Students describe what they see in the photograph “Migrant Mother.” Then they watch a video about the Dust Bowl and summarize its natural and human causes. Next they compare two maps—one of dust storm damage and one of U.S. population distribution changes during the 1930s—and explain the relation between them. Finally they research a contemporary natural disaster, evaluate options for solving the problem, and propose a solution.
Students read background information introducing the Dust Bowl as a natural and human-made contributor to the Great Depression. They examine the photograph “Migrant Mother” by Dorothea Lange and read Lange’s description of the scene. Students then respond to a prompt on a class wall describing what they see in the photograph and what it suggests about life during the Great Depression.
Teacher MovesIntroduce the overall flow of the experience and review the lesson objectives. Direct students to the photograph “Migrant Mother” and, if desired, to additional Dust Bowl photographs in the student pack. After students post their responses, use student ideas to surface initial understandings about hardship, migration, and work during the Great Depression.
Students view an image of a 1935 dust storm in New Mexico and read an explanation of how over-plowing grasslands for wheat, combined with drought and high winds, created the Dust Bowl and forced many families to migrate westward. They watch the video The Dust Bowl Intro to deepen their understanding of both natural and human causes of the disaster, then complete a two-column graphic organizer summarizing natural causes and human causes of the Dust Bowl.
Teacher MovesEmphasize that the Dust Bowl resulted from a combination of natural forces and human modification of the environment. After students complete the organizer, summarize the key takeaway and prompt discussion with questions such as, “How do you think the Dust Bowl contributed to the Great Depression?” Highlight how farm loss, migration, and low-wage migrant labor intensified the economic crisis.
Students compare two maps: one showing dust storm damage from 1930–1940 and another showing U.S. population distribution changes during the same decade. They post responses on a class wall describing patterns they observe between the two maps and explaining how those patterns relate to the Dust Bowl and migration.
Teacher MovesInvite students to share observations and select interesting or exemplary responses to discuss as a class. Guide students to notice that Dust Bowl–affected areas lost population while other regions, including the eastern United States and the Pacific Coast (especially California), gained population due to immigration and migration from Dust Bowl states.
Students view an image and brief description of the ancient eruption of Mount Vesuvius and consider how people sometimes build in hazardous locations. They then choose a contemporary natural disaster (such as a hurricane, wildfire, extreme temperature event, or endangered species crisis) and write a report. In the report, they identify the problem, research it, list at least three options for solving it, weigh advantages and disadvantages of each option, and propose a solution that specifies who should implement it and how.
Teacher MovesSet clear expectations and a timeframe for students to research and write their reports. After reports are completed, invite volunteers to present or organize peer critiques so students can give and receive feedback on the clarity of the problem, the quality of evidence, and the feasibility of proposed solutions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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