Social Studies 5th Grade
Geography Unit: Midwest America
VA SOL NAG 5.5d The student will explore the Midwest region of the United States by describing the population of the Midwest including: early settlement, historically significant events and places, and cultural characteristics
Essential Question for the Year: How does geography impact the growth of a nation?
Essential Question for the Unit: What are the major Midwest contributions and lessons to our economy, history and technology?
Lesson 4: The Dust Bowl
Objective: Students will be able to recognize the cause and effects of the Dust Bowl concerning population, economics and natural resources.
Materials: Promethean Board, laptops, pictures of dustbowl, video from dustbowl, posterboard, cardstock, glue, scissors, markers
Preassessment (5 minutes)
Students are reading Out of the Dust in Language Arts – have them do a KWL of the dust bowl.
Procedures
Link (8 minutes)
Give an summary of the Dust Bowl and Show the video and pictures on the smartboard.
Dustbowl Pictures
PBS Video of Dustbowl
Key Questions: Think about what part of the dust bowl interests you most?
What was impacted more, the land or the people? Who’s fault was it, the people or climate? What more could have been done to prevent/aid the disaster?
Process Learning (Creative & Critical Thinking, Application, Analysis, Synthesis, Evaluation & MI) (Whole Group AM 90 minutes)
Students will split into 4 groups for a Jigsaw: Timeline of the Dustbowl, Primary and Secondary Source Scrapbook, Ecological Chain Reaction, Out of the Dust Outline
Timeline of Dustbowl: Using chart paper and various internet and text sources, create an organized timeline of at least 15 events, geographic, political and economical, that led to the dustbowl, happened during the dustbowl and resulted after the dustbowl.
Primary and Secondary Source Scrapbook: Students will research different academic websites and literature (to be provided and obtained from the AV room and library prior to the lesson) and make copies of or print the pictures to make a “scrapbook” that highlights the different geographical, economical, personal and political events of the dustbowl. At least 15 pictures with captions are required.
Ecological Chain Reaction: Read the poem "The Path of Our Sorrow" (September 1934). Have groups work together, using facts from the textbook and additional resources, to create an accordian foldable that shows the chronological chain of events that led to the dust storms, and measures that helped the storms end. Have students present their findings and discuss what lessons we can learn from the Dust Bowl.
Out of the Dust Reader's Theater: Students will choose one poem each (independent learning) that chronologically fit together (interactive learning) and represent the entire story and major themes discussed from Out of the Dust. They will perform these poems to the class in order, and explain why they link the poem together and how they portray important moments from the story as a whole, and relating to the dustbowl. The poems must be typed individually and anecdotal notes written on them giving reason to specific lines and emphasis of specific words. Together, the group must type an explanation for why the poems were chosen.
Output (Products, Ideas, Problem-Solving & Research) (PM - 6 minutes per group/25 minutes total)
Students will present their final products to the class. After they will write an “exit card” reflection of what they did to contribute to their group’s project and the overall team progress and process.
Extension
Students who finish their work early can work on a migration map of people who left because of the dust bowl. The map should include what type of employment went where, whether employment changed, why people migrated and whether or not people returned. This can include population, economy and natural resources from previous maps. Click Here
Assessment
Final products serve as formal assessment while observations and anecdotal notes to gauge student thinking, comprehension and participation.
The exit card will serve as summative assessment on how much they contributed.
Differentiation
By content – students may choose their project based on what interests them.
By process – the graphic organizers and resources used vary per project.
The activities cater to naturalistic, visual, intrapersonal and interpersonal learners. Perspectives are also addressed in this lesson.
Geography Unit: Midwest America
VA SOL NAG 5.5d The student will explore the Midwest region of the United States by describing the population of the Midwest including: early settlement, historically significant events and places, and cultural characteristics
Essential Question for the Year: How does geography impact the growth of a nation?
Essential Question for the Unit: What are the major Midwest contributions and lessons to our economy, history and technology?
Lesson 4: The Dust Bowl
Objective: Students will be able to recognize the cause and effects of the Dust Bowl concerning population, economics and natural resources.
Materials: Promethean Board, laptops, pictures of dustbowl, video from dustbowl, posterboard, cardstock, glue, scissors, markers
Preassessment (5 minutes)
Students are reading Out of the Dust in Language Arts – have them do a KWL of the dust bowl.
Procedures
Link (8 minutes)
Give an summary of the Dust Bowl and Show the video and pictures on the smartboard.
Dustbowl Pictures
PBS Video of Dustbowl
Key Questions: Think about what part of the dust bowl interests you most?
What was impacted more, the land or the people? Who’s fault was it, the people or climate? What more could have been done to prevent/aid the disaster?
Process Learning (Creative & Critical Thinking, Application, Analysis, Synthesis, Evaluation & MI) (Whole Group AM 90 minutes)
Students will split into 4 groups for a Jigsaw: Timeline of the Dustbowl, Primary and Secondary Source Scrapbook, Ecological Chain Reaction, Out of the Dust Outline
Timeline of Dustbowl: Using chart paper and various internet and text sources, create an organized timeline of at least 15 events, geographic, political and economical, that led to the dustbowl, happened during the dustbowl and resulted after the dustbowl.
Primary and Secondary Source Scrapbook: Students will research different academic websites and literature (to be provided and obtained from the AV room and library prior to the lesson) and make copies of or print the pictures to make a “scrapbook” that highlights the different geographical, economical, personal and political events of the dustbowl. At least 15 pictures with captions are required.
Ecological Chain Reaction: Read the poem "The Path of Our Sorrow" (September 1934). Have groups work together, using facts from the textbook and additional resources, to create an accordian foldable that shows the chronological chain of events that led to the dust storms, and measures that helped the storms end. Have students present their findings and discuss what lessons we can learn from the Dust Bowl.
Out of the Dust Reader's Theater: Students will choose one poem each (independent learning) that chronologically fit together (interactive learning) and represent the entire story and major themes discussed from Out of the Dust. They will perform these poems to the class in order, and explain why they link the poem together and how they portray important moments from the story as a whole, and relating to the dustbowl. The poems must be typed individually and anecdotal notes written on them giving reason to specific lines and emphasis of specific words. Together, the group must type an explanation for why the poems were chosen.
Output (Products, Ideas, Problem-Solving & Research) (PM - 6 minutes per group/25 minutes total)
Students will present their final products to the class. After they will write an “exit card” reflection of what they did to contribute to their group’s project and the overall team progress and process.
Extension
Students who finish their work early can work on a migration map of people who left because of the dust bowl. The map should include what type of employment went where, whether employment changed, why people migrated and whether or not people returned. This can include population, economy and natural resources from previous maps. Click Here
Assessment
Final products serve as formal assessment while observations and anecdotal notes to gauge student thinking, comprehension and participation.
The exit card will serve as summative assessment on how much they contributed.
Differentiation
By content – students may choose their project based on what interests them.
By process – the graphic organizers and resources used vary per project.
The activities cater to naturalistic, visual, intrapersonal and interpersonal learners. Perspectives are also addressed in this lesson.