Dust To Dust With Mods

Vikky Morris Unit title: The Great Depression.
Lesson title: Dust to Dust
EDU 415 Class: American History Grade: 7
Learning objectives: Students will be able to describe the problems Americans were facing during the Great Depression. State standards: The economic growth, cultural innovation and political apathy of the 1920s ended in the Great Depression which spurred new forms of government intervention and renewed labor activism, followed by World War II and an economic resurgence. (The Great Depression and World War II: 1920-1945) Describe the impact of the Great Depression on United States society, including ethnic and racial minorities, and how government responded to events with New Deal policies. (The Great Depression and World War II: 1920-1945) Opening activity: Students do a quick-write describing what they know and what they would like to find out about the Dust Bowl. Ask students what they know about the Great Depression. Ask students to describe how the Dust Bowl fit in to the bigger picture of the Great Depression. Activity one: The Dust Bowl The plains of Oklahoma, Texas, Kansas, Colorado and New Mexico suffered from an eightyear drought starting in 1931. The situation was made worse by overfarming in the region. Deadly dust storms enveloped the southwest creating the worst man-made ecological disaster in American history. Procedure: Students take turns reading aloud from classroom text. Form small groups and discuss question raised by the text. Small groups discussion questions 1. What was the impact of the modern plow on the southern plains? 2. What was the impact of the dust storms on the economy of the southern plains? 3. Why did some people choose to stay in on the southern plains? Why did other choose to leave? 4. What was the government response? Groups share their responses on whiteboard Circle key vocabulary in their responses and introduce new vocabulary.
Activity two: Vocabulary Vocabulary Terms Great Depression Economy Drought New Deal The Dust Bowl Ecological disaster Students form small groups and create a Frayer Model poster of one vocabulary term. Sample Frayer Model Definition: Characteristics:
Examples:
Vocabulary Term
Non-Examples:
Groups present their Frayer Map poster to the class. o Groups explain the meaning of graphics and chosen examples
Modified for Students with EBD

Activity one: Out of Dust The plains of Oklahoma, Texas, Kansas, Colorado and New Mexico suffered from an eightyear drought starting in 1931. The situation was made worse by overfarming in the region. Deadly dust storms enveloped the southwest creating the worst man-made ecological disaster in American history. Procedure: Students have been reading, Out of Dust by Karen Hesse. 1. Forgiveness is an important aspect in the book, forgiving people and the land. Ask students to share examples of forgiveness from the book that they found inspiring or an example of forgiveness from their own lives. 2. Write a short poem about forgiving. Introduce new vocabulary and how it relates to what was happening in the book. Activity two: Vocabulary Vocabulary Terms Great Depression Economy Drought New Deal The Dust Bowl Ecological disaster Students work independently or in small groups and create a Frayer Model poster describing one of the vocabulary terms. Display finished posters around the room and do a classroom gallery walk discuss the images and examples on the posters. Rational In order for students to personalize the problems Americans were facing during the Great Depression they will read the book Out of the Dust by Karen Hesse. Students will be able to see how children their age dealt with grief and hardship. Showing students that they are not alone. This will also help students develop social skills with dealing with hardship and stress. The students will be able to connect with the character in the story and the history of the great Depression. However more time will have to be spent introducing new vocabulary that was in the classroom text but not in the book.
Modified for ELL Students

Opening activity: Students do a quick-write using complete sentence structure describing what they know and what they would like to find out about the Dust Bowl. Ask students what they know about the Great Depression. Activity one: The Dust Bowl The plains of Oklahoma, Texas, Kansas, Colorado and New Mexico suffered from an eightyear drought starting in 1931. The situation was made worse by overfarming in the region. Deadly dust storms enveloped the southwest creating the worst man-made ecological disaster in American history. Language objectives: Students will make predictions on the chapters content based on visual elements and highlighted features in the textbook. Procedures: Students can work independently, in small groups, or as a whole class if this procedure has not been previously taught. Students will write pre-reading questions using complete sentence structure. On the overhead or smart board display each page of the chapter and demonstrate how to look for highlighted words and visual elements to make predictions about the chapter. Guide students to key concepts and vocabulary words by asking questions about their predictions. Rational In activity one, students where introduced to the Dust Bowl, information is expanded upon in the chapter walk. Students are asked to study visual elements and highlighted text and make predictions about what the chapter is about and incorporate. Teacher scaffolds learning making it assessable to all students. The teacher asks open-ended question that promote higher-order thinking. The teacher guilds students in determining key concepts and vocabulary. The quick writes gives students the opportunity to apply content and language. Students who struggle with reading large quantity of text can benefit from the teacher explaining strategies for finding pertinent information from the text.
Modified for Students with Asperger Syndrome

Opening Activity: Video clip Surviving the Dust Bowl Procedure: After viewing the clips, ask students to describe what they learned about the Dust Bowl. Activity one: The Dust Bowl The plains of Oklahoma, Texas, Kansas, Colorado and New Mexico suffered from an eightyear drought starting in 1931. The situation was made worse by overfarming in the region. Deadly dust storms enveloped the southwest creating the worst man-made ecological disaster in American history. Procedure: Students take turns reading aloud from classroom text. Form small groups and discuss question raised by the text and video clip Small groups discussion questions 5. What was the impact of the modern plow on the southern plains? 6. What was the impact of the dust storms on the economy of the southern plains? 7. Why did some people choose to stay in on the southern plains? Why did other choose to leave? 8. What was the government response? Groups share their responses on whiteboard Circle key vocabulary in their responses and introduce new vocabulary. Activity two: Vocabulary Vocabulary Terms Great Depression Economy Drought New Deal The Dust Bowl Ecological disaster Students can choose to work in a group or fill in the form of the Frayer Model created using a form generator. Students can search for images online to cut and paste into the model. Rational Before introducing the classroom text students shown video clips from the PBS documentary Surviving the Dust Bowl. The documentary will familiarize students with information they will be reading in the classroom text. Because fine motor skills are sometimes limited in students with Aspergers Syndrome they are giving the option of filling out the Frayer Model on the computer.

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Vikky Morris Unit title: The Great Depression.

Lesson title: Dust to Dust

EDU 415 Class: American History Grade: 7

Modified for Students with EBD

Modified for ELL Students

Modified for Students with Asperger Syndrome

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