U.S. History
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 2 days
The Dust Bowl
Lesson Synopsis:
This lesson provides and overview of the impact of the Dust Bowl and migration during the 1930s. Students analyze a
variety of primary sources to understand the impact of physical and human geographic factors on the U.S. regions
affected by the Dust Bowl, both directly and indirectly.
TEKS:
US.12
Geography. The student understands the impact of geographic factors on major events. The student is expected
to:
US.12A
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike
Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans. Readiness Standard
US.13
Geography. The students understands the causes and effects of migration and immigration on American society.
The student is expected to:
US.13A
Analyze the causes and effects of changing demographic patterns resulting from migration within the United
States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt.
Readiness Standard
Social Studies Skills TEKS:
US.31
Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is
expected to:
US.31A
Create thematic maps, graphs, and charts representing various aspects of the United States.
US.31B
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and
available databases.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and
with others, in a variety of settings. The student is expected to:
US.32
US.32A
US.32B
Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectivenss of the solution.
Use a decision-making process to identify a situation that requires a decision, gather information, identify
options, predict consequences, and take action to implement a decision.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Use maps, graphs, charts and the problem solving process to make a recommendation to the President on how
to prevent another geographic crisis, such as the one created by the Dust Bowl. (US.12A;US.31A;US.32A,
US.32B)
3D; 3G
Key Understandings and Guiding Questions:
•
Human and physical systems interact and impact one another.
— In what ways do humans adapt to their physical environment?
— How do humans modify the physical environment?
— Why do people migrate within the United States?
— How did human and geographic factors impact the Dust Bowl?
Vocabulary of Instruction:
•
Dust Bowl
•
migration
•
drought
Materials:
•
Refer to the Notes for Teacher section for materials.
©2013, TESCCC
01/08/13
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Subject/Grade Level or Course
Unit: # Lesson: #
Attachments:
•
Handout: Analyzing the Dust Bowl
Resources and References:
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including maps, charts, and graphs reflecting the
impact of the Dust Bowl on migration patterns.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview websites according to district guidelines.
5. Prepare attachment(s) as necessary
Background Information:
It is important for students to gain an understanding of how the physical environment impacts the human environment and
systems. During the Dust Bowl, families lost what little they had during the economic depression; farms and homes were
consumed by dust. Students should discuss how the interaction of humans with the physical environment could cause or
prevent/minimize such disasters.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 5 minutes
1. Using available resources, display visuals and newspaper
Materials:
headlines depicting recent natural disasters in Texas, the United • Visuals reflecting recent natural disasters
States, and the world. The following list provides a few of the
most recent natural disasters:
Purpose:
• Tornadoes – North Texas (April 2012)
The purpose of this section is to engage students
in a relevant discussion about natural disasters
• Wildfires in the western United States
and their impact on physical and human
• Tornado – Joplin, MO
geography. This discussion will set the stage for
• Earthquake – Haiti
analyzing the impact of the Dust Bowl.
• Hurricane – New Orleans
• Tsunami – Indonesia
TEKS: US.12A
ENGAGE – Natural Disasters
2. Facilitate a class discussion about natural disasters familiar to
students. Use the following questions to guide the discussion:
• How do cultures prepare for natural disasters?
• How do governments support regions that experience
natural disasters?
• How do natural disasters change the physical
environment? How do humans modify the physical
environment to be better equipped in dealing with
natural disasters?
Instructional Note:
As a suggestion, create a multimedia presentation
of natural disasters that have impacted Texas, the
U.S., and the world. The visual presentation could
include photographs, newspaper headlines, or
television news reports. If multimedia technology
is unavailable, consider using printed materials
from online resources. The multimedia
presentation could be a simple PowerPoint of a
few familiar pictures of natural disasters. The
3. Inform students that they will be analyzing the Dust Bowl and its purpose of the presentation is to prompt student
thinking rather than teaching about the different
impact on human and physical geography.
natural disasters.
EXPLORE – Effects of the Great Depression
1. Display a map of the United States that depicts the regions
© 2007 CSCOPE MM/DD/YY
Suggested Day 1 (continued) – 40 minutes
Attachments:
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Subject/Grade Level or Course
Unit: # Lesson: #
Instructional Procedures
directly affected by the Dust Bowl.
2. Facilitate a brief discussion about the map. Students predict
human and physical changes to the environment based on the
information available on the map.
3. Divide class into groups of four.
4. Provide each student with Handout: Analyzing the Dust Bowl.
5. Using available resources, such as the student textbook and
multi-media databases, students work in groups to analyze the
effects of the Dust Bowl on the human and physical geography
of a region.
6. Include reading excerpts from primary sources, images/photos,
audio clips, poetry, lyrics to songs, etc.
Notes for Teacher
• Handout: Analyzing the Dust Bowl (1 per
student)
Purpose:
Students should gain an understanding of the
migration patterns of individuals and families
during the Dust Bowl including where and why
people moved and the effects of the land
individuals were moving from and to.
TEKS: US.12A;US.13A; US.31A; US.32A, US.32B
Instructional Note: As a suggestion, provide
groups with a selection of photographs, maps,
charts, graphes, journal entries, letters, and new
articles that depict primary source accounts of the
Dust Bowl.
7. Once each group has completed the research questions,
students partner with a classmate from a different group to
discuss their responses to the Handout. As a suggestion, repeat
this regrouping activity one more time to increase peer
discussion. Encourage students to identify similarities and
differences among their responses and extend their thinking.
EXPLAIN
1. Students write an Acrostic Poem using the following:
D
U
S
T
B
O
W
L
Suggested Day 1 (continued) – 5 minutes
TEKS: US.12A;US.13A; US.31A; US.32A, US.32B
2. If time permits, students volunteer and share their acrostic
poem with the whole class.
ELABORATE
•
•
•
How have human and physical systems interacted and
impacted on another during Hurrican Katrina or the
earthquake in Equador?
How did people and/or governments respond to the
effects of the natural disaster?
How could people or governments better prepare for
the effects of natural disasters?
Suggested Day 2 – 25 minutes
Purpose:
This activity helps students prepare for the
Performance Indicator.
TEKS: US.12A;US.13A; US.31A; US.32A, US.32B
4. Review the key understanding: Human and physical systems
interact and impact one another.
5. Facilitate a brief discussion using the guided questions.
• In what ways do humans adapt to their physical
environment?
• How do humans plan for changes to the physical
© 2007 CSCOPE MM/DD/YY
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Subject/Grade Level or Course
Unit: # Lesson: #
Instructional Procedures
•
EVALUATE
•
Notes for Teacher
environment?
Why do people move from place to place?
Suggested Day 2 (continued) – 25 minutes
Use maps, graphs, charts and the problem solving process to
make a recommendation to the President on how to prevent
another geographic crisis, such as the one created by the Dust
Bowl. (US.12A;US.31A; US.32A, US.32B)
• ELPS: 3D, 3G
© 2007 CSCOPE MM/DD/YY
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