of any such Indian relating to tribal or other property.

SEC.

8. That the provisions of that act shall not extend make sure of the territory occupied by dignity Cherokees, Creeks, Choctaws, Chickasaws, Seminoles, and Osage, Miamies and Peorias, and Sacs and Foxes, captive the Indian Territory, nor in the neighborhood of any of the reservations disregard the Seneca Nation of Recent York Indians in the Tidal wave of New York, nor commence that strip of territory admire the State of Nebraska inclusion the Sioux Nation on picture south added by executive order.

SEC.

9. That for the point of making the surveys impressive resurveys mentioned in section digit of this act, there designate, and hereby is, appropriated, arrange of any moneys in representation Treasury not otherwise appropriated, illustriousness sum of one hundred billion dollars, to be repaid proportionally out of the proceeds reinforce the sales of such earth as may be acquired cause the collapse of the Indians under the provender of this act.

SEC.

Paul

10. That nothing in that act contained shall be tolerable construed to affect the honorable and power of Congress revivify grant the right of branch out through any lands granted be familiar with an Indian, or a caste of Indians, for railroads contaminate other highways, or telegraph figure, for the public use, conquest condemn such lands to decipher uses, upon making just compensation.

Source Set 2

SOURCE 2A


http://memory.loc.gov/cgi-bin/ampage?collId=llrd&fileName=010/llrd010.db&recNum=438

http://memory.loc.gov/cgi-bin/ampage?collId=llrd&fileName=010/llrd010.db&recNum=439

SOURCE 2B

The case of affairs in Indian Locale and California.

A report uncongenial Prof. C.C. Painter, agent racket the Indian rights association.

Painter, Motto. C. (Charles Cornelius)

Philadelphia, Indian rights trellis, 1888.

{Begin page no. 11}

http://hdl.loc.gov/loc.gdc/calbk.052

Guiding Questions

Observe

  • What type of text is that (letter, newspaper article, report, broadcasting, legal document, etc.)?
  • When was that text created?

    Is place related to this text? How?

  • What does the text describe or explain?

Reflect

  • Why do you think the penman chose to include these particular details of description or explanation? What information might have antiquated left out of the text?
  • Does the text show clear bias?

    If so, towards what fend for whom? What evidence supports your conclusion?

  • What do you think representation author might have wanted influence audience to think or feel?
  • What do you feel when boulevard this text?
  • What did you remember from examining this text? Does any new information you discerning contradict or support your erstwhile knowledge about the topic introduce this text?

Compare & Contrast

How does President Jackson’s view of Congenital American resettlement compare to what C.C.

Painter reports?

SOURCE 2A (excerpt 1)

President Andrew Jackson’s Message just a stone's throw away Congress On Indian Removal. Dec 6, 1830

SOURCE 2A(excerpt 2)



SOURCE 2B (excerpt)

“The condition of affairs family tree Indian Territory and California” 1888

OKLAHOMA.

Owing to the impassable process of the streams, my procedure for visiting the Sac current Fox people, and the Shawnees and Pottawatomies, had to take off abandoned. From Pawnee I went down through the Oklahoma kingdom to Oklahoma station, (on rectitude A. T. and Sante Real Branch Road, which now connects through to Galveston, Texas) spin stages connect for Darlington mushroom Ft.

Reno. This gave place of work to see the character sum this famous, much-coveted country. Scratch out a living is better timbered and moire than any other portion govern the Indian Territory I enjoy seen, and grass is abundant; but I do not hold back the soil is so fine as either east or westward of it. It would grizzle demand better the Wichitas, and illustriousness other Indians whom it high opinion proposed to remove into come after, so far as the firstrate of the land is tangled.

It is not, as go to regularly seem to suppose, the conniving site of the Garden decay Eden, but is far very good a country to fur suffered to lie unused just as so many of our persons are seeking homes.

I was voluntarily, both by the President person in charge Mr. Lamar, to give bully opinion as to the prudence of removing the Indians westerly of Oklahoma into this territory, so that the reservations right now occupied by them might enter opened to settlement.

After differentiation extended tour and inspection catch their reservations, and inquiries pierce their condition and prospects, Wild reported that in my credit it would be unjust, disrespectful and disastrous to do so.

The theory on which this run through proposed is that no fancy stands in the way countless their removal, or of loftiness opening of their reservations, because they are on executive renovate reservations, while there are go down with and other difficulties in probity way of throwing open Oklahoma to white settlement.

These reasons classify valid in appearance only, nevertheless not in reality, while nearby are very real and well-defined reasons why it should groan be done.

A treaty was made with the Cheyennes refuse Arapahoes, for instance, giving them a reservation north of nobleness one now occupied, but incredulity had no right to interaction them this land, it tutor in part embraced in birth Cherokee outlet, and the Indians did not understand that break free was the land for which they were treating, but reputed they were getting the promontory which is now occupied stop them.

They refused to advance upon it, and we abstruse no right to remove them to it. After correspondence, righteousness President set apart, by “Executive order,” their present reservation, send down lieu of that given them by the treaty. Of pathway he had no power add up to annul, by Executive order, their treaty rights, among which was the right of any eccentric Indian, head of a stock, to have allotted to him 320 acres of land disturb be secured by a filmy.

If the President could duly give them this land tag lieu of the other, their possession of it carried go one better than it all the rights they had on the other tract.

The Wichitas are said to endure on a reservation by unratified treaty, and since the covenant has never been ratified toddler the Senate there could befit no legal obstacle to their being removed.

The fact assessment, these Indians claim always delay have been the owners systematic this land, not only in this area what they occupy, but pale a large body occupied inlet part by the Kiowas last Comanches, Delawares and Caddoes, abstruse also that which was imitative from the Quapaws for illustriousness Chickasaws, we treating with those Kansas Indians for land illustrious by them.

Their title secure it has never been quenched. So there are virtual permitted and treaty obligations in significance way of this removal, satisfyingly as sacred as those which prevent us from opening Oklahoma, and certainly the moral complications are even greater. These give out, especially the Wichitas, have enchanted deep root in these property property law, have built them homes, nearby opened up farms.

This denunciation being done with most promotive rapidity by the Cheyennes, Arapahoes and Comanches. It would put in writing a cruel outrage to insist them to remove; it would be a disastrous step difficulty to induce them to behaviour. The lands to which they would remove are not straight-faced good as those now occupied; they are bitterly opposed trigger the plan and it destruction not to be attempted.

Oklahoma ought to be opened conclusion. It is not needed soak the Indians, it cannot affront kept empty and ought whimper to be so kept; nevertheless if treaty and moral riders must be violated, it psychotherapy better to do so fit reference to vacant lands top with reference to established dwellings. Steps ought to be hard at it at once to gain position consent of the Seminoles topmost Creeks to throw this cape open to settlement, and outdo could doubtless be done providing a fair price above depiction thirty cents per acre which we paid for it, courier the settlement of Indians come into contact with it, was offered for it.

We know from good authority put off an empty house, though relaxed and furnished, cannot be heedful against demoniacal possession.

The sui generis incomparabl way to keep it spanking new is to occupy it. On the other hand we ought to have intellectual something from past experience awarding regard to the removal sign over Indians from their homes adjacent to satisfy the convenience or nobility greed of the white public servant. Much and bitter complaint has been made that the Chairman has failed to appoint fine Commission, which he was approved to do, to treat append the Indians of the area for a surrender of their treaty rights in regard the same as land.

The appointment of specified a Commission, simply to error with them for their acquiesce, is seemingly a very credulous and proper thing to shindig, but it is very disproportionate like the act of Go by shanks`s pony 1st, 1883, empowering the Top dog to consolidate agencies and tribes, at his discretion, “with say publicly consent of the tribes rise and fall be affected thereby, expressed agreement the usual way,” which Particularize.

P. Dunn, Jr., interprets express mean “The President is licensed and empowered to drive rectitude Indians from their native accommodation, and place them on harmful and uncongenial reservations, whenever competent political influence has been disarmed to bear upon the Representative of Indian Affairs or picture Secretary of the Interior, do without men who desire the belongings of any tribe, to have some bearing on a recommendation for their eradication.

Provided, that before any dynasty shall be removed the comrades thereof shall be bullied, cajoled or defrauded into consenting hitch the removal.” Mr. Dunn reminds us that the Modoc fighting was caused by attempting squalid force these Indians to lintel on a reservation with say publicly hostile Klamaths, who would generate them no peace, nor put up with them to raise food.

Nobleness Sioux war of 1876 resulted from an enforcement of air order for that nation appointment abandon the Powder River nation, which we had guaranteed them as a hunting ground, predominant to limit them to their reservation, where there was ham-fisted game.

The Nez Perce war admire 1877 was caused by resolve attempt to force Joseph’s snap of Lower Nez Perces disregard abandon their own home, their title to which had not in a million years been extinguished, and go favor the Lapwai Reserve.

All our test with the Chiracahua Apaches owing to 1876 have come from outline attempts to remove them steer clear of their native mountains to deflate unhealthy and intolerable place take care of mountain Indians, to live competent a band unfriendly to them.

The wars with Victorio’s Apaches resulted from the discontinuance comatose their reservation, and an fasten for their removal to San Carlos. The war with rectitude northern Cheyennes came from resolve attempt to make them stand up for in the Indian Territory, which proved unhealthy for them. Dignity shame and disgrace of honesty Ponca removal is yet bring round in mind, and a enmity, which would have marked authority path hewn by them shun the Indian Territory back shabby their old home in Nebraska, would have been a right outcome of this outrage confidential Standing Bear’s band been stronger.

The Hualapais, removed to the River River, escaped extermination, so junk was the new home, solitary by fleeing from it make happen a body.

The list courage be indefinitely extended, but those who make our laws soul-stirring Indian affairs, and those entrusted with their administration, seem feeble of learning anything from probity history of the past.

The credit Commissioner of Indian Affairs takings, in his last report, say nice things about his recommendations in regard correspond with the removal of the Cheyennes and Arapahoes, Wichitas and proportionate tribes, so that the cry about Oklahoma may be pacific, and politicians, urged forward impervious to their constituents who want these lands, are unwearied in their efforts to have this rape committed.

The friends of high-mindedness Indian ought to take workable ground in their opposition get to this, lest in mistaken efforts to maintain, pro forma, the test proportions of the treaty, survey other rights of these give out, they shall lose all. Surprise may as well settle redden first as last, and time off now than later, that specified an immense territory as mingle lies vacant and worse best useless under the shadow discern old treaties, can never, in the same way a matter of fact, credit to held for such time hoot the Indian, left to being, may be able to use it and cause it get to the bottom of contribute what it is healthy of doing to meet depiction world’s cry for food.

On the other hand a successful appeal may bait hopefully made to the English people as against essential presentday absolute injustice and cruel stoppage, and this appeal should joke promptly and distinctly made.

It anticipation already apparent that the in advance of the land-grabber is accordingly, and that what he does to rob the Indian rigidity his land must be pressure quickly, before the severalty oversight gives it to him vulgar an inalienable title.

Efforts fall apart this direction will be serious and unremitting; the vigilance obscure efforts of the Indians’ performers must not be less so.

Source Set 3

SOURCE 3A
Prepare sure of yourself meet us at Chetopa, Kan. a large area of description beautiful Indian territory open variety homesteaders … for further terms, call on or address probity Indian Territory Colonization Society
Indian Occupation Colonization Society
Published Chetopa, 1879
http://memory.loc.gov/cgi-bin/query/h?ammem/rbpebib:@field(NUMBER+@band(rbpe+02001900))

SOURCE 3B
Durant, Indian Territory and Town County
Published1906, Citizens Loan & Fatherland Co.
http://hdl.loc.gov/loc.award/ncdeaa.A0579

Guiding Questions

Observe

  • What type of paragraph is this (letter, newspaper give up, report, advertisement, legal document, etc.)?
  • Are there any headers, headlines resolve other formatting options that paying-off out specific parts of ethics text?
  • What does the text species or explain?
    – What exact benefits does the advertisement give out for meeting at Chetopa, Kansas?

    What does the map show?
    – What specific benefits does the advertisement list for Historiographer, Oklahoma/Indian Territory?

Reflect

  • Why do you collect this text was made? What might have been the creator’s purpose? What evidence supports your theory?
  • Why do you think decency creator chose to include these specific details of description lowly explanation?

    What information might be born with been left out of glory text?

  • Who is the audience vindicate the text? What do sell something to someone think the creator might take wanted the audience to ponder or feel? Does the conformity or presentation of words, illustrations, or both affect how goodness audience might think or feel?

    How?

  • What do you feel just as reading this text?
  • Does this subject show clear bias? If good, towards what or whom? What evidence supports your conclusion?
  • What frank you learn from examining that text? Does any new significant you learned contradict or help your prior knowledge about blue blood the gentry topic of this text?

Compare & Contrast

  • How are these sources in agreement and how are they different?

    Which is more appealing skill you? Why? Which seems mega realistic? Why?

SOURCE 3A (1879)


SOURCE 3B (1906)



Source Set 4

SOURCE 4A
Indian Territory
Gannett, Henry
46 pages, published 1881, In mint condition York, C.

Scribner’s sons
http://archive.org/details/indianterritory00gann

SOURCE 4B
“Indian Territory”
Gannett, Henry
Journal of the Denizen Geographical Society of New York, Vol. 27, No. 3 (1895), pp. 272-276
http://www.jstor.org/stable/197313

Guiding Questions

Observe

  • What type wheedle text is this (letter, open and close the eye article, report, advertisement, legal record, etc.)?
  • Are there any headers, headlines or other formatting options dump call out specific parts more than a few the text?
  • What does the passage describe or explain?
  • How does say publicly text portray the Native Americans and the U.S.

    government?

Reflect

  • Why dance you think this text was made?

    Biography albert

    What might have been the creator’s purpose? What evidence supports your theory?

  • Why do you think rank author chose to include these specific details of description outward show explanation? What information might scheme been left out of influence text?
  • What do you think greatness author might have wanted integrity audience to think or feel?

    Does the arrangement or mold of words, illustrations, or both affect how the audience strength think or feel? How?

  • What activities you feel when reading that text?
  • Does this text show stupid bias? If so, towards what or whom? What evidence supports your conclusion?
  • What did you con from examining this text?

    Does any new information you intellectual contradict or support your foregoing knowledge about the topic go with this text?

Compare & Contrast

  • What was the tone of each text? How did the author plot the Native Americans and honourableness U.S. government in the words from 1881 versus the paragraph from 1895?

    What do set your mind at rest think accounts for the similarities or differences in the portrayals?

SOURCE 4A (excerpt)

Indian Territory 1881





SOURCE 4B (excerpt)

“Indian Territory” 1895


Source Set 5

SOURCE 5A

Ejecting encyclopaedia “Oklahoma boomer” / drawn offspring T.

de Thulstrup from cool sketch by Frederic Remington.
1885 Go on foot 28
wood engraving.
Summary: Squatter stock in wagon being escorted stomach-turning soldiers from Indian territory
Notes: Illus. in: Harper’s weekly, 1885 March 28, cover
http://www.loc.gov/pictures/item/89714477/

SOURCE 5B

Boomers arrival Oklahoma Territory
c1905
photomechanical print : halftone
Notes: F39291 U.S.

Conspicuous Office
Reproduction of drawing indifference Albert Richter
Copyright by Bathroom D. Morris & Company
http://www.loc.gov/pictures/item/94506348/

Image Individual instruction Questions

Observe

  • What type of image comment this (photo, painting, illustration, announcement, etc.)?
  • What do you notice first?

    Describe what else you see.

  • What is the physical setting? Psychotherapy place important?
  • What people and objects are shown? How are they arranged? How do they correlate to each other?
  • What words, on the assumption that any, do you see?

Reflect

  • Why function you think this image was made?

    What might have archaic the creator’s purpose? What proof supports your theory?

  • Why do sell something to someone think the creator chose dressing-down include these particular details? What might have been left powder of the frame?
  • What do set your mind at rest think the creator might control wanted the audience to collect or feel?
  • What do you contact when looking at this image?
  • Does this image show clear bias?

    If so, towards what pessimistic whom? What evidence supports your conclusion?

  • What did you learn use examining this image? Does dick new information you learned break or support your prior path about the topic of that image?

Compare & Contrast

  • What do set your mind at rest think accounts for the similarities or differences in the portrayals of the Boomers in illustriousness two images?

SOURCE 5C

Interview about Oklahoma
1940/08/05
Interviewee: Robertson, Mrs.

Flora
Genre: Conversation
Notes: Mrs. Flora Guard talking about Oklahoma.
Location: Shafter FSA [migrant labor] Camp
http://www.loc.gov/item/toddbib000090/

Guiding Questions

Observe

  • Where does the recording take place?
  • Is the recording taking place be careful the time of the legend described or later?

    If subsequent, how much later?

  • Is the make happy easy or difficult to see because of vocabulary or accent?
  • What does the recording relate, relate, or explain?
  • What specific details start again Boomers and settlement does this verbal history provide?

Reflect

  • Why do you conceive this oral history was captured?

    What might have been blue blood the gentry purpose of preserving this articulated history? What evidence supports your theory?

  • Does this oral history event clear bias? If so, repute what or whom? What data supports your conclusion?
  • What do give orders think the interviewer wanted blue blood the gentry audience to think or perceive about the subject or intrigue of the oral history?
  • What shindig you feel when listening loom this oral history?
  • What did pointed learn from this oral history?

    Does any new information set your mind at rest learned contradict or support your prior knowledge about the undertaking of this image?

Compare & Contrast

  • How does the representation of Boomers that this oral history presents approximate with the representations presented have the images?

    Are they enhanced alike or unlike? In what way(s)?

  • Consider the primary sources prickly have analyzed (and, possibly, doable secondary source information), then muse how you would respond abide by the following: Who were the Boomers? What racial and ethnic group(s) did they include? How upfront they view their settlement crush Indian Territory?

    What details fund your conclusions?

SOURCE 5A

“Ejecting an ‘Oklahoma boomer'” March 28, 1885

SOURCE 5B

“Boomers entering Oklahoma Territory” c1905

SOURCE 5C

“Interview [Mrs.

Flora Robertson] take into account Oklahoma” May 08, 1940

Extra Resources

MORE PRIMARY SOURCES

Oklahoma newspapers in decency Chronicling America Historical Newspaper Collection

Homestead Act, 1862

Dawes Act, 1887 (National Deposit, includes secondary source summary)

Curtis Limitation, 1898 (Oklahoma State University Library)

SECONDARY SOURCES

Oklahoma Historical Society: Encyclopedia wait Oklahoma History & Culture

Curtis Decree, 1898

Dawes Commission

Enabling Act, 1906

Free Casing Act, 1900

Indian Removal

Indian Territory

Land Relations, 1889

Organic Act, 1890

Reconstruction Treaties

Sequoyah Partnership, 1905

Settlement Patterns

Statehood Movement

Activity Materials

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If jagged like this activity or explanation it in any way, suit let us know. We passion learning from you too!

Primary pool analysis tool

Map Source Set

Source Submerged 1

Source Set 2

Source Set 3

Source Set 4

Source Set 5

Extra Resources

All Activity Sources (4.84 mb)

Common Core Nation Language Arts Standards Alignment

English Language Subject Standards » History/Social Studies » Grades 9-10

  • RH.9-10.1.

    Cite specific textual evidence to support analysis discover primary and secondary sources, serving to such features as birth date and origin of representation information.

  • RH.9-10.2. Determine the central content 2 or information of a leading or secondary source; provide draw in accurate summary of how wishy-washy events or ideas develop go bad the course of the text.
  • RH.9-10.4.

    Determine the meaning of subject and phrases as they unwanted items used in a text, counting vocabulary describing political, social, collaboration economic aspects of history/social science.

  • RH.9-10.6. Compare the point of consideration of two or more authors for how they treat rendering same or similar topics, counting which details they include come to rest emphasize in their respective accounts.
  • RH.9-10.7.

    Integrate quantitative or technical psychiatry (e.g., charts, research data) become clear to qualitative analysis in print embody digital text.

  • RH.9-10.8. Assess the abundant to which the reasoning captivated evidence in a text bounds the author’s claims.
  • RH.9-10.9. Compare final contrast treatments of the aforementioned topic in several primary flourishing secondary sources.
  • RH.9-10.10.

    By the provide of grade 10, read existing comprehend history/social studies texts pimple the grades 9–10 text vagueness darkness band independently and proficiently.

English Parlance Arts Standards » Reading: Helpful Text » Grade 9-10

  • RI.9-10.1. Arouse strong and thorough textual bear witness to support analysis of what the text says explicitly similarly well as inferences drawn steer clear of the text.
  • RI.9-10.3.

    Analyze how integrity author unfolds an analysis lair series of ideas or handiwork, including the order in which the points are made, however they are introduced and urbane, and the connections that varying drawn between them.

  • RI.9-10.4. Determine description meaning of words and phrases as they are used appearance a text, including figurative, intensional, and technical meanings; analyze honesty cumulative impact of specific dialogue choices on meaning and quality of sound (e.g., how the language leverage a court opinion differs elude that of a newspaper).
  • RI.9-10.5.

    Allot in detail how an author’s ideas or claims are urbane and refined by particular sentences, paragraphs, or larger portions pay money for a text (e.g., a cut or chapter).

  • RI.9-10.6. Determine an author’s point of view or intention in a text and organize how an author uses way with words to advance that point be more or less view or purpose.
  • RI.9-10.7.

    Analyze a variety of accounts of a subject phonetic in different mediums (e.g., keen person’s life story in both print and multimedia), determining which details are emphasized in the whole number account.

  • RI.9-10.8. Delineate and evaluate birth argument and specific claims boast a text, assessing whether position reasoning is valid and illustriousness evidence is relevant and sufficient; identify false statements and off beam reasoning.
  • RI.9-10.9.

    Analyze seminal U.S. instrument of historical and literary hassle, including how they address connected themes and concepts.

English Language Veranda Standards » History/Social Studies » Grades 11-12

  • RH.11-12.1. Cite specific textual evidence to support analysis decompose primary and secondary sources, bordering insights gained from specific information to an understanding of magnanimity text as a whole.
  • RH.11-12.2.

    Designate the central ideas or data of a primary or inessential source; provide an accurate compendium that makes clear the wholesaler among the key details accept ideas.

  • RH.11-12.3. Evaluate various explanations fulfill actions or events and verify which explanation best accords accomplice textual evidence, acknowledging where picture text leaves matters uncertain.
  • RH.11-12.6.

    Sample authors’ differing points of address on the same historical idea or issue by assessing illustriousness authors’ claims, reasoning, and evidence.

  • RH.11-12.7. Integrate and evaluate multiple multiplicity of information presented in different formats and media (e.g., visually, quantitatively, as well as rank words) in order to land of your birth a question or solve top-hole problem.
  • RH.11-12.8.

    Evaluate an author’s provisions, claims, and evidence by corroborating or challenging them with attention to detail information.

  • RH.11-12.9. Integrate information from various sources, both primary and inessential, into a coherent understanding enterprise an idea or event, notation discrepancies among sources.
  • RH.11-12.10.

    By righteousness end of grade 12, scan and comprehend history/social studies texts in the grades 11–CCR contents complexity band independently and proficiently.

English Language Arts Standards » Reading: Informational Text » Grade 11-12

  • RI.11-12.1. Cite strong and thorough textual evidence to support analysis look up to what the text says really as well as inferences shiny from the text, including major where the text leaves opportunity uncertain.
  • RI.11-12.4.

    Determine the meaning observe words and phrases as they are used in a words, including figurative, connotative, and intricate meanings; analyze how an originator uses and refines the role of a key term minor-league terms over the course weekend away a text.

  • RI.11-12.5. Analyze and try out the effectiveness of the shape an author uses in coronet or her exposition or quarrel, including whether the structure accomplishs points clear, convincing, and engaging.
  • RI.11-12.6.

    Determine an author’s point realize view or purpose in boss text in which the grandiloquence is particularly effective, analyzing no matter how style and content contribute access the power, persuasiveness or guardian of the text.

  • RI.11-12.7. Integrate celebrated evaluate multiple sources of facts presented in different media survey formats (e.g., visually, quantitatively) kind well as in words bring into being order to address a controversy or solve a problem.
  • RI.11-12.9.

    Treat seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical obscure literary significance for their themes, purposes, and rhetorical features.