Journey Through the Dust Bowl WebQuest Exploration SchoolRack

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					Journey Through the Dust Bowl
      A WebQuest Exploration


                      Cr eated by Holly Delduchetto (EDU 505)

                            Updated by
                           Mrs. Guadamuz
                           Introduction

 The Great Depression devastatingly impacted the entire United States (and
even had negative effects on other countries), but perhaps those hurt the most
were the farming families of the Great Plains. A vast drought turned the once
fertile fields into acres of dust. The land grew parched; the crops dried up and
  blew away; agricultural prices plummeted; and violent dust storms raged
                               through the Midwest.
The Dust Storms

          •   Nicknamed “Black Blizzards”
          •   Began in 1931
          •   Caused by the dried up crops, the
              over-plowed fields, and the over-
              grazed plains
          •   38 dust storms ravaged the Midwest
              in 1933 alone
    Fierce dust storms, signaled only by monstrous black clouds,
  appeared out of nowhere, burying automobiles, farm equipment,
 livestock, and even people. When the storms struck in the light of
day, Dust Bowl residents swear that it was as dark as night. If you
were caught away from home when one hit, you were lucky if you
 could find shelter in a nearby house, barn, or shed until the storm
passed. Dust stung your eyes, irritated your nose and throat, settled
   on furniture, covered windows, and even made its way into the
                   very food on your dinner table.
This map highlights the area of the U.S. that became known as “The Dust Bowl”
        during the 1930s. Hit especially hard were the southern plains.
       Did rain come and end the drought?
   Did crops spring from the earth once more?




                    Sadly, no.




    Farmers had no choice but to foreclose.
Families packed up and migrated west, hoping to
 find work in the fertile orchards of California.
                      Task
You have been assigned the task of creating a journal for a
     fictional family who lived through the Dust Bowl.
       This Journal must include the following items:
A journal that has a creative cover depicting a scene, either
     drawn or cut, which best sums up the Dust Bowl in
                       your own opinion.
A journal that has at least five creative entries that discuss
                  aspects of the Dust Bowl.
   Each entry must be dated, and contain relevant facts
      gathered through the use of this WebQuest such as
    time, place, location, and conditions that you and your
                      family experienced.
You must follow the guiding questions that go along with
   the different topics that are offered in this WebQuest.
     These questions must also be handed in, complete,
                      with the journal.
In summary, this is what you must complete:
            A set of daily journal entries
           1.
                     (5 required)
        2. Complete guiding questions (15)
        3. Works cited page (for questions)
Things to Consider:
For your journal entries, your writing can be personal and reflective. You can
tell who you met and spoke with, what kinds of things you saw, describe any
dust storms you experienced, mention what you brought with you, what you
ate, where you slept, etc. This requires creative writing and personal narrative
using concrete details and vivid descriptions.
For the guiding questions, your language and style must be more professional
(academic). This is where you tie together all the information you have
learned. Responses should be concise, direct, and you may include facts and
figures. You need to present your information in a way that is brief,
informative, yet compelling.
               Process and Resources
     Here are the steps to follow along your journey. Think of it as a plan or an
    itinerary. Websites (resources) that you can visit are woven throughout the
process description. I have recommended items from each site that are particularly
  helpful, informative, and interesting. Feel free to explore any other parts of the
sites you visit! The process steps are meant to guide you during the trip, but by all
                   means, linger and learn even more if you wish!


                                                        Okay, grab your luggage!
                                                          The train is leaving!




  Warning: It’s not going to be
 this green where you’re going!
                  Guiding Questions (Tasks)
WHEN THE DUST BOWL BEGAN
   1.) What year did the Dust Bowl conditions start to impact the United States?
   2.) Examine the timeline of events and list, in your opinion, the three most important events of
   the Dust Bowl.
WHERE THE DUST BOWL HAPPENED
   3.) What states, counties and towns were impacted by the Dust Bowl?
   4.) Out of all the possible states that could have been impacted, why is it that these states were
   the ones that experienced the most damage during the Dust Bowl?
   5.) How does geography play a part in the areas that were affected and those that weren't? What
   common characteristics do you see in areas that were impacted and those that weren't?
WHY THE DUST BOWL HAPPENED
   6.) What are three reasons why the Dust Bowl occurred?
   7.) Create a graphic organizer with "DUST BOWL" in the middle circle and list three reasons in
   smaller circles around the center. Include this chart with the other materials you hand in.
WHO THE DUST BOWL AFFECTED
   8.) What groups of people did the Dust Bowl affect the most?
   9.) Were children affected by the Dust Bowl? How?
EXAMINE THE PICTURE HERE (http://www.averyphoto.com/card16.html) AND RESPOND TO THE
   FOLLOWING QUESTIONS:
   10.) What do you see in this picture?
   11.) What impact did the storm have on these people?
HOW PEOPLE REACTED TO THE DUST BOWL
   12.) Name three ways that people dealt with the Dust Bowl.
   13.) What were some of the consequences of the Dust Bowl? (Good and Bad)
   14.) How did the Dust Bowl help to transform the lives of Americans living in the regions that
   were effected?
   15.) What steps can be taken to avoid another Dust Bowl from occurring?
Process
              You can connect directly to the websites by using the right click
                  button on your mouse and selecting “open hyperlink.”




1. http://skyways.lib.ks.us/orgs/fordco/dustbowl/
Skim the oral history interviews with people who survived the Depression. You’ll
find great, firsthand accounts here.
2. http://www.encyclopedia.com/doc/1E1-DustBowl.html
You’ll find general information here, plus additional links to articles related to the
Dust Bowl.
Process
 3. http://drought.unl.edu/whatis/dustbowl.htm
 Read about the causes of drought, how farmers coped with it, and what we
 learned from the severe conditions our nation endured during the 1930s.
 4. http://www.pbs.org/wgbh/amex/dustbowl/timeline/index.html
 Peruse the “Timeline of the Great Depression.”
 5. http://memory.loc.gov/ammem/afctshtml/tsme.html
 Here is an excellent site from the Library of Congress. It provides many
 details about refugees who left the Dust Bowl in the hopes of finding work
 in California. Try out some of the links. Look through the photo galleries
 and listen to songs from the Great Depression.




                                A family from Oklahoma migrating to
                                             California.
Process



 6. http://rs6.loc.gov/fsowhome.html
 View photographs from the Farm Security Administration (FSA)


 7. http://history1900s.about.com/library/photos/blyindexdepression.htm

 Take some time to browse this collection of Depression-era photographs.
 Particularly take note of the photos under the headings “Dust Storms,”
 “Farms for Sale,” “Relocating: On the Road,” and “Migrant Workers.”

 8. http://www.pbs.org/wgbh/amex/dustbowl/sfeature/eyewitness.html

 Read the excerpts from “Farming the Dust Bowl,” a memoir by
 Lawrence Svobida, a Kansas wheat farmer who braved the drought, gusty
 winds, and inescapable dust of the Great Plains in the 1930s.
 Process
9.http://www.pbs.org/wgbh/amex/dustbowl/peopleevents/pandeAMEX07.html
Read about “Black Sunday” (April 14, 1935).
10. http://memory.loc.gov/cgi-bin/query/b?ammem/fsaall:LC-USF34-018230-
C:collection=fsa
These striking black and white pictures depict Cimarron County. This county in
Oklahoma was struck very severely by the droughts.
11. http://www.pbs.org/wgbh/amex/dustbowl/sfeature/newdeal.html
Read about what President Roosevelt’s New Deal programs did to bring relief.
                         Evaluation

You will receive two grades for this project: one for the journal and one for
 the guiding question responses. Remember, your style of writing will be
                different for the journal and for the report.




 I need to see evidence that you’ve explored the sites!
                                  Evaluation                                    (continued)

                             Journal (total 100 points)
                                  1                           2                        3                         4


                                                                                                      All five entries written
    At least five       One journal entry or no                               Three or four journal
                                                     Two journal entries                                    in a clear and       ____
  journal entries            entries at all                                         entries
                                                                                                         creative manner


Entries based on                                    One or two entries        Three or four entries
                                                                                                       All journals clearly
 factual places,       No apparent basis on fact   seem to be based on        appear to be based                                 ____
                                                                                                          based on fact
events, or people.                                         fact                     on fact

    Creative and
colorful cover/title
                                                                                Some creativity           High level of
    page for the                                    A cover or title page
                                                                                exhibited, most        creativity exhibited
 journal including      No Cover or title page     with limited information                                                      ____
                                                                                 information is        with all information
name, date, class,                                 and little effort shown
                                                                                    included             typed correctly
  teacher’s name
      and title.

                                                    Several grammatical
                          Many mistakes in         errors make meaning         Few grammatical           No grammatical
    Grammar            grammar, which impede       difficult to understand,   errors, which do not     errors and meaning        ____
                             meaning               but some meaning is          impede meaning         is clearly conveyed
                                                           conveyed


                                                                                                                Total---->       ____

Comments:
              Evaluation (continued)
          Guiding Questions (total 45 points)

   Professional, academic writing style (10 points)
   Factual, evidence-based responses (10 points)
   Correct grammar, spelling and punctuation (10 points)
   All prompts answered, 1 point each (15 points)
         Conclusion
  It wasn’t until the autumn of 1939 that
 rain watered the Dust Bowl, bringing an
 end to the drought. Farmers could reap
  harvests once again. The people of the
  Great Plains felt tremendous gratitude
towards President Roosevelt and his New
Deal programs that helped them endure
            the years of drought.

				
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