LESSON PLAN

THE TEXAS OIL BOOM

Social Studies, Grades 4 and 7
OBJECTIVE
Oil production dramatically changed the culture and economy of Texas in the first half of the
20th century, during what was known as the Texas Oil Boom. The widespread production of oil
throughout the state rapidly increased the wealth of individuals and corporations, globalized
the Texas economy, and changed the primary industry of the state. The Texas Oil Boom had a
broad socio-cultural impact, as well, resulting from both the rapid development of communities
around oil fields and the movement of large numbers of people to labor in areas around oil
production.
This lesson examines the history of the Texas Oil Boom, as well as the “boom and bust” cycle of
oil towns, the early period of independent oil prospecting, and the eventual push for regulation.
Using videos featured on Texas Archive of the Moving Image, including documentaries,
newsreels, home movies, and more, students will analyze events in the history of the oil
industry, and assess the impact of both individual and government action. Students will develop
analytical and critical thinking and viewing skills, identifying the strengths and weaknesses of
their subject. The worksheet designed to accompany the video is intended to encourage critical
thinking about the role oil plays in the Texas economy, the impact the discovery of oil has on
communities, and the benefits and advantages of regulation and oversight.
The Extended Learning section of the lesson employs a project-based learning approach, which
improves retention of new content and develops students’ personal connections to the past.
Students will be asked to work cooperatively with their class, as well as in groups or
independently on their own research and final project. Students may find the discussion and
information in the video/s useful for their Extended Learning project. An annotated list of
resources for additional research is also provided.

PROCESS
Prior Knowledge
Students should have prior knowledge of the following areas to successfully take part in this
activity:
 A basic understanding of the Texas economy, industry, and production.
 Awareness that oil is a commodity that is important to the Texas economy.
 Skills to conduct basic research on their subject and present the information they
have gathered on their topic.

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LESSON PLAN
 Access to technology that allows them to view streaming video in a group setting
or individually.

Hook
Begin by dividing the board or overhead into four columns – environment, economy,
community, and individuals. Have students break into four groups and brainstorm what they
think changed in these areas after oil was discovered in Texas. Collect their responses and
compare the lists. List the most common examples given on the board/overhead.
Discuss with students each of the topics and have them try to make connections with how
these topics may overlap or how a change in one area may affect another, such as how having a
lot of people moving to an oil field to work may place a strain on a community if they don’t
have the infrastructure to support it.

Lesson
approx. 1 hour
Tell students that they will start by watching the documentary film Wildcatter (1985). The film
traces the history of the Texas Oil Boom by examining the actions of Texas wildcatters – the
independent oilmen who were responsible for the discovery of many of the major oilfields in
Texas. Explain that the film looks at the history of three major oil producing areas in Texas and
the people involved in oil exploration and production. The film also includes scenes that depict
oil exploration in more modern times.
Hand out the worksheet (see Worksheets) with questions over the film. This worksheet will
highlight some of the terms and key concepts mentioned in the film, as well as require critical
thinking where students weigh both the benefits and disadvantages of oil prospecting.
Show students the video “Wildcatter: A Story of Texas Oil (1985),” (see Videos). Have students
complete the questions on the worksheet as they watch the video (they may complete the
critical thinking portion of the worksheet after class discussion).
After students complete the worksheet, ask students what they thought the biggest risks were
with oil production? Do they agree or disagree that regulation was necessary? How do they
think proration changed the way that oil was produced?
Students should complete the critical thinking portion of the worksheet, asking them to reflect
over the material presented.

Extended Learning
Depending on the size of your classroom and your available resources, break students into
groups or let students work independently. Have students select a site of a major oil discovery

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LESSON PLAN
in Texas history (e.g. Spindletop, Panhandle, Corsicana, Big Lake, East Texas Field, Wichita, etc.).
A full listing of all early Texas oil fields can be found on the Texas Almanac site here:
https://texasalmanac.com/sites/default/files/images/other/oil10.pdf.
Have students use their books, class notes, library books, TAMI video footage, and the
discussion from the lesson to research the history of their oil discovery. Students should then
create a presentation or slideshow illustrating the history of oil in the region. The presentation
should address the impact of the discovery of oil on the culture and local economy of the
surrounding area, the environmental impact, how the boom-and-bust cycle played out in the
community, and what impact proration may have had.

Worksheets
Worksheet - The Texas Oil Boom - Grades 4 and 7
https://texasarchive.org/sites/default/files/2020-04/Worksheet%20-
%20The%20Texas%20Oil%20Boom%20-%20Grades%204%20and%207.pdf

Videos
Wildcatter: A Story of Texas Oil (1985)
Produced by October Productions and the Dallas Historical Society, this
1985 documentary chronicles the history of the Texas oil boom. Using
archival material and interviews, the film focuses on the development
of three major oil fields: Spindletop, Big Lake, and East Texas.
https://texasarchive.org/2015_01012

RESOURCES
History of Oil Discoveries in Texas,
https://texasalmanac.com/index.php?q=topics/business/history-oil-discoveries-texas
Oil and Texas: A Cultural History, https://texasalmanac.com/topics/business/oil-and-texas-
cultural-history
Bullock Museum: Roughnecks, https://www.thestoryoftexas.com/discover/campfire-
stories/roughneck
Texas State Library: “Hazardous Business: The Oil Wars,”
https://www.tsl.texas.gov/exhibits/railroad/oil/page2.html
Spindletop Oilfield, https://tshaonline.org/handbook/online/articles/dos03
Oil and Gas Industry, https://tshaonline.org/handbook/online/articles/doogz
Oil Exploration, https://tshaonline.org/handbook/online/articles/doo15

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LESSON PLAN
Books
Spindletop Gusher: The Story of the Texas Oil Boom
by Carmen Bredeson
Spindletop Gusher tells the story of Spindletop from discovery to today. It includes information
on the history and development of Spindletop and the surrounding region, as well as
information on alternative energy sources.
Age Range: 9 - 12 years
Grade Level: 4 - 7
Paperback: 64 pages
Publisher: Bright Sky Press (January 18, 2011)
Language: English
ISBN-10: 1933979666
ISBN-13: 978-1933979663
Texon: Legacy of an Oil Town (Images of America)
by Jane Spraggins Wilson and James A. Wilson
Texon: Legacy of an Oil Town is an annotated photo book about the company oil town, Texon,
which was located close to the Big Lake oil reserve.
Series: Images of America
Paperback: 128 pages
Publisher: Arcadia Publishing (May 23, 2011)
Language: English
ISBN-10: 0738579904
ISBN-13: 978-0738579900

TEKS
Grade 4
4C - Identify the impact of railroads on life in Texas, including changes to the cities and the oil
industry.
5A - Identifies the impact of various issues and events on life in Texas such as urbanization and
the increased use of oil in 20th century Texas.
5B – Explains the development and impact of the oil and gas industry upon industrialization and
urbanization in Texas, including important places and people such as Spindletop and Pattillo
Higgins
8A – Identify and explain clusters and patterns of settlement in Texas during the oil boom

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8B – Describe and explain the location and distribution of various towns and cities in Texas, past
and present
9A – Describe ways people have adapted to and modified their environment in Texas, past and
present, such as energy production.
9B - Identify reasons why people have modified their environment in Texas, past and present.
9C - Compare the positive and negative consequences of human modification of the
environment in Texas, both governmental and private, such as economic development and the
impact on habitats and wildlife as well as air and water quality.
12B - Explain how geographic factors such as climate, transportation, and natural resources
have influenced the location of economic activities in Texas.
12C – Analyze the effects of exploration and limited resources on the economic development
and growth of Texas
12E – Explain how developments in transportation and communication have influenced
economic activities in Texas.
13B - Identify oil products of Texas that are purchased to meet needs in the United States and
around the world.
20B - Describe how scientific discoveries and innovations in energy and technology have
benefited individuals, businesses, and society in Texas.
21B - Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
21C - Organize and interpret information in outlines, reports, and visuals.
21D - Identify different points of view about an issue, topic, historical event, or current event.
22D - Create written and visual material such as journal entries, reports, graphic organizers, and
outlines.

Grade 7
7A – Explain the political, economic, and social impact of the oil industry on the industrialization
of Texas.
7B – Define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as oil and gas production.
10A – Identify ways in which Texans have adapted to and modified the environment and
analyze the positive and negative consequences of the modifications.

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LESSON PLAN
10B – Explain ways in which geographic factors such as limited water and energy resources
have affected the political, economic, and social development of Texas.
12A – Explain economic factors that led to the urbanization of Texas.
12B – Trace the development of major industries that contributed to the urbanization of Texas
such as transportation, oil and gas, and manufacturing.
12C – Explain the changes in the types of jobs and occupations that have resulted from the
urbanization of Texas.
13A – Analyze the impact of national and international markets and events on the production
of goods and services in Texas such as agriculture, oil and gas, and computer technology.
13B – Analyze the impact of economic concepts within the free enterprise system such as
supply and demand, profit, government regulation, and world competition on the economy of
Texas.
13C – Analyze the impact of significant industries in Texas such as oil and gas, aerospace,
medical, and computer technologies on local, national, and international markets.
20A – Compare types and uses of technology, past and present.
21A – Differentiate between, locate, and use valid primary and secondary sources such as
computer software, databases, media and news services, biographies, interviews, and artifacts
to acquire information about Texas.
21B – Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
21C – Organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps.
22B – Use standard grammar, spelling, sentence structure, punctuation, and proper citation of
sources.
22C – Transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate.
22D – Create written, oral, and visual presentations of social studies information.

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