TEACHER:
CLASS: 7th Social Studies
DATE: March 7-11
M T W TH F
Topic 7, Lesson 3: The Dust Bowl
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and
explain why historians divide the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early
Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads;
Age of Oil; Texas in the Great Depression and World War II; Civil Rights and
Conservatism; and Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
7B: define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as farming, oil and gas production,
cotton, ranching, real estate, banking, and computer technology
7C: describe and compare the impact of the Progressive and other reform movements
in Texas in the 19th and 20th centuries such as the Populists, women's suffrage,
agrarian groups, labor unions, and the evangelical movement of the late 20th century
7D: describe and compare the civil rights and equal rights movements of various groups
in Texas in the 20th century and identify key leaders in these movements, including
James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League
of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison
White
7E: analyze the political, economic, and social impact of major events, including World
War I, the Great Depression, and World War II, on the history of Texas
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the
19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
9C: analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas
10B: explain ways in which geographic factors such as the Galveston Hurricane of 1900,
the Dust Bowl, limited water resources, and alternative energy sources have affected
the political, economic, and social development of Texas
12A: explain economic factors that led to 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
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
18B: identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross,
John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
20C: analyze the effects of various scientific discoveries and technological innovations
on the development of Texas such as advancements in the agricultural, energy,
medical, computer, and aerospace industries
Process Standards
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
U.S. History Textbook Colonization
through Reconstruction
pp. (434-438)
Online Editable presentation (p.434)
Start Up Activity: (p.434)
Reading and Note Taking Study Guide
(p. 434)
Analyze Maps, Tables, Visuals,
Information
(p.435, and 436)
Digital Activity: Comparing the Dust Bowl
and the Great Depression in Texas (p.437)
Digital Lesson Quiz (p.437)
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
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
21F: identify bias in written, oral, and visual material
21G: evaluate the validity of a source based on language, corroboration with other
sources, and information about the author
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
Objective/Key Understanding:


Analyze the natural and human causes of the Dust
Bowl.
Describe the ways in which the Dust Bowl affected
Texans.
Introduce Vocabulary Activity (p.434)
Dust Bowl
erosion
foreclosures
tenant farmers
decline
occur
boom-and-dust
cycle
Informal Assessment Questions 1-5 (p.438)





How did human factors play a role in creating the Dust Bowl?
How did the increase in cotton and wheat production during the 1920s affect the farming industry?
What was an unintended consequence of the government paying farmers to plow under their cotton in 1933?
How did the Dust Bowl result in changes in geographic distribution, especially for Texas farmers?
What action did the federal government take in the 1930s that not only helped farmers but also helped limit further
erosion?
Stop & Check for Understanding—High Level Questions


How did the weather conditions in the 1930s help bring about the Dust Bowl?
On which occupation did the Dust Bowl likely have the most severe economic impact? Why?
Small Group Purposeful Talk Question Stems
Causes of the Dust Bowl (p.435-436)
 Divide students into small groups to discuss the effects of climate and weather on the Dust Bowl of Texas.
 Ask a volunteer to define boom-and-dust cycle. Then review the features of a boom-and-dust cycle with students. Have
students write a brief essay to trace the impact of boom-and-dust cycles in the cotton and wheat farming industries during
the Dust Bowl.
 Ask students to predict what the effects of the Dust Bowl will be.
Impact of the Dust Bowl (p.436-438)
 Have students explain ways in which the geographic factors of the Dust Bowl affected the political development of Texas.
 How did the Dust Bowl affect the economic development of Texas?
 How did it also affect the social development of Texas?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.434)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: The Dust Bowl in Texas (p.434)
Project the Start Up Activity: The Dust Bowl in Texas (p.434). Ask students to read the quotation and answer the questions as they
get settled. Discuss students’ responses to the first question. Have students share with another student their predictions about what
life would be like.
Reading and Note Taking Study Guide (p.434)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Maps (p.435)
Review the map, The Dust Bowl, 1930s, on page 435.
 What geographic factors likely made the Dust Bowl so widespread?
Analyze Visuals (p. 436)
Review the graphic organizer, Causes of the Dust Bowl, on page 436.
 Based on the information in the graphic organizer, which of the causes of the Dust Bowl were created by humans and which
were the result of environmental causes?
Digital Activity: Comparing the Dust Bowl and the Great Depression in Texas (p.437)
Project the Digital Activity: Comparing the Dust Bowl and the Great Depression in Texas (p.437). Have partners share their answers
to the questions from the activity. Encourage students to adjust their responses based on ideas they encounter in partner
discussion.
Digital Lesson Quiz (p.437)
Assign the Digital Lesson Quiz (p.437). Discuss with the class: In The Dust Bowl, you learned about one of the greatest disasters in
Texas history. The Dust Bowl was terrifying to the Texans who lived through it. As a result of both natural and human actions, the
Dust Bowl had profound social, economic, and political impacts in the state.
 How do you think farming practices in West Texas and the Panhandle might have changed as a result of the Dust Bowl?
 Do you think the biggest impact of the Dust Bowl on Texas was political, economic, social, or a combination of these?
Explain your answer.
Lesson Plan
Engage
Explore
Explain
Elaborate
*Have students preview the lesson objectives and the list of key terms (p.434). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.434).
Start Up Activity: The Dust Bowl in Texas (p.434)
Project the Start Up Activity: The Dust Bowl in Texas (p.434). Ask students to read the quotation and answer the
questions as they get settled. Discuss students’ responses to the first question. Have students share with another
student their predictions about what life would be like.
*Tell students that in this lesson they will be learning about the geographic factor known as the Dust Bowl.
Encourage students to focus on the natural and human causes of the Dust Bowl and to read to learn about the
political economic and social development of Texas.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Causes of the Dust Bowl (p.435-436)
 Impact of the Dust Bowl (p.436-438)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will be learning about the geographic factor known as the Dust Bowl.
Encourage students to focus on the natural and human causes of the Dust Bowl and to read to learn about the
political economic and social development of Texas.
Causes of the Dust Bowl (p.435-436)
 Climate and weather played a major role in bringing about the Dust Bowl. The semi-arid and dry
continental climates, found particularly in the northern and western parts of the state, left Texas
vulnerable to this disaster. Then a severe drought hit the plains, including Texas, during the 1930s. With
little rain, the ground became very dry and hard. The drought did not let up. Temperatures were also
much higher than usual. The hot weather made the effects of the drought even worse. Intense heat and
dry conditions killed crops.
Impact of the Dust Bowl (p.436-438)
 Many of the dust storms were mild “sand blows.” These left dunes of sandy dirt in ditches and along
fencrows. The worst storms, called “black blizzards,” were much larger and could reduce visibility to zero.
Anyone caught in the one of these large dust storms was in for a frightful experience. A single storm could
last for more than 3 days. Sometimes thunder and lightning came with the storms. Other times the only
sound was the blowing wind as dirt swirled in every direction.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
After viewing the Interactive Gallery: Effects of the Dust Bowl, conduct a “See-Think-Wonder” Activity. For each:
 What do you see?
 What does that make you think?
 What are you wondering about now that you’ve seen this?
Encourage students to compare and contrast their ideas with ideas with partners.
*Topic of Inquiry
Students will investigate primary and secondary sources to draw conclusions about the political, economic, and
social impacts of the Great Depression and the Dust Bowl in Texas. They will then use what they have learned to
write an essay in response to the investigation question:
 How did geography, weather, and the economic boom and dust cycles affect the people of Texas during
the Great Depression and the Dust Bowl?
Students’ research during this Topic Inquiry will help them better understand the Topic Essential Question:
Evaluate
 How does economics affect everyone?
*Assign the Digital Lesson Quiz for this lesson (p.437). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 How did human factors play a role in creating the Dust Bowl?
 How did the increase in cotton and wheat production during the 1920s affect the farming industry?
 What was an unintended consequence of the government paying farmers to plow under their cotton in
1933?
 How did the Dust Bowl result in changes in geographic distribution, especially for Texas farmers?
 What action did the federal government take in the 1930s that not only helped farmers but also helped
limit further erosion?
TEACHER:
CLASS: 7th Social Studies
DATE: March 10-11
M T W TH F
Topic 7, Lesson 4: The New Deal
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and
explain why historians divide the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early
Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads;
Age of Oil; Texas in the Great Depression and World War II; Civil Rights and
Conservatism; and Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
7B: define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as farming, oil and gas production,
cotton, ranching, real estate, banking, and computer technology
7C: describe and compare the impact of the Progressive and other reform movements
in Texas in the 19th and 20th centuries such as the Populists, women's suffrage,
agrarian groups, labor unions, and the evangelical movement of the late 20th century
7D: describe and compare the civil rights and equal rights movements of various groups
in Texas in the 20th century and identify key leaders in these movements, including
James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League
of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison
White
7E: analyze the political, economic, and social impact of major events, including World
War I, the Great Depression, and World War II, on the history of Texas
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the
19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
9C: analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas
10B: explain ways in which geographic factors such as the Galveston Hurricane of 1900,
the Dust Bowl, limited water resources, and alternative energy sources have affected
the political, economic, and social development of Texas
12A: explain economic factors that led to 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
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
18B: identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross,
John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
20C: analyze the effects of various scientific discoveries and technological innovations
on the development of Texas such as advancements in the agricultural, energy,
medical, computer, and aerospace industries
Process Standards
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
U.S. History Textbook Colonization
through Reconstruction
pp. (439-444)
Online Editable presentation (p.439)
Start Up Activity (p.439)
Reading and Note Taking Study Guide
(p. 439)
Analyze Maps, Tables, Visuals,
Information
(p.441)
Digital Activity (p.443)
Digital Lesson Quiz (p.443)
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
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
21F: identify bias in written, oral, and visual material
21G: evaluate the validity of a source based on language, corroboration with other
sources, and information about the author
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
Objective/Key Understanding:




Describe President Hoover’s response to the Great
Depression.
Explain how President Roosevelt played an active role
in fighting the Great Depression.
Identify the contributions of Texas leaders John Nance
Garner and Sam Rayburn during the Great Depression.
Explain why some people were critical of New Deal
policies.
Introduce Vocabulary Activity (p.439)
Hooverville
John Nance Garner
expansion
New Deal
Sam Rayburn
Herbert Hoover
lobbyist
ensure
Franklin Delano
Roosevelt
Informal Assessment Questions 1-5 (p.444)





Why did people call the camps of cardboard boxes where the homeless lived “Hoovervilles”?
Name two New Deal programs that provided jobs for the unemployed and describe the kinds of work they provided.
How did Roosevelt solve the bank crisis that occurred soon after he took office?
Why did John Nance Garner prove to be such a valuable ally for Roosevelt?
What concerns did critics have with the New Deal?
Stop & Check for Understanding—High Level Questions




Why was President Hoover unwilling to provide much federal aid at the beginning?
Why do you think Roosevelt won the 1932 election by such a wide margin?
Summarize John Nance Garner’s views on the New Deal and his relationship with Roosevelt.
Why did Roosevelt lose some of his popularity during his second term?
Small Group Purposeful Talk Question Stems
Hoover and the Great Depression (p.440)
 What was President Hoover’s response to the Great Depression?
 Given this information, how would you describe Hoover’s leadership qualities?
 Why might some people have believed that his policy contributions made conditions worse?
FDR and the New Deal (p.440-441)
 How did Roosevelt’s leadership qualities differ from Hoover’s during the Great Depression?
Texas Leaders and the New Deal (p.441-443)
 What contributions did Texas leaders John Nance Garner, Jesse Jones, Same Rayburn, and Lyndon B. Johnson make to the
state and nation during the Great Depression, and how?
Criticism of New Deal Policies (p.443-444)
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.439)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p.439)
Project the Start Up Activity (p.439). Ask students to read the quote and answer the questions as they get settled. Have them share
ideas in small groups.
 How do you think work relief helped both citizens and the economy during the Great Depression?
 What other types of aid might citizens and businesses have needed?
Reading and Note Taking Study Guide (p.439)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Information (p.441)
Review the infographic, Impact of the New Deal on Texas, on page 441.
 Based on this infographic, what do you think was the most significant long-term effect of the New Deal in Texas? Support
your answer with evidence from the infographic.
Digital Activity: Identifying the Contributions and Leadership Qualities of Texas Leaders (p.443)
Project the Digital Activity: Identifying the Contributions and Leadership Qualities of Texas Leaders (p.443Have students work in pairs
to complete their graphic organizers. Then, have students share their work in small groups and answer the questions.
 Call on each group to explain how one of the politicians listed helped make possible New Deal accomplishments.
 What leadership qualities did these elected or appointed leaders of Texas possess?
 How did those qualities help them achieve success for New Deal programs?
Digital Lesson Quiz: (p.443)
Assign the Digital Lesson Quiz (p.443). Discuss with the class: In The New Deal, students explored the responses of federal
government under President Hoover and President Roosevelt to the Great Depression. They also examined specific contributions of
Texas leaders, such as John Nance Garner and Sam Rayburn. Finally, they evaluated the successes and criticisms of New Deal
programs.
 How effective were New Deal programs in addressing the needs of Texans during the Great Depression? What problems did
the New Deal not solve, and what solutions would you propose?
 The New Deal did put many people to work and provided various forms of relief to others. However, critics maintain that the
New Deal was too expensive and gave the federal government too much power. Explain whether you think the government
was right to expand in order to provide these programs, and why.
Lesson Plan
Engage
Explore
Explain
Elaborate
*Have students preview the lesson objectives and the list of key terms (p.314). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.314).
Start Up Activity (p.439)
Project the Start Up Activity (p.439). Ask students to read the quote and answer the questions as they get settled.
Have them share ideas in small groups.
 How do you think work relief helped both citizens and the economy during the Great Depression?
 What other types of aid might citizens and businesses have needed?
*Tell students that in this lesson they will explore national and state responses to the Great Depression. Students
will also identify the leadership qualities and contributions of Texas leaders, including John Nance Garner and Sam
Rayburn.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Hoover and the Great Depression (p.440)
 FDR and the New Deal (p.440-441)
 Texas Leaders and the New Deal (p.441-443)
 Criticism of New Deal Policies (p.443-444)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will explore national and state responses to the Great Depression. Students
will also identify the leadership qualities and contributions of Texas leaders, including John Nance Garner and Sam
Rayburn.
Hoover and the Great Depression (p.440)
 When recovery did not come, the federal government provided loans to help businesses and agriculture.
Hoover felt that private charities and local governments should provide relief to those in need.
FDR and the New Deal (p.440-441)
 In the 1932 presidential election, the Democratic candidate Franklin Delano Roosevelt (FDR) defeated
Hoover by a wide margin. In Texas, almost 9 out of 10 voters chose Roosevelt. The new President
promised to put the country back to work. Roosevelt’s words offered hope.
Texas Leaders and the New Deal (p.441-443)
 New Deal programs helped ease some of the suffering in Texas. Federal money helped the state
government. Texas benefited from a wide range of New Deal programs, like the WPA and the CCC. Many
Texas politicians helped bring New Deal programs to Texas.
Criticism of New Deal Policies (p.443-444)
 The New Deal was popular with most with most Americans during FDR’s first term as President. He easily
won reelection in 1936. However, in Roosevelt’s second term, he lost some of his popularity. So did the
New Deal. Many people believed the President had grown too powerful.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Challenge students to Draw It by developing a political cartoon in response to this cartoon. Based on information
in the text, how would critics of the New Deal respond? Tell students to work individually or in pairs draw a
Evaluate
political cartoon that reflects criticism of the New Deal. Display completed cartoons in the classroom or on the
class website. If time allows, have students present and explain their cartoons to the class.
*Topic of Inquiry
Students will investigate primary and secondary sources to draw conclusions about the political, economic, and
social impacts of the Great Depression and the Dust Bowl in Texas. They will then use what they have learned to
write an essay in response to the investigation question:
 How did geography, weather, and the economic boom and dust cycles affect the people of Texas during
the Great Depression and the Dust Bowl?
Students’ research during this Topic Inquiry will help them better understand the Topic Essential Question:
 How does economics affect everyone?
*Assign the Digital Lesson Quiz for this lesson (p.443). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Why did people call the camps of cardboard boxes where the homeless lived “Hoovervilles”?
 Name two New Deal programs that provided jobs for the unemployed and describe the kinds of work they
provided.
 How did Roosevelt solve the bank crisis that occurred soon after he took office?
 Why did John Nance Garner prove to be such a valuable ally for Roosevelt?
 What concerns did critics have with the New Deal?