ALEX Classroom Resource

  

The Dust Bowl/Lessons/PBS

  Classroom Resource Information  

Title:

The Dust Bowl/Lessons/PBS

URL:

https://www.youtube.com/watch?v=o7Uwg8BT6qQ

Content Source:

Other
YouTube
Type: Audio/Video

Overview:

Following the Dust Bowl catastrophe, greater amounts of land became dedicated to wheat production and local inhabitants believed the Dust Bowl was behind them. However, in the 1950s, symptoms of relapse were looming. Luckily, many farmers used Howard Finnell's conservation practices; therefore, the catastrophe was averted.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
6 ) Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis
•  Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression
•  Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston (Alabama)
•  Analyzing the Great Depression for its impact on the American family
Examples: Bonus Army, Hoovervilles, Dust Bowl, Dorothea Lange

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Analyze the social, political, and economic conditions that contributed to the Great Depression.
  • Identify and describe the effects of the Great Depression on American life and art.
Teacher Vocabulary:
  • assess
  • identify
  • analyze
  • Great Depression
  • stock market crash
  • overproduction
  • speculation
  • Smoot-Haley Tariff Act
  • John Steinbeck
  • William Faulkner
  • Zora Neale Hurston
  • Bonus Army
  • Hoovervilles
  • Dust Bowl
  • Dorothea Lange
  • Jim Crow
  • Japanese Internment
  • Southern Tenant Farmers' Union
Knowledge:
Students know:
  • The social, political, and economic conditions from the 1920s through the Great Depression.
  • Social and political factors and policies that were influenced by and that contributed to the deepening crisis during the Great Depression.
  • Economic factors and policies that contributed to the beginning of the Great Depression and the deepening crisis as the Great Depression continued in the United States and globally, including the effects of overproduction, stock market speculation, restrictive monetary policies, the Smoot-Hawley Tariff Act.
  • The ways authors' works during the Great Depression were influenced by and influenced the social, political, and economic realities of the time.
  • The impact of the Great Depression on class, region, race, and gender relations during the time period of the 1920s to the 1940s.
Skills:
Students are able to:
  • Analyze the social, political, and economic conditions of a specific historical period.
  • Determine and evaluate the factors that contributed to a specific historical period.
  • Evaluate works of art and literature from a specific time period in order to determine their impact.
  • Determine central ideas of primary and secondary sources.
  • Cite specific textual evidence to support analysis of primary and secondary sources.
Understanding:
Students understand that:
  • There were various political, social and economic conditions that contributed to the Great Depression.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.6- Define economic depression; recognize the general causes of the Great Depression including overproduction of crops, stock market crash; recognize the effects of the Great Depression including collapse of the farm economy, unemployment, bank failure, homelessness and soup kitchens.


Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
7 ) Explain strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian Conservation Corps (CCC), and the Social Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Analyzing conditions created by the Dust Bowl for their impact on migration patterns during the Great Depression
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe the impact of geographic, social, political, and economic conditions during the Great Depression.
  • Analyze the strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs.
Teacher Vocabulary:
  • relief
  • recovery
  • reform
  • Tennessee Valley Authority
  • Works Progress Administration
  • Civilian Conservation Corps
  • Social Security Act
  • Dust Bowl
  • Great Depression
Knowledge:
Students know:
  • The strengths and weaknesses of the New Deal in managing the problems of the Great Depression.
  • Purpose and impact of relief, recovery, and reform programs of the New Deal, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian *Conservation Corps (CCC), and the Social Security Act.
  • The impact of geographic, social, political, and economic conditions during the Great Depression, such as the conditions created by the Dust Bowl and its impact on migration patterns.
Skills:
Students are able to:
  • Analyze the strengths, weaknesses, and impacts of political and social programs during specific historical events.
  • Describe the purpose and effectiveness of specific programs and agencies.
  • Evaluate the impact of specific geographic, social, political, and economic conditions on life in the United States.
  • Trace and analyze migration patterns in the United States.
Understanding:
Students understand that:
  • There were many strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.7- Describe the New Deal and identify reform programs intended to help people and strengthen the economy.


Tags: Dust Bowl
License Type: Custom Permission Type
See Terms: https://www.youtube.com/static?template=terms
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

YouTube is free for teachers. No account is needed to access available resources. 

  This resource provided by:  
Author: Ginger Boyd