KACV Dust Bowl
U.S History Lesson
Grades 4th/7th
Lesson Title: The Whirlwind of the Dust Bowl
Lesson Synopsis: Students will work through a variety of stations to learn about the causes of
the Dust Bowl and how Texans were affected by this disaster. Students will then become part of
the FAP, the Federal Arts Project and create a large mural depicting images of the Dust Bowl.
Their mural should reflect the causes, effects on Americans and how the United States
Government helped out the victims.
Duration: 3 class periods.
TEKS:
4.5 History. The student understands important issues, events and individuals of the 20th century
in Texas. The student is expected to:
(A) identify the impact of various issues and events on life in Texas such as urbanization,
increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II
4.8 Geography: The student understands the location and patterns of settlement and the
geographic factors that influence where people live. The student is expected to:
(C) explain the geographic factors such as landforms and climate that influence patterns
of settlement and the distribution of population in Texas , past and present
4.9 Geography: The student understands how people adapt to and modify their environment.
The student is expected to:
(C ) compare the positive and negative consequences of human modification of the
environment in Texas, past and present, both governmental and private, such as economic
development and the impact on habitats and wildlife as well as air and water quality
5.5 History. The student understand important issues, events and individuals I the United states
during the 20th and 21st centuries. The student is expected to
(A) analyze various issues and events of the 20th century such as industrialization,
urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil
rights movement, and military actions;
5.9 Geography. The student understands how people adapt to and modify their environment.
The student is expected to:
(A) describe how and why people have adapted to and modified their environment in the
United States, past and present, such as the use of human resources to meet basic needs;
and (B) analyze the positive and negative consequences of human modification of the
environment in the United States, past and present
5.21 Culture. The student understands the relationship between the arts and the times during
which they were created. The student is expected to
(B) explain how examples of art, music, and literature reflect the times during which they
were created.
7.7 History. The student understands how individuals, events, and issues shaped the history of
Texas during the 20th and early 21st centuries. The student is expected to
(E) 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
7.8 Geography. The student uses geographic tools to collect, analyze, and interpret data. The
student is expected to:
(A) create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries:
7.9 Geography. The student understands the location and characteristics of places and regions of
Texas. The student is expected to:
(C ) analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation and communication on major events in Texas
7.10 Geography. The student understands the effects of the interaction between humans and the
environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to:
(A) indentify ways in which Texans have adapted to and modified the environment and
analyze the positive and negative consequences of the modifications; and
(B) 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.
Materials:
Photo “Drouth Survivors” by Alexandre Hogue
Timeline cards-cut out before handing to students
Copy paper to print of station materials and student handouts
Station Handouts
Student Handouts
Computers to view videos on
Map colors, markers
Large roll of butcher paper
Resources:
Video clip-Miller recalling the Dust Bowl
Video clip-Pullman problems with Erosion
Video clip-Nobel Jackrabbit Plague
Video clip-Nobel Avoiding the Dust
Video clip-Carter making a living during the Dust Bowl
Critical Vocabulary:
 Drought
 Migrate
 Erosion
 Over grazing
Engage:
Show the painting by Alexander Houge: “Drouth Survivors” 1936. Use the photo analysis
worksheet while students view the painting. After discussing the painting, explain to students
that they will learn about what caused this event and how people dealt with this weather crisis.
Explore:
Hand out the Timeline cards to students. Students will form hypotheses about how the painting
occurred through placing the events in order. Teachers should question the students to why they
placed the cards in a particular order. Teachers with Smart Board capability can do this as a
whole class discussion.
Explain:
Students will work within a small group of 3 to 4 students to complete stations over the various
aspects of the Dust Bowl
Station 1: Mapping the Dust Bowl
Station 2: Student will obtain information about the dust bowl by interpreting a timeline
Station 3: Students will complete a tree map (graphic organizer) explaining how nature and
humans caused the Dust Bowl
Station 4: Students will read a passage and view pictures of how Texans dealt with the Dust
Bowl
Station 5: Students will read a passage over the reasons why people fled the Dust Bowl area for
California. Students will write a short postcard to a family member explaining why they left and
what they are experiencing out in California.
Station 6: Students will read a play centered on a ranching family who experienced tragedy
while living thorough the Dust Bowl.
Station 7: Students will read a newspaper article from the Amarillo Daily News covering the
storm during the Dust Bowl era. They will complete questions as they read.
Station 8: Students will view video clips from residents from the Panhandle that experienced
the Dust Bowl.
Station 9: Students will complete 4 pictures from the dust bowl, analyze them and answer
questions
Elaborate/Evaluate
The Dust Bowl is typically taught as a subunit to the Great Depression. Students should already
have the knowledge that FDR’s New Deal was being put into practice to help alleviate the
problems from the Depression. As part of the ABC agencies, the FAP, the Federal Arts Project,
was created. This program’s goal was to provide out of work artist employment by creating
works of art on governmental buildings. Over 200,000 pieces of art work ranging from poster,
murals and paintings were commissioned with many still being enjoyed today. In Texas, the
FAP was responsible for many murals painted in community post offices. Show examples of the
work done by the program by using the following website
http://www.texasescapes.com/TexasArt/Texas-Post-Office-Murals.htm
Once students understand what a mural looks like and how it represents the history of a
community, explain to students that they will create a mural that depicts the events of the Dust
Bowl. Their mural will be on a large sheet of butcher paper. The following are guidelines to the
mural:
1. The mural must have the causes of the Dust Bowl both man made and nature made.
2. The mural must depict 3 ways that citizens dealt with the dust.
3. The mural must have some visual representation for Black Sunday
4. The mural must have 2 ways in which the government tried to help the victims of the
Dust Bowl
5. The mural must take up most of the paper and be in color