The Oil Embargo: What, When, Why, and How did it Impact Local Schools?

2009 Fellowship, Champaign County Archives

Jacob Bretz

Abstract:

This set of lessons will cover the OPEC oil embargo of October 1973-March 1974. At the end of this short series of lessons students should be able to explain why the oil embargo occurred, summarize both federal and local reactions to the oil embargo, as well as how local school districts were affected by the oil shortage.

Assessment:

Students will complete a variety of graphic organizers as a means to analyze various images, graphs, and newspaper articles from 1973-74; as well as write a series of short essays using knowledge gained and opinions formed during the duration of the unit.

Essential Questions:

  • Why did OPEC place an oil embargo on the United States from October 1973-March 1974?
  • How did the federal government go about dealing with the oil embargo?
  • In what ways did the Urbana-Champaign go about dealing with the effects of the oil embargo and how were local measures taken both similar and different from the federal government?
  • How were the local school districts impacted by the oil embargo of 1973-74?

Setting the Purpose:

Oil is arguably the most valuable resource of the last century. Its discovery has “fueled” technological innovation and convenience as well as conflict and discomfort. When both abundant and scarce, oil has a tremendous impact on all of our lives in some way. Many students don’t realize that the natural resources, such as oil, that make our lives more convenient will not always and have not always been in abundance. Hopefully at the end of this unit students will see how worldwide events, such as conflict in the Middle East, can have a direct effect on their lives, families, and local communities.

Lesson 1 Summary:

This lesson involves examination of images from the 1973-74 oil embargo and a short reflection paper answering the question, “How would your life be different without oil?”

Lesson 2 Summary:

This lesson will examine the background of OPEC and why the oil embargo occurred through the use of secondary websites and primary source newspaper articles from the time period?

Lesson 3 Summary: This lesson will examine measures taken by federal, state, and local governments and organizations to help deal with the OPEC oil embargo through the use of primary sources such as presidential speeches, newspaper articles, and editorials.

Lesson 4 Summary:

This lesson will examine how the local school districts of Urbana-Champaign were specifically affected by the OPEC oil embargo of 1973-74?

Lesson 1:

This first lesson involves examination of primary source images from the Washington Post and completion of a graphic organizer and a reflection paper about how life would be different without oil.

Teacher Prep

  • Access the following website, and launch the photo gallery
  • Print off each image in chronological order and make picture packets
  • Access the following website, and print off the Photo Analysis Worksheet
  • Access the following website, and print off the ABC Brainstorming Worksheet
  • Make copies of the following article…
  • No Gas Signs Spread in Community. Urbana Courier, July 31, 1973.

Classroom Activities

  • Divide the class into groups of 3-4 students depending on the size of the class
  • Pass out a Photo Analysis Worksheet to each student and at least two Picture Packets to each group
  • In their groups students should complete the Photo Analysis Worksheet using the images in the picture packet
  • While the Photo Analysis Worksheet is designed to be completed using one picture students should complete the worksheet in regards to the pictures as a whole. I would tell students to dedicate each line in Step 1 Part B to one individual image but to answer the other questions in relation to all photographs
  • After student groups have completed the Photo Analysis Worksheet come back together as a class and discuss student answers
  • After class discussion project the photo gallery using an LCD projector so students can see the descriptions of each image so they know exactly what each picture is about
  • Pass out the following article, read it as a class, and discuss how gas shortages happened in Urbana-Champaign as well
  • No Gas Signs Spread in Community. Urbana Courier, July 31, 1973
  • After all pictures used for the previous activity have been clarified inform students that they will be learning about the OPEC oil crisis of 1973-74 and its impact on American life.
  • Pass out the ABC Brainstorming Worksheet and have students fill it out addressing the following question, “How would life in America change if there was no more oil”?
  • After students have completed the ABC Brainstorming Worksheet discuss student responses as a class
  • Students can fill in blank spaces they were unable to think of from their classmate’s responses
  • Students should fill in at minimum 2/3 of the worksheet on their own
  • After class discussion and all students have completed their ABC Brainstorming Worksheet students should choose 3 responses they think are most important/have the biggest impact and write a five paragraph paper addressing why they believe this to be so.

Lesson 2:

This lesson involves examination of secondary and primary sources and completion of a map and graphic organizer about the background of the OPEC oil embargo such as what is was and why it occurred?

Teacher Prep

  • Educate yourself briefly on the background of the OPEC oil embargo of 1973-74 using the following website,
  • Make copies of and familiarize yourself with the following….
  • The OPEC Oil Embargo Worksheet
  • Key Tank Battle Raging in Sinai. Urbana Courier, October 18, 1973.
  • Israel Holds Bridgehead Across Suez. Urbana Courier, October 19, 1973.
  • Libya Also To Use Oil as Weapon. Urbana Courier, October 20, 1973.
  • Saudi Arabia Cut Off Oil To U.S. Urbana Courier, October 21, 1973.
  • Cause and Effect Chart found at following website,

Classroom Activities:

  • Pass out copies of The OPEC Oil Embargo Worksheet to each student
  • Ask students if they know anything about OPEC or what an embargo is, allow numerous students to respond
  • When student are done sharing answers explain to them what OPEC is as well as the meaning of the word embargo, students should fill the information out on their worksheets
  • After defining the two key terms at the top students should label the map and color in all the Middle Eastern OPEC nations
  • Direct students attention to the map on the worksheet and ask students for ideas of what that Middle East region would have that they may embargo
  • Allow for a variety of student answer, do not acknowledge the right answer even if someone says oil
  • Place students in groups of 3 and pass out the following to each group…
  • Key Tank Battle Raging in Sinai. Urbana Courier, October 18, 1973.
  • Israel Holds Bridgehead Across Suez. Urbana Courier, October 19, 1973.
  • Libya Also To Use Oil as Weapon. Urbana Courier, October 20, 1973.
  • Saudi Arabia Cut Off Oil To U.S. Urbana Courier, October 21, 1973.
  • Cause and Effect Chart (one for each student)
  • Students should each read one of the articles, explain their articles to each other, fill out Cause Effect Chart Together
  • For younger grades you may want to fill in a couple steps on the chart to help guide students
  • When students are finished come back together as a class and discuss how OPEC, oil, and the Yom Kippur War relate to the United States

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

  • Make copies of and familiarize yourself with the following speech and articles….
  • Richard Nixon Energy Speech (11-25-73) found at following website,
  • Fuel Cutback Ordered Locally. Urbana Courier, November 8, 1973.
  • Governor Orders Energy Saving Measures. Urbana Courier, November 8, 1973.
  • It’s Lights Out for Sports Buffs Who Play in Cold. Urbana Courier, November 8, 1973.
  • Nixon Tells Nation Cool It, Slow Down. Urbana Courier, November 8, 1973.
  • Cook Heads State Effort to Combat Fuel Shortage. Urbana Courier, November 10, 1973.
  • President May Ban Sunday Gas Sales. Urbana Courier, November 25, 1973.
  • It’s Official, Daylight Savings Time Starts Jan. 6. Urbana Courier, December 16, 1973.
  • 10 Gallon Limit Asked For Cars. Urbana Courier, December 20, 1973.
  • (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)
  • Copy of Venn Diagram available at the following website,

Classroom Activities:

  • Place students in partners and pass out the Venn Diagram and any combination of articles from above that you have chosen
  • Students should dedicate one circle each on the Venn Diagram to the federal, state, and local governments
  • 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
  • When students are finished come back together as a class and go over the Venn Diagrams
  • 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
  • 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

Lesson 4:

This lesson involves examination of primary sources, completion of graphic organizers, and writing assignment to show how students would deal with a current oil embargo if they were superintendent of their school district. Information will cover how government reaction to the oil embargo impacted local school districts.

Teacher Prep:

  • Make copies of and familiarize yourself with the following articles
  • Energy Crisis Raises Problems for Schools. Urbana Courier, November 9, 1973.
  • Local School Districts Take Steps to Save on Fuel. Urbana Courier, November 12, 1973.
  • Schools’ Fuel Saving Plan Hampered by Law. Urbana Courier, November 13, 1973.
  • State to Suggest That Schools Close. Urbana Courier, November 15, 1973.
  • Limited Oil Restricts the Use of School District’s Buses. Urbana Courier, December 1, 1973.
  • Schools Cooler, Darker as Cutbacks Take Effect. Urbana Courier, December 7, 1973.
  • Make copies of the following graphic organizers…
  • Cluster Word Web found at the following website,
  • Ticktacktoe found at the following website,

Classroom Activities:

  • Divide students into partners and pass out the Cluster Word Web
  • Each student should receive a cluster word web but complete it in partners
  • In the middle square students should write “How would an oil shortage impact out school districts”?
  • Students should then think of six ways their school district would be effected
  • When students are finished come back together as a class and discuss student answers
  • Try to build upon some student responses and even bring up other answers students may not have thought of
  • After going over student brainstorming responses pass out the Ticktacktoe Graphic Organizer and the Urbana Courier articles listed above
  • Student partner groups should then review the articles and fill out the Ticktacktoe Graphic Organizer
  • Each box of the organizer should deal with a different way the local school districts in Urbana-Champaign were impacted by the oil embargo
  • After students have learned how the oil shortage affected local schools they need to write a 1-2 page response over the following question, “If you were superintendant how would you specifically go about dealing with an oil shortage if it happened again today”?
  • Students should draw in information from articles and ideas they come up with on their own
  • Students should come up with their top three ways they would deal with a current shortage and justify them