H CHAPTER ElEvEN H OIl ChanGEd TExas

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H CHAPTER ELEVEN HOIL CHANGED TEXASOverviewChapter 11: Oil Changed Texas includes the exhibits thatrepresent the Texas oil boom during the 1900s. Duringtheir visit, students will explore the beginning of themodern oil industry that started with Spindletop in 1901and discover how oil was located, extracted, and used.Finally, students will investigate how the oil industryand its supporting infrastructure helped transform Texasfrom a rural to an urban state and how oil wealth gaveTexas national political power.

H THE STORY OF TEXAS EDUCATOR GUIDE HCHAPTER ELEVEN: OIL CHANGED TEXASStudent ObjectivesHUse oil-related terms to write a newspaper articleabout Spindletop in 1901.HConclude what life may have been like as a laborerin the oil fields, based on their own interpretations ofphotographs taken during the Texas oil boom.HObserve and record information and ideas fromexhibits that represent the oil industry in the 1900s,and conclude how oil changed life in Texas.Guiding QuestionsHHow was Spindletop important to the oil boom in the1900s?HWhat might it have been like to work in the oil fieldsin the 1900s?HHow was oil located, obtained, and used in the earlydays of the oil industry?HWhat changes did the discovery and production of oilbring about in Texas?TEKS(Texas Essential Knowledge and Skills)§ 113.15. Social Studies, Grade 4History 4.5A, 4.5BEconomics 4.13BSocial Studies Skills 4.21A, 4.21B, 4.21C, 4.21DSocial Studies Skills 4.22A, 4.22C, 4.22D§ 113.19. Social Studies, Grade 7History 7.1A, 7.1CHistory 7.7AEconomics 7.12B, 7.12CEconomics 7.13A, 7.13CSocial Studies Skills 7.21A, 7.21B, 7.21C, 7.21D, 7.21ESocial Studies Skills 7.22A, 7.22D§ 74.4 English Language Proficiency StandardsLearning Strategies 1C, 1EListening 2ISpeaking 3D, 3E, 3G, 3JReading 4G, 4I, 4J, 4KWriting 5BMaterials The Story of Texas Student Journal: Chapter 11:Oil Changed Texas Texas Oil Terms – student page Texas Oil Terms – card match

H THE STORY OF TEXAS EDUCATOR GUIDE HCHAPTER ELEVEN: OIL CHANGED TEXASSet the StageIn 1901, Texans struck oil at Spindletop. Over the nextforty years Texas became the center of oil exploration andproduction in the nation. The discovery of oil elevatedTexas to national and world importance, changing theeconomic, social, and political climate of the state.Geophysicists such as Clarence “Doc” Karcher andEverette DeGolyer pursued scientific methods in theirsearch for oil. Like wildcatters, they knew that surfacefeatures held clues to underground petroleum reserves.They also knew that a more precise mapping systemof subsurface rock layers could improve drilling crewaccuracy. Karcher conducted experiments to improvescientific instruments such as geophones, seismic recordersand amplifiers. His experiments resulted in the creationof a reflection seismograph that is used to find most of theworld’s oil reserves today. The scientific discoveries madein the early 1900s were critical to the development of newtechnologies used in locating oil.Texans found innovative solutions to overcome thechallenges of drilling in Texas. Early wildcattersdiscovered the failure of the standard cable tool drills topenetrate into the varied ground conditions in Texas. Asa result, they invented the “Texas Poor Boys” drill thatcould penetrate through conditions ranging from soft tohard rock. Howard R. Hughes developed his own drillbit that pulverized hard rock, drilling into the groundten times faster than other drills. He then founded theHughes Tool Company and sold his invention aroundthe world. When the well at Spindletop erupted, itgushed for nine days because no one knew how to stopit. Drillers adapted a cap first used on earlier Texas wellsthat could control the flow of oil into and out of a well.The assembly was called a “Christmas Tree” because ofthe valves, spools, and fittings that covered it. ChristmasTrees became standard equipment on oil wells. Alongwith advancements in drilling equipment, developmentsin firefighting techniques and tools became essential insafely operating oil fields around the world.Locating, extracting, and refining oil came at a cost.Wildcatters began to sell shares in companies andattracted investors from inside and outside Texas. Eveninfluential Texans, such as governors James Hoggand Ross S. Sterling, successfully participated in theoil-speculation business. The abundant investmentopportunities prompted the birth of legendary “tycoons.”The emerging oil industry led to the development ofcommunities, businesses, and job opportunities foreveryday Texans. Communities appeared on farm landswhere oilfields were discovered, and many businesseswere created to support the industry. The need totransport, refine, ship, and market oil drew workersfrom Texas farms and ranches to jobs in factories andoffices, transforming Texas from a largely rural to anurban state. People rushed in seeking jobs, money, andopportunities to profit from the boom. Cities called“boomtowns” appeared overnight, especially in the TexasPanhandle and West Texas. If the oil – and the prosperityit generated – dried up, then the cities disappeared.Houston was a boomtown and grew to include hotels,offices, oil refineries, and the Houston Ship Channel. By1929, forty oil companies had located offices in the city,including the Texas Company, Humble Oil and RefiningCompany, and Gulf Oil Corporation. The completionof the Houston Ship Channel in 1914 secured Houston’sprominence in the oil industry.As Texas strengthened economically, Texas leadersbegan to form partnerships with the federal governmentand brought in funds and business to help modernizethe state. Prior to World War II, Texans promotedopen land, mild climate, major seaports, and capacityfor oil production and convinced national leaders thatTexas was the place to locate military bases and defenserelated industries. By the end of the war, Texas had laidthe groundwork as an emerging international force ineconomics, politics, and technology.

H THE STORY OF TEXAS EDUCATOR GUIDE HCHAPTER ELEVEN: OIL CHANGED TEXASVocabularyBoll weevilAn inexperienced worker on a drillingrigBefore the MuseumBuild BackgroundGusher An oil well with a strong flow of oil1. Give students the Texas Oil Terms student pagecontaining the following words. Gusher Wildcatter Boll weevil Roughneck Roustabout Boomtown Tycoon ProspectorIndustrializationthe change of an agricultural society toan industrial society2. Students work in groups to write what they think eachterm means. Allow time for each group to share theirideas with the class.NaturalResources3. Then give each group a set of Texas Oil Terms CardMatch. Students match the terms to their meanings.Check the words as a class. Students write the actualword meanings on their Texas Oil Terms student page.Boomtown A town that has grown veryrapidly as a result of suddeneconomic development such as theestablishment of oil fieldsDrilling rig A machine that creates holes in thegroundmaterials in the environment that areuseful to peopleNonrenewableResources natural resources that nature cannotreplace within a lifetimeProspector One who explores an area for mineraldeposits or oilRenewableResourcesNatural resources that natureproduces over and overRoughneck A skilled worker on a drilling rigRoustabout An unskilled worker hired to do jobs inan oil field, such as ditch digging andpipe layingSpeculator Someone who invests in land with theanticipation of making a profit from oilTycoon A wealthy or powerful business personUrbanization The increase of populations in townsresulting in the creation of urbancities; migration of rural dwellers intocitiesWildcatter A risk taker who uses his own moneyto search for oil4. Students write a newspaper article about the Spindletopgusher in1901. Students include the terms along withwho, what, where, when, and how to help tell thestory. Students may visit online resources such as TheHandbook of Texas Online: Spindletop Oilfield atwww.tshaonline.org/handbook/ to conduct research.Predict1. Give each student a Story of Texas Student Journal. Askstudents the Thinking Ahead question: How did theoil industry change life in Texas?2. Students discuss and record what type of evidencethey might find to answer the question. Evidence caninclude primary sources such as maps, documents, artifacts, newspapers, and letters.

H THE STORY OF TEXAS EDUCATOR GUIDE HCHAPTER ELEVEN: OIL CHANGED TEXASEngage at the Museum1. Gather students around the entrance of this chapter.Ask students to observe the image on the wall anddescribe what they see.HHow are the people dressed?HWhat types of expressions do you see on theirfaces?HWhat do you see in the background of thepicture?HWho do you think the people are?HWhere do you think they are?HWhat do you think the men are doing at thislocation?HWhy might their picture be included in thisexhibit?Explore the Museum1. Remind students to look for evidence to help themanswer the Thinking Ahead question written on thecover of their student journals: How did the oil industrychange life in Texas?2. Explain that students will identify and analyze the eventsthat took place during the 1900s when Texas emerged asa center of oil exploration and production.3. Divide the class into groups of three to four students.Students rotate through the exhibits to locate primaryand secondary sources that will help them complete theirjournals.11.1 Oil in TexasIdentify an artifact that is a tool or piece of equipmentused in locating, obtaining, or using oil. Explain how aboomtown formed, and how it could disappear.11.2 Oil Changes Texas2. After discussing students’ answers to the questions,ask each student to infer what the men in the picturemight be thinking. As students share their ideas, askthem to give reasons for their responses.Explain what you think was the biggest change that oilmade in Texas. Explain why. Draw a picture or graphicorganizer of the change.3. Remind students to examine the images they will seein this exhibit to help them understand how Texansovercame the challenges that stood in the way ofprogress in the oil industry.Locate your favorite picture from this chapter. Studythe picture closely. Explain what you think the person,or people, in the picture might be thinking and why.Explain why this is your favorite picture.11.3 A Picture Speaks a Thousand Words4. After investigating and recording information in theirstudent journals, ask groups to present their informationand ideas to the class while standing near the exhibitsthey used for their research.5. Students record what they learn from the grouppresentations in their student journals.

H THE STORY OF TEXAS EDUCATOR GUIDE HCHAPTER ELEVEN: OIL CHANGED TEXASAfter the MuseumDraw Conclusions1. Students share the information they gathered in their studentjournals during the Museum visit.2. Refer back to the Thinking Ahead question found on thecover of the student journals. Compare the evidence studentswere looking for to what they actually observed atthe Museum.3. Discuss students’ responses to the question. The oil industrybrought opportunities to Texans. Texas became the centerof oil exploration and production in the nation. Many ruralareas grew into cities. New types of jobs were created, andpeople had more time to enjoy leisure activities such asbaseball. Houston and Dallas emerged as cities that providedhigh quality shopping to accommodate new wealth.Extend Student LearningH Create a museum exhibit that teaches about the oil industryin the 21st century. Research and explain the technologyand techniques that people use to locate and extract oil fromthe ground today. Research and show where the world’s oilsupplies are located today and how much oil Texascurrently produces.H Research oil formation. Create a digital or 3-dimensionalmodel that shows the stages of development. Includeinformation that explains the process.H Research renewable and nonrenewable resources in Texas.Create a multi-media presentation showing: how renewable and nonrenewable resources areimportant to the Texas economy how renewable and nonrenewable resources areobtained and used consequences that result from obtaining and usingnatural resources alternative resources that can replace nonrenewableresourcesH Research the products made from oil. Create a poster to showhow much people depend on oil products in their daily lives.Include: Products made from oil How the products are produced Effects on the environment

Activity 11.3 A Picture Speaks a Thousand WordsH THE STORY OF TEXAS STUDENT JOURNAL HLocate your favorite picture from this chapter. Study the picture closely.CHAPTER Eleven:oil changed TexasWhat is the titleof the picture?Student NameDescribe what thepicture shows.Describe theperson, or people,in the picture.Question:How did the oil industry change life in Texas?Before I visit:Describe what ishappening in thepicture.What evidence will I look forto answer the question?During my visit:What evidence have I found toanswer the question?!OtherobservationsExplain what you think the person, or people, in the picture might be thinking and why.After exploring this chapter I learned

activity 11.2: Oil Changes TexasActivity 11.1: Oil in Texas1n 1901, Texans struck oil at Spindletop. Over the next 40 years, Texas became thecenter of oil exploration and production in the nation.The oil industry created jobs in factories and offices, and brought opportunities toeveryday Texans.Complete the graphic organizer to show what you have learned about oil in Texas.Identify a tool or piece of equipment used in locating, obtaining, or using oil.What did you learn about gettingoil out of the ground?What did you learn about finding oil?Artifact:Use:Picture:Oil!What did you learn about using oil?What did you learn about payingfor oil?Explain what you think was the biggest change that oil made in Texas. Explain why.Explain how a boomtown formed and how it could disappear.

Texas Oil TermsStudent PageWhat I think the word meansWhat it actually meansThe following terms were commonly used in the oil business. Write what you think each word means. After completing the cardmatch, write the actual meaning for each word. How close were you?Wordgusherwildcatterboll rilling rigExtra, Extra, Read all about it!Write a newspaper article about the Spindletop gusher in 1901. Include these oil terms along withwho, what, where, when, and how to help tell the story. Students may visit online resources such asSpindletop: The Boom that Shook the World to conduct research.

Texas Oil ll weevilwildcattergushera machine that creates holes in the groundone who explores an area formineral deposits or oila wealthy or powerful business persona town that has grown very rapidly as a resultof sudden economic development such as theestablishment of oil fieldsan unskilled worker hired to do jobs in an oil field,such as ditch digging and pipe layinga skilled worker on a drilling rigan inexperienced worker on a drilling riga risk taker who uses his ownmoney to search for oilan oil well with a strong flow of oilCard matchDirections: Copy and cut out the cards. Shuffle thecards and match the terms to their meanings.drilling rig

H THE STORY OF TEXAS EDUCATOR GUIDE H chaPtEr ElEVEn: OIl CHANGED TEXAS Materials The Story of Texas Student Journal: Chapter 11: Oil Changed Texas Texas Oil Terms – student page Texas Oil Terms – card match Student Objectives H Use oil-related terms to write a newspaper article about Spindletop in 1

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