Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
Dust Bowl Cycle C
Introduction
To understand more on dust storms decided to learn more about what was the worse dust storm
in history was called Black Sunday describing the power of dust blowing in the state of
Oklahoma. Other states that hit with dust storms are Texas, Kansas and Colorado; however the
Oklahoma holds its name as Black Sunday, April, 14, 1935.
After the Homestead Act and Railroad Acts were passed in the 1960’s, pioneers began a mass
migration to Midwest America. With over two million immigrants relocating to the area and a
huge increase in farming, hundreds of acres of grassland were plowed. This area was later
affected by a massive drought in the 1930’s that led to dust storms, creating the Dust Bowl.
These catastrophic conditions caused a mass exodus further west that made for difficult times
with the Great Depression underway. There are similarities with past conditions to those that are
currently affecting the area relying on the Ogallala Aquifer. We need to be able to recognize
lessons learned from the Dust Bow of the 1930 have to prevent a catastrophe in the future.
History shows that on Black Sunday, Oklahoma’s dust storm clouds appeared on the horizon
with winds up to 60mph when it hit. The name Dust Bowl came from those who lived near
central and northern plains and of those who eyewitness such powerful dust storm that destroyed
more than a million acres of farmland.
What caused this dust storm were the many years of drought throughout the plains. The ground
was covered with so much dust that the soil in place was pretty much vanished making harvest
grow nothing. The dust bowl of 1935 was so heavy the winds thrashed across the crop fields
with raining balloon-like clouds of dust up into the heavens. Darkness of dust covered for days
everywhere and even the most well-to-do houses had several inches of thick layers of dust inside
and outside.
The destruction of the Dust Bowl impacted Congress to pass the Soil Conservation Legislation
when out of nowhere a dust storm arrived in Washington and gloom the nation’s capital.
Guiding Questions:


Can the Dust Bowl be prevented from happening again?
What would be the cultural and economic impact globally of another Dust Bowl?
Dust Bowl
EDTC 6341

Michaelina Hernandez
October 31, 2012
What would our lives be like if the Dust Bowl happened again?
Learning Objectives:
This course is designed for middle school student’s grades 7th and 8th grade. After completing
the lesson students will be able to:
1. Identify the key events and practices that led up to the Dust Bowl of 1930’s
2. Identify how the Dust Bowl affected the atmosphere, hydrosphere, lithosphere, and
biosphere of Midwest America.
3. List similarities between today’s conditions in the area relying on the Ogallala Aquifer
and the portions of Midwest America affected by the Dust Bowl in the 1930’s
4. Cite practices that can help prevent a future catastrophe to the region relying on the
Ogallala Aquifer.
Instructional Plan:
Part 1:
Students become familiar with the 1930’s Dust Bowl, researching the key events that led up to
the catastrophe as well as the effects of that catastrophe. They will use the following materials
and practices will be used:
Links to online resources as well as students-led research.
Videos of dust storms:





http://www.youtube.com/watch?v=gplaqa2yRgg
http://www.youtube.com/watch?v=AvKJ9fK99YU
http://www.youtube.com/watch?v=j84v385XK2M&NR=1&featur
e=fvwp
maps of affected areas
family and / or friends that lived in affected areas
pictures before and after the dust storms
After conducting research, students will assemble into groups of four to five members and share
their findings.
Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
Part 2:
Students research how severe dust storms affect the atmosphere, lithosphere, hydrosphere, and
biosphere. They will use the following materials:



Links to online resources as well as student-led research.
Pictures and/or videos of affected soil, air, water sources, plants, and animals.
Soil samples that students can use to compare soil tainted with dust to soil that has
not been contaminated.
Students will be divided equally into four groups for each of the four spheres. They will discuss
findings and then elect a group member to present to the rest of the class.
Part 3:
Students will examine the region relying on the Ogallala Aquifer. They will study characteristics
of the aquifer, users, and events that are leading up to a potential future catastrophe similar to the
Dust Bowl of the 1930s. Students will use the following materials:




Links to online resources as well as student-led research.
Maps of region relying on the Ogallala Aquifer.
Family and/or friends that live in the area.
Pictures past and present of the region that relies on the Ogallala Aquifer to see
how the area has been affected.
Students will engage in a class discussion, sharing similarities they recognize between 1930s
Midwest America and current Midwest America that relies on the Ogallala Aquifer.
Part 4:
Students will look at practices that are being used now and can be used in the future to help
avoid a future catastrophe to the region relying on the Ogallala Aquifer. To supplement the
lesson, the following material and practices will be utilized:




Students will be given links to online resources as well as conducting research on
their own.
Students will watch videos of farmers practicing new forms of irrigation which
are more efficient and help reduce water usage.
Students will view instructional videos on how anyone can conserve water at
home, work, or school. Example video:
o http://www.youtube.com/watch?v=kCKoh9qpdZ8
Students will be divided into groups to discuss how they can reduce water usage
at home. The groups will then present their three best ideas to the class.
Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
Assessment
The assessments will be presented after each part of the syllabus to ensure that learners have
effectively mastered the material just covered.
Assessment 1:
Students will be assessed on knowledge of the events that led up to the 1930s Dust Bowl. After
students have engaged in group discussion, an assessment will be done via short essay asking
that asks them to describe three things that led up to the Dust Bowl. The following rubric will be
utilized:
0
1
2
3
4
Student is
unable to
identify any of
the events that
led up to the
Dust Bowl of
the 1930s.
Student is able
to identify at
least one event
that led up to
the Dust Bowl
of 1930s, but
does not
provide
explanation
why.
Student is able
to identify three
events that led
up to the Dust
Bowl of 1930s,
but does not
provide
explanation
why.
Student is able
to identify three
events that led
up to the Dust
Bowl of 1930s,
but does not
provide a
complete
explanation
why.
Student is able
to accurately
identify three
events that led
up to the Dust
Bowl of the
1930s, as well
as provide an
explanation as
to why each
was a factor.
Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
Assessment 2:
Students will be assessed on knowledge of effects of severe dust storms on the atmosphere,
lithosphere, hydrosphere, and biosphere. Assessment will be done via the presentations given to
the class over the assigned sphere. The following rubric will be utilized:
0
1
2
3
4
Student is
unable to
identify any of
the events that
led up to the
Dust Bowl of
the 1930s
Student is
unable to
identify any
effects that dust
storms have on
the assigned
sphere.
Student is able
to identify and
explain at least
one effect that
dust storms
have on the
assigned
sphere.
Student is able
to identify and
explain at least
two effects that
dust storms
have on the
assigned
sphere.
Student is able
to identify and
explain at least
three effects
that dust storms
have on the
assigned
sphere.
Assessment 3:
Students will be assessed on knowledge of the Ogallala Aquifer. Assessment will be done via fill
in the blank answer questions that cover characteristics of the aquifer, users, and events that are
leading up to a potential future catastrophe similar to the Dust Bowl of the 1930s. There will be a
total of ten questions each worth ten points.
Sample Questions:
The Ogallala Aquifer lies under 174,000 square miles of the United States and extends from
western Texas to ______. (South Dakota)
The Ogallala Aquifer is the main water source for the Highs Plains region, supplying residential,
industrial, and _____ usage. (agricultural)
Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
Assessment 4:
Students will be assessed on preventative practices that can be followed to help avoid a future
catastrophe to the region relying on the Ogallala Aquifer. Assessment will be done via short
answer questions asking them to state four practices.
Sample Answers: using high efficiency water faucets in bathroom, fixing leaks at home, utilizing
subsurface drip irrigation, etc
The following rubric will be utilized:
0
1
2
3
4
Student is
unable to
identify any
water
conservation
practices.
Student is able
to identify and
explain at least
one water
conservation
practice.
Student is able
to identify and
explain at least
two water
conservation
practices.
Student is able
to identify and
explain at least
three water
conservation
practices.
Student is able
to identify and
explain at least
four water
conservation
practices.
Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
Resources
Student handouts created by instructor:
Handout touches on key points and/or guide.
Unlabeled map to have students fill out the state names.
Living History Farm
http://www.livinghistoryfarm.org/farminginthe30s/water_02.html
This site gives a description of the 1930s Dust Bowl along with testimonials from individuals
who experienced it.
The Dust Bowl - What Caused the Dust Bowl in the US Midwest in the 1930's?
http://weather.about.com/od/weatherfaqs/f/dustbowl.htm
This article provides reasons for the 1930s Dust Bowl.
Palmer Index US Dust Bowl Map
http://weather.about.com/od/imagegallery/ig/Global-Warming-Images-Graphs.--5K/PalmerIndex-US-Dust-Bowl-Map.htm
This is a map of United States and affected areas in the 1930s.
Water Encyclopedia: Ogallala Aquifer
http://www.waterencyclopedia.com/Oc-Po/Ogallala-Aquifer.html#ixzz1azqX6Vnu
This site provides a description of the Ogallala Aquifer, including characteristics, users, and
warnings of depleting levels.
Ogallala Aquifer Map Series
http://www.gis.ttu.edu/OgallalaAquiferMaps/MapSeries.aspx
Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
This site provides links to a variety of maps illustrating the Ogallala Aquifer.
Dust Control and Soil Stabilization
http://www.erosioncontrol.com/march-april-2009/dust-control-stabilization.aspx
This article describes how dust affects soil composition.
NSW Department of Health: Dust Storms
http://www.health.nsw.gov.au/factsheets/environmental/dust_storms.html
This article states how dust can lead to respiratory ailments and affect those subjected to dusty
conditions.
Mission 2012 Clean Water: US Aquifers
http://web.mit.edu/12.000/www/m2012/finalwebsite/problem/groundwater.shtml#enveffects
This describes environments effects of depleting groundwater sources.
EPA Water Sense
http://www.epa.gov/owm/water-efficiency/
This site gives examples of how people can conserve water everyday.
U.S. Drought Monitor
http://droughtmonitor.unl.edu/
This site provides a map identifying current drought conditions throughout the United States.
Dust Bowl
EDTC 6341
Michaelina Hernandez
October 31, 2012
Personal Reflection: What and how you have learned
Problem Based Learning (PBL) is a new approach to learning that I believe can be very
effective. Rather than the traditional and I believe over used strategy of lecturing to the class,
PBL allows for the learners to be actively engaged in learning process. I believe this will help to
keep the learners more interested and motivated in the course. While interacting with group
members I discovered that my original lesson plan still was following a script with teacher
instructing the students. Therefore I made revisions to ensure that the teacher just serves as a
guide to direct students in the right direction, but students actively are researching the subject
themselves and sharing with peers. While I am not currently a teacher, I would like to use this
style of learning in my future endeavors.