The Dust Bowl

Arizona Social Studies Standards- 5th GradeStrand 4: GeographyConcept 4: Human SystemsPO 2. Explain the effects (e.g., economic, cultural, environmental, political) of human migration on places .Strand 4: GeographyConcept 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: GeographyConcept 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 GradeStrand 1: Creativity and InnovationConcept 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 InnovationConcept 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 MakingConcept 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.

Student/ Teacher Standards

InstructionsClick on the arrow keys at the bottom of each page to view the information provided. StudentsBefore 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

The Dust Bowl of the 1930s

StudentsClick on the Instructions button for further directions.

InstructionsObjectivesWhat was the Dust Bowl?

Cause and EffectImpactSummaryTest What You KnowBooksIn this tutorial students will learn

What The Dust Bowl of the 1930s was

What caused the Dust Bowl

What effects the Dust Bowl had

The impact on the countryObjectives

Students will learn about the Dust Bowl of the 1930s.

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.

Student Learning Objectives

The Dust Bowl was the name given to the Great Plains region devastated by drought and terrible winds in the 1930s.

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.

What was the Dust Bowl?

Montage of 1930s newspaper headlines about the dust storms.

5What Caused the Dust Bowl?Two key factors that caused the development of the severe dust storms were: Environmental Conditions

Severe DroughtHigh Winds

Dust StormsDust 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.Impact of the Dust BowlBy 1940, more than 2.5 million people had fled from the regions affected by the Dust Bowl. Nearly 10 percent moved to California.

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.

Young boy trying to shield himself.A home and vehicle covered in sand.SummaryThe Dust Bowl of the 1930s 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.

Test What You Know1. What was the name given to the Great Plains region devastated by drought? After viewing the information on each slide, read each question and click on the letter that you believe is the correct answer.2. What environmental disaster occurred in this region? 3. What were the Great Plains region originally protected by? The Dust StormThe Dust BowlThe Dust PlainsHail stormsDust storms BlizzardsTreesMountainsTall Prairie-GrassAAABBBCCCRecommended Books

Title: Out of the DustAuthor: Karen HesseGenre: Historical FictionTitle: The Storm in the Barn Author: Matt PhelanGenre: Historical FictionTitle: Voices of the Dust BowlAuthor: Sherry GarlandGenre: Informational Historical Fiction

Title: The Dust BowlAuthor: Allison LassieurGenre: InformationalTest What You Know7. What effect did the extreme drought have on the topsoil of the region? After viewing the information on each slide, read each question and click on the letter that you believe is the correct answer.8. Dust storms engulfed entire towns. 9. The clouds of dust were so massive they blocked out the sun completely. Turned into sandCould not sustain vegetationTrueFalseTrueFalseAAABBBTest What You KnowAfter viewing the information on each slide, read each question and click on the letter that you believe is the correct answer.12. Children became sick with? TrueFalseTrueFalseChicken PoxFluPneumoniaAAABBBC10. Dust storms could cover an entire house and vehicle. 11. The states included in the Dust Bowl regions are: Colorado, New Mexico, Texas, Oklahoma, and Kansas? Test What You KnowAfter viewing the information on each slide, read each question and click on the letter that you believe is the correct answer.TrueFalse155010TrueFalseAAABBBC13. By 1940 more than 5.2 million people fled the Dust Bowl area? 14. Nearly ____ percent of farmers moved to California.15. The Dust Bowl consisted of 8 states. 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. NETS*T for StudentStandard 6:Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operationsBenchmark b: Select and use applications effectively and productivelyStandard 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 TeacherStandard 2: Design and Develop Digital Age Learning Experiences and AssessmentsOutcome a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Information Literacy StandardsStandard One: The information literate student determines the nature and extent of the information neededPerformance Indicators:1. The information literate student defines and articulates the need for informationBenchmark c: Explores general information sources to increase familiarity with the topicBenchmark d: Identifies key concepts and terms that describe the information need

Student/ Teacher Standards

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