Lesson: The Dust Bowl

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Lesson Objective

By the end of the lesson, SWBAT describe what affect the stock market crash had on Farmers. By the end of the lesson, SWBAT describe how devastating the Dust Bowl was for farmers

Lesson Plan

 

KEY POINTS.

 

·       Farmers suffered because sharecroppers could not make enough money selling their crop so they were constantly in debt.

·       Farmers could not make enough money selling their food because prices were so low.

·       In addition to the low prices, there was a huge drought in the Midwest that killed many of the crops that would make them money.

·       The area got so dry they called the area the Dust Bowl.

·       The drought was exasperated because of years of abuse to the soil.

·       Many farmers in the Midwest were forced to move to other places in the country to try to find work. They moved to California to work in orchards, and any Mexicans moved back to Mexico.  

·       Essential Question: Why was the Dust Bowl so devastating? 

·       Vocabulary: Dust Bowl, Midwest, Drought, Great Depression, Migration, California 

 

ASSESSMENT.

At the end of the lesson, Ss will have to write a letter from the perspective of a person living in Oklahoma during the Dust Bowl to relatives that live in Atlanta. The letter will ask the Ss to explain whether or not they would migrate to California from the Southern Midwest during the Great Depression. It will also ask the Ss to explain why the Dust Bowl was so devastating for the farmers. In addition, T can informally check for understanding while the Ss perform their skits detailed in the Guided Practice portion of the lesson plan.

1. OPENING (5 min.)  

Teacher:

·       T will begin the lesson with the following starter: “How did the Great Depression affect people?”

·       T will have the Ss write down their answers on a separate sheet of paper.

·       T will have the Ss then share their responses with their neighbors.

·       T will then have the Ss share out their responses with the class.

·       T will explain that today we are going to learn about the Dust Bowl and how devastated the Southern part of the Midwest was during the Depression because of the massive drought.

·       T will go over the objective and vocabulary with the Ss.

Student

·       Ss will think, pair, share their starters.

·       Ss will internalize the objective for the day.

2. INTRODUCTION OF NEW MATERIAL (20 min.)

Teacher:

·       T will begin the lesson by presenting a short Power Point on the Dust Bowl and the effect on people throughout America. (PowerPoint/Key Note – Lesson 2 – The Dust Bowl – Great Depression and World War II).

·       T will stress the following key points:

·       Farmers suffered because sharecroppers could not make enough money selling their crop so they were constantly in debt.

·       Farmers could not make enough money selling their food because prices were so low.

·       In addition to the low prices, there was a huge drought in the Midwest that killed many of the crops that would make them money.

·       The area got so dry they called the area the Dust Bowl.

·       Many farmers in the Midwest were forced to move to other places in the country to try to find work. They moved to California to work in orchards, and any Mexicans moved back to Mexico. T will make sure to stop frequently to ask the Ss high thinking questions such as “Why was it doubly bad that the massive drought hit during the Great Depression?”

·       T will also have the Ss write down the key points on the graphic organizer – keeping them engaged and invested in the lesson (Graphic Organizer – Lesson 2 – The Dust Bowl – Great Depression and World War II).

Students:

·       Ss will listen to the Power Point.

·       Ss will write down information on their graphic organizer.

3. GUIDED PRACTICE (45 min.)

Teacher:

·       T will have the Ss watch a short video clip on United Streaming about the Dust Bowl and the effect on people and how it made many people migrate to other parts of the country. (Dust Bowl Film – Lesson 2 – The Dust Bowl – Great Depression and World War II).

·       T will follow along with the video and answer short questions on their graphic organizers to keep them engaged.

·       T will then have the Ss read out their answers to the questions.

·       T will read out the answers to the Ss if they did not get them correct.

·       T will informally assess listening comprehension of the video.

·       T will then have the Ss choose groups to for a theatrical activity.

·       T will explain that Ss will be in groups and in their groups they are going to have to develop a script and act out three short scenes about the Dust Bowl. (Graphic Organizer – Lesson 2 – The Dust Bowl – Great Depression and World War II).

·       T will go over the three scenes: living in the Dust Bowl before the drought (somewhat prosperous), Dust Bowl during a “black blizzard,” migration to California.

·       T will give the Ss time to create their skits.

·       T will have the Ss come up and perform their skits.

Students:

·       Ss will watch the film.

·       Ss will jot down notes.

·       Ss will share out the answers to the questions pertaining to the film.

·       Ss will create and act out their skits.

4. INDEPENDENT PRACTICE (15 min.)

Teacher:

·       T will ask the Ss to take what they learned from the lecture and the film and write a short letter from the perspective of a person living in Oklahoma during the Dust Bowl to relatives that live in Atlanta. The letter will ask the Ss to explain whether or not they would migrate to California from the Southern Midwest during the Great Depression. It will also ask the Ss to explain why the Dust Bowl was so devastating for the farmers. (Graphic Organizer – Lesson 2 – The Dust Bowl – Great Depression and World War II).

·       T will work with the lower level Ss on writing a letter as a group (remedial).

·       Early finishers will do research on the computer about how the land in the Southern Midwest was decimated by the Dust Bowl, and how farming practices led to the Dust Bowl (Early Finishers, Enrichment)

Students:

·       Ss will  write the letter.

·       Ss will work on their early finisher and enrichment projects.

5. CLOSING (5 min.)

Teacher:

·       If time, as a closing T will have the a couple Ss read their letters.

·       T will then have the Ss review the key points from the day.

·       T will preview the next lesson by telling the Ss that next lesson they will be taking an exam on the causes of the Great Depression and lifestyles during the Great Depression.

·       T will tell the Ss their homework: Complete the Study Guide.

 

 Student:

·       Students will answer questions.

·       Students will ask any last minute questions.

·       Students will pay attention to topic of next lesson.

 

HOMEWORK (if appropriate).

 

Study Guide – Study for the Test; Letter from the Dust Bowl

 

Teacher's Reflection: Overall, the students enjoyed this lesson because of the skits they got to make during the guided practice portion of the lesson. With some of my classes, I had to give them more time to plan their skits. Therefore, you may wish to extend the guided practice and give the letter assignment as homework. 

Lesson Resources

PowerPoint - Lesson 2 - The Dust Bowl - Great Depression and World War II   Smart Board
1,534
Lesson Plan - Lesson 3 - The Dust Bowl - Great Depression and World War II Unit   Lesson Plan
1,030
Key Note - Lesson 2 - The Dust Bowl - Great Depression and World War II   Smart Board
485
Graphic Organizer - Lesson 2 - The Dust Bowl - Great Depression and World War II   Activity
1,486
Dust Bowl Film Lesson 3 Dust Bowl Great Depression and World War II Unit   Other
1,183
Study Guide - Great Depression Exam I - Great Depressiona and World War II Unit   Notes
539

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