Summary: “What would life be like if we could own things just by claiming them on a first-come-first-served basis?” Students consider thirst questions by simulating the rationing of land in American history in that very manner – the Oklahoma Land Rush of 1893. As student “Boomers” engage in the chaos and excitement of racing for land, they participate in a common experience they can analyze and evaluate afterwards. The debriefing helps them sort through the experience, highlighting the exorbitant – and largely unrecognized – costs of this much-storied method of rationing property rights in the American West.”
Overarching Questions:
- CIVICS: How well does the government balance individual rights and the common good, including the need to maintain order, safety and a healthy environment, during this time period?
- ECONOMICS: What is the proper role of government in the economy? (Especially with regard to economic crises, national defense/security, health and safety of the people, and economic development and practices.)
NJ Student Learning Standards for Social Studies:
- 6.1.12.GeoPP.5.a: Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.
Link to Lesson: The Oklahoma Land Rush - Property Rights on the American Frontier - Foundation For Teaching Economics (fte.org)