The Oil Embargo: What, When, Why, and How did it Impact Local Schools?
2009 Fellowship, Champaign County Archives
Jacob Bretz
Lesson
3:
This lesson involves examination of primary
sources, completion of graphic organizers, and a writing exercise regarding the
action taken at the federal, state, and local levels in response to the OPEC
oil embargo.
Teacher Prep
á
Make copies of and familiarize yourself
with the following speech and articlesÉ.
o Richard
Nixon Energy Speech (11-25-73) found at following website, http://www.nixonlibrary.gov/forkids/speechesforkids/energypolicy/energycrisisspeech_transcript.pdf
o Fuel
Cutback Ordered Locally. Urbana Courier,
November 8, 1973.
o Governor
Orders Energy Saving Measures. Urbana
Courier, November 8, 1973.
o ItŐs
Lights Out for Sports Buffs Who Play in Cold. Urbana Courier, November 8, 1973.
o Nixon
Tells Nation Cool It, Slow Down. Urbana
Courier, November 8, 1973.
o Cook
Heads State Effort to Combat Fuel Shortage. Urbana
Courier, November 10, 1973.
o President
May Ban Sunday Gas Sales. Urbana Courier,
November 25, 1973.
o ItŐs
Official, Daylight Savings Time Starts Jan. 6. Urbana Courier, December 16, 1973.
o 10 Gallon Limit Asked For Cars.
Urbana Courier, December 20, 1973.
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(Not every article listed above is
required to complete the activity, pick and choose the ones you want although I
would highly recommend using the Richard Nixon Energy Speech)
á
Copy of Venn Diagram available at the
following website, http://www.teachervision.fen.com/tv/printables/scottforesman/Math_2_TTM_13.pdf
Classroom Activities:
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Place students in partners and pass out
the Venn Diagram and any combination of articles from above that you have
chosen
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Students should dedicate one circle each
on the Venn Diagram to the federal, state, and local governments
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Students should read through the articles
and fill in the Venn Diagram looking for similarities and differences in the
ways each entity dealt with the oil embargo
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When students are finished come back
together as a class and go over the Venn Diagrams
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Then as a class look at each proposed
reform and evaluate which reforms would be most beneficial and do the best job
in helping deal with the fuel shortage
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Students should then choose 2 proposed
reforms outlined in the speech and articles they read and write a page
reflection paper about why they think the reforms they chose will be most
effective