The Dust Bowl

1. The Dust Bowl Ms. Miramon’s 5th Grade Social Studies Students Click Here to Begin Teachers Click Here

2. The Dust Bowl of the 1930’s Students • Click on the Instructions button for further directions. Instructions Objectives What was the Dust Bowl? Summary Test What You Know Cause and Effect Books Impact

3. Instructions Click on the arrow keys at the bottom of each page to view the information provided. • Students • Before beginning this tutorial read the Objectives • Then read and listen to the information provided on each page • When you feel you have obtained the information, answer the questions on the “Test What You Know” page • Review the list of suggested books

4. Objectives In this tutorial students will learn • What The Dust Bowl of the 1930’s was • What caused the Dust Bowl • What effects the Dust Bowl had • The impact on the country

5. What was the Dust Bowl? The Dust Bowl was the name given to the Great Plains region devastated by drought and terrible winds in the 1930’s. It was one of the worst environmental disasters in history, creating severe dust storms across multiple states. A great deal of topsoil was blown off barren fields and carried in storm clouds for hundreds of miles, affecting the entire region and eventually the entire country. Montage of 1930’s newspaper headlines about the dust storms.

6. What Caused the Dust Bowl? Two key factors that caused the development of the severe dust storms were: Over Plowing of the Land Before Plowing Farmers plowing the land After Plowing

7. What Caused the Dust Bowl? Two key factors that caused the development of the severe dust storms were: Environmental Conditions Severe Drought High Winds

8. Dust Storms Dust storms engulfed entire towns. Great black clouds of dust began to blot out the sun. In some places, the dust drifted like snow, darkening the sky for days, covering even well-sealed homes with a thick layer of dust on everything. Dust storm surrounding homes in Oklahoma. Vehicle partially submerged in sand from storm. Dust storm approaching Elkhart, Kansas in May 1937.

9. Click on video to hear first person accounts from survivors of the Dust Bowl.

10. Impact of the Dust Bowl Dust storms in this region were so destructive that farmers lost their crops and animals. As well as their homes and vehicles. Many adults and children became sick with pneumonia due to the dust. A home and vehicle covered in sand. Young boy trying to shield himself. By 1940, more than 2.5 million people had fled from the regions affected by the Dust Bowl. Nearly 10 percent moved to California.

11. Summary The Dust Bowl of the 1930’s was one of the worst environmental disasters that affected the Great Plains region. It caused serious damages to the land, property and the health of the people that lived in the area.

12. Test What You Know After viewing the information on each slide, read each question and click on the letter that you believe is the correct answer. 1. What was the name given to the Great Plains region devastated by drought? B C A The Dust Storm The Dust Bowl The Dust Plains 2. What environmental disaster occurred in this region? A B C Hail storms Dust storms Blizzards 3. What were the Great Plains region originally protected by? A B C Trees Mountains Tall Prairie-Grass

13. Test What You Know After viewing the information on each slide, read each question and click on the letter that you believe is the correct answer. 4. What happened when farmers began to settle in? B A Over Plowing Millions of homes built 5. What environmental conditions cause the dust storms? A B C Over Plowing Drought & Low Winds Severe Drought & High Winds 6. The two key factors that caused the dust storms were Environmental Conditions and Over Plowing of the Land. A B True False

14. Test What You Know After viewing the information on each slide, read each question and click on the letter that you believe is the correct answer. 7. What effect did the extreme drought have on the topsoil of the region? B A Turned into sand Could not sustain vegetation 8. Dust storms engulfed entire towns. A B True False 9. The clouds of dust were so massive they blocked out the sun completely. A B True False

15. Test What You Know After viewing the information on each slide, read each question and click on the letter that you believe is the correct answer. 10. Dust storms could cover an entire house and vehicle. B A True False 11. The states included in the Dust Bowl regions are: Colorado, New Mexico, Texas, Oklahoma, and Kansas? A B True False 12. Children became sick with? A B C Chicken Pox Flu Pneumonia

16. Test What You Know After viewing the information on each slide, read each question and click on the letter that you believe is the correct answer. 13. By 1940 more than 5.2 million people fled the Dust Bowl area? B A True False 14. Nearly ____ percent of farmers moved to California. A B C 15 50 10 15. The Dust Bowl consisted of 8 states. A B True False

17. Test What You Know You have completed this tutorial! Click on the Books button in the Home page to view a list of recommended books.

18. Recommended Books Title: Out of the Dust Author: Karen Hesse Genre: Historical Fiction Title: The Dust Bowl Author: Allison Lassieur Genre: Informational Title: Voices of the Dust Bowl Author: Sherry Garland Genre: Informational Historical Fiction Title: The Storm in the Barn Author: Matt Phelan Genre: Historical Fiction

19. The Dust Bowl Teacher Information • Click on the buttons below to view the contents. Student Learning Objectives Student/ Teacher Standards References

20. Student Learning Objectives • Students will learn about the Dust Bowl of the 1930’s. • Students will familiarize themselves with the cause and effects of the Dust Bowl. • Students will become familiar with the impact the Dust Storm had on the country.

21. Student/ Teacher Standards Arizona Social Studies Standards- 5th Grade • Strand 4: Geography Concept 4: Human Systems PO 2. Explain the effects (e.g., economic, cultural, environmental, political) of human migration on places . • Strand 4: Geography Concept 5: Environment and Society PO 2. Describe the impact that natural events (e.g., floods, earthquakes, droughts) have on human and physical environments. • Strand 4: Geography Concept 6: Geographic Applications PO 1. Describe how geographic features influenced events in the past in the Original Thirteen Colonies, the Great Plains, the Pacific Northwest and the West. Arizona Technology Standards- 5th Grade • Strand 1: Creativity and Innovation Concept 1: Knowledge and Ideas : Use technology to generate knowledge and new ideas. PO 1. Analyze information to generate ideas and processes. • Strand 1: Creativity and Innovation Concept 4: Original Works :Use technology to create original works in innovative ways. PO 1. Analyze information using digital creativity tools to create original works and express ideas. • Strand 4: Critical Thinking, Problem Solving, Decision Making Concept 1: Investigation : Identify and define authentic problems and significant questions for investigation PO 1. Write essential questions to investigate a topic or issue using digital tools and resources.

22. Student/ Teacher Standards NETS*T for Student • Standard 6:Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations Benchmark b: Select and use applications effectively and productively • Standard 3: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Benchmark c: Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Benchmark d: Process data and report results NETS*T for Teacher • Standard 2: Design and Develop Digital Age Learning Experiences and Assessments Outcome a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. Information Literacy Standards • Standard One: The information literate student determines the nature and extent of the information needed Performance Indicators: 1. The information literate student defines and articulates the need for information Benchmark c: Explores general information sources to increase familiarity with the topic Benchmark d: Identifies key concepts and terms that describe the information need

23. References Information • http://www.history.com/topics/dust-bowl • http://www.encyclopedia.com/topic/Dust_Bowl.aspx • http://www.history.iastate.edu/agprimer/Page21.html Images • http://www.weru.ksu.edu/new_weru/multimedia/dustbowl/dustbowlpics.html • google.com • bing.com Video • http://www.youtube.com/watch?v=pVoXW4YrqTs Standards • http://www.azed.gov/standards-practices/2009-technology-standard/ • http://www.azed.gov/standards-practices/social-studies-standard/ • http://www.iste.org/standards/