Students analyze the natural and human causes of The Dust Bowl. Then they examine how it impacted people in Texas. They read an interview with a woman who lived through the Dust Bowl and they explain the value of primary source material. Finally, they write a diary entry or a letter from the point of view of someone experiencing the Dust Bowl.
Students are introduced to the Dust Bowl as a major weather-related event in Texas history and review the lesson objectives. They search online for a historical photograph from the Dust Bowl era, upload it to a shared canvas, view classmates’ images, and post to a collaborative wall suggesting why this period is known as the Dust Bowl based on visual evidence.
Teacher MovesPresent the overview and objectives, connecting the Dust Bowl to other weather-related events like the Galveston Hurricane. Guide students in locating appropriate historical photographs and prompt them to observe dryness, dust, and damaged farmland. Use student posts to highlight how drought and dust can significantly shape people’s lives and set up the inquiry for later scenes.
Students read background text explaining how economic changes, over-plowing of grasslands, and drought contributed to the Dust Bowl in northern Texas and examine the map Dust Storm Damage, 1930–1940 to see the geographic extent of the disaster. They watch the video Dust Bowl to learn more about the event’s causes and impacts, then post on a collaborative wall describing the most interesting and surprising facts and any questions they have. Students answer a poll identifying which states were most affected and complete a two-column graphic organizer categorizing natural and human causes of the Dust Bowl.
Teacher MovesClarify the historical context of the Dust Bowl and draw attention to how changes in land use and climate combined to create the disaster. After the video, surface key details students may have noticed (such as the height and reach of dust storms, static electricity, and effects on people and animals) and address misconceptions. Review poll responses to reinforce which states were in the Dust Bowl region. Support students as they complete the organizer by prompting them to distinguish clearly between natural factors (like drought and high winds) and human actions (like over-farming wheat that loosened topsoil).
Students examine a historical photograph of a dust storm approaching Stratford, Texas, and read explanatory text about the Dust Bowl’s effects on people, animals, machinery, and migration from the region. They read the interview Imogene Glover interview beginning with the section “On Living With Dust Storms” to gain an eyewitness perspective on daily life during the Dust Bowl. Students respond on a wall explaining how people tried to protect themselves from the dust. They then read a brief explanation of primary sources and post to another wall about why primary sources are an interesting way to learn about historical events and what drawbacks they might have.
Teacher MovesUse the photograph and narrative text to emphasize the human and environmental impact of the Dust Bowl in Texas. Guide students in close reading of the interview, prompting them to identify specific protective strategies (such as using wet sheets or navigating by telephone poles) and to connect these details to broader themes of adaptation and hardship. Share strong student examples from the wall and lead a discussion clarifying the definitions of primary and secondary sources, using familiar examples like diaries and textbooks. Highlight that primary sources can be subjective and biased, and encourage students to consider both their value and limitations as historical evidence.
Students study a historical photograph titled “Farmer and Sons Walking in the Face of a Dust Storm, 1936,” then imagine living through the Dust Bowl. Drawing on the interview and optional additional resources, they write a diary entry or letter from the point of view of a farmer, a mother caring for a dust-sick child, or a healthy child observing adults coping with the disaster. They post their writing to a collaborative wall, clearly stating their chosen viewpoint, and then read classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesEncourage students to use vivid details from the primary source interview and images to inform their diary or letter, emphasizing accurate historical context and emotional perspective. Remind them to clearly identify their chosen point of view and to write in the first person. Monitor posts on the wall, highlighting strong use of historical detail and perspective-taking. Prompt students to give substantive, respectful feedback to peers by asking thoughtful questions or noting specific strengths in classmates’ writing.
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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