Oklahoma Social Studies OKH.C.6.4
The Standard
- OKH.C.6
- Examine Oklahoma’s political, economic, and social history regarding race during the early decades following statehood.
Summarize Oklahoma’s role in World War I, including agricultural exports and the contributions of Oklahoma armed forces and military units, including the Choctaw code talkers.
Oklahoma Academic Standards for Social Studies (2026) · OKH.C.6
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how Oklahoma farms supplied wheat and cotton for the war. They describe the service of Oklahoma troops, including soldiers in the 36th Division and Choctaw soldiers who sent military messages in their language.
What Mastery Looks Like
- A student can name wheat or cotton as an Oklahoma export and explain how it supported the war effort. They can identify the 36th Division as a unit with Oklahoma troops that fought in France and explain why speaking Choctaw helped keep messages from enemy listeners.
Common Misconceptions
- Students may think the Choctaw soldiers used a written cipher instead of speaking Choctaw over military telephone lines. They may focus only on fighting and overlook the farm products Oklahoma shipped abroad.
How to Assess It
- Exit ticket: In three sentences, name one Oklahoma farm export, identify a military unit with Oklahoma troops, and explain how Choctaw soldiers helped send messages.
Lesson moves
Ways to Teach It
Give pairs a blank map and wheat, cotton, and 36th Division cards; have them mark exports sent overseas and troop service in France.
Ask students to write: Why would speaking Choctaw help U.S. troops if enemy forces listened to their telephone lines?
Hand out six fact cards about farms, the 36th Division, and Choctaw soldiers; have teams sort them into farm support or military service.
Show a bag of flour and a photo of a field telephone; ask students how each connects to Oklahoma's war effort.
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